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Northridge Local Schools 912 Science Course of Study Course: Geology Length: 1year Grade Level: 1012 Credit: 1 unit (Physical science and Laboratory science) Recommended: Physical Science or Course fee: none Chemistry, Biology Course Description: Physical Geology is a physical science course that satisfies the Ohio Core science graduation requirements. This course studies processes with the geosphere, hydrosphere, atmosphere, and biosphere. Topics include rocks and minerals, plate tectonics, erosion and deposition, depositional environments, oceanography, geologic history, and Earth’s resources. Current events and human interactions with the environment are discussed within the study of each process. Scope and Sequence Major Units/Topics of Study Unit 1 Earth as a System Unit 2 Hydrosphere: Water in Earth’s Systems Unit 3 Geosphere: Exploring Earth’s Interior Unit 4 Geosphere: Plate Tectonics Unit 5 Geosphere and Hydrosphere: Erosion and Deposition Unit 6 Geosphere: The Rock Cycle Unit 7 Geosphere: Earth’s History Unit 8 Geosphere: Earth’s Resources Unit 9 Geosphere and Hydrosphere: Glacial Geology Estimated Weeks 4 weeks 6 weeks 3 weeks 7 weeks 3 weeks 5 weeks 4 weeks 2 weeks 2 weeks Unit 1: Earth as a System Content Statement: This unit will be divided into two sections. The first section reviews tools that scientists use to collect and communicate information. The second section identifies four Earth systems, atmosphere, hydrosphere, geosphere, and biosphere, and studies interactions between those systems. Both units are background for the remainder of the course. Ohio Science Content Statements: Science Inquiry and Application: Identify questions and concepts that guide scientific investigations. Science Inquiry and Application: Use technology and mathematics to improve investigations and communications. Science Inquiry and Application: Formulate and revise explanations and models using logic and evidence. Physical Geology: Earth’s Resources Reading Standards for Literacy in Science and Technical Subjects: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Learning Targets: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. I can use the SI (metric) measurement system to make observations in Earth systems. I can use scientific process skills to a study of Earth systems. I can describe how science, technology and society interact with each other. I can obtain information from graphs and visual models. I can describe the properties of the four major Earth spheres (atmosphere, hydrosphere, geosphere and biosphere) and that the spheres interact. I can describe how resources move through cycles and reservoirs using examples from Earth systems. I can explain how changes in one or more biotic or abiotic factors affects the interactions (ex: carrying capacity) within an ecosystem. I can describe a location using the grid system of latitude and longitude and compass directions. I can describe how to make different types of maps (map projections and science of cartography). Given a topographic map, I can locate features and draw a topographic profile. Instructional Resources: Core Text: EDC Earth Science (Krumhansl, LabAids 2014) Chapter 1 Supplemental Text: National Geographic Video: Mapping Cuba Essential Vocabulary: Hypothesis Independent Variable Observation Scientific Theory Measurement Volume Balance Bar Graph Axis Closed System Hydrosphere Conduction Cycle Carrying Capacity Longitude Equator Parallel GPS Cylindrical projection Equal area projection Contour line Slope Geologic map Experiment Dependent Variable Conclusion Peer Review Length Temperature Variable Control Scientific Law Publication Mass Graduated Cylinder Scale Histogram System Isolated System Geosphere Line Graph Pie Chart/Circle Graph Open System Atmosphere Biosphere Convection Reservoir Radiation Sustainability Latitude Geographic Poles International Date Line Meridian Geomagnetic Poles Compass Rose Map Scale Map Legend Azimuthal projection Conical projection Cartography Topographic map Elevation Index contour Contour interval Topographic profile Geologic unit Suggested Instructional Learning Activities: Keynote: Ecology Keynote: Graphs and Models Keynote: How Scientists Study the Earth (Systems and Cycles) http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES01/ES01.html (Application of Scientific Method) http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES05/ES05.html (locating US landforms) http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT06/CT06.html (Ecology and energy transfer) http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT08/CT08.html (organism adaption to abiotic factors) Suggested Assessment Methods: Formative: ● Reading: What is Geology ● Measurement Lab ● Graphing Data Activity ● Review worksheets on Mapping Summative: ● Information from this unit will be assessed throughout the course in the context of the different units. Unit 2: Hydrosphere—Water in Earth’s Systems Content Statement: This unit studies access to plentiful and clean water. Students will evaluate sources of fresh water and whether a supply could be threatened in the future. After looking at freshwater resources, the unit continues with oceanography. Students will focus on how this part of the hydrosphere interacts with the atmosphere and biosphere. Ohio Science Content Statements: Science Inquiry and Application: Identify questions and concepts that guide scientific investigations. Science Inquiry and Application: Use technology and mathematics to improve investigations and communications. Science Inquiry and Application: Formulate and revise explanations and models using logic and evidence. Science Inquiry and Application: Recognize and analyze explanations and models; and communicate and support a scientific argument. Physical Geology: Igneous, Metamorphic and Sedimentary Rocks: Depositional Environments Physical Geology: Earth’s Resources: Potable water and water quality. Environmental Science: Earth Systems (Interconnected Spheres of Earth): Surface and groundwater flow patterns and movement Environmental Science: Earth’s Resources: water and water pollution (Potable water and water quality, Clean Water Act, and Point source and nonpoint source contamination). Physical Geology: Igneous, Metamorphic and Sedimentary Rocks: Sedimentary: The Ocean (Thermal energy and water density) Physical Geology: Igneous, Metamorphic and Sedimentary Rocks: Sedimentary: The Ocean (Currents) Physical Geology: Igneous, Metamorphic and Sedimentary Rocks: Sedimentary: The Ocean (Waves) Environmental Science: Earth Systems (Interconnected Spheres of Earth): Oceanic currents and patterns as they relate to climate. Reading Standards for Literacy in Science and Technical Subjects 612: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Reading Standards for Literacy in Science and Technical Subjects 612: Analyze the structure of the relationships among concepts in a text, including relationships among key terms. Writing Standards for Literacy in Science and Technical Subjects 612: Write arguments on disciplinespecific content. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audience’s knowledge level and concerns. Learning Targets: 1. 2. 3. 4. 5. 6. 7. 8. 9. I can describe how water moves between the Earth’s surface and the atmosphere. I can explain a water budget. I can describe competing fresh water uses. I can identify sources of pollution to surface water resources. I can discuss regulatory and other management issues regarding surface water resources. I can describe how water moves between locations on Earth’s surface (watersheds). The student should be able to describe properties of rock or soil that affect fluids. The student should be able to label groundwater zones. The student should be able to describe landuse concerns regarding ground water (aquifer depletion, groundwater contamination, sinkholes). 10. I can describe the driving forces that cause the ocean water to move and that can affect the current patterns. 11. I can describe properties of ocean water that affect current patterns and ocean ecosystems. Instructional Resources: Core Text: EDC Earth Science (Krumhansl, LabAids 2014) Chapters 2 and 3 Supplemental Text: BBC Video: Blue Planet Seas of Life (The Deep) Essential Vocabulary: Water cycle Precipitation Runoff Infiltration Surface water Aquifer Collection Evaporation Condensation Zone of Aeration Zone of Saturation Water Table Transpiration Recharge Personal use Recreational use Industrial use Agricultural use Environmental use Pollution Fresh water Sea water Glacier Water diversion Transportation use Wetland Dam Levee Reservoir CostBenefit Analysis Precautionary Principle Wastewater treatment Remediation Point source Nonpoint Source Divide Wind Current Coriolis effect Global wind belts Gyre Western boundary current Eastern boundary current Density Convection Surface current Deep current Upwelling ENSO Salinity Suggested Instructional Learning Activities: Keynote: Groundwater Keynote: Water Pollution http://www.sciencecourseware.org/VirtualRiver/ www.glencoe.com/sites/common_assets/science/virtual_labs/CT03/CT03.html How can water pollution be detected www.glencoe.com/sites/common_assets/science/virtual_labs/CT02/CT02.html How does soil type affect the movement of groundwater http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT04/CT04.html When is water safe to drink? http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT10/CT10.html (properties of water) http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES20/ES20.html (water conservation in the home) Concord.org/stemresources/willtherebeenoughfreshwater (Modules 15: Availability of Freshwater, Using Freshwater, Groundwater movement, Groundwater and Surface water, and Using Groundwater wisely) Suggested Assessment Methods: Formative: ● Reading: Water Running Dry EDC pp. 1517 ● Task 1: How Much Water Do You Use ● Task 2: Thinking Beyond the Bathwater—Your Water Footprint ● Activity 2.1: Reservoir Roulette ● Reading: Unique Properties of Water EDC pp. 27 28 ● Activity 2.2 Surface Water Movement Model and Groundwater Model ● Reading: Point Source Pollution (Science Online) ● Reading: A Crazy Idea EDC pp. 53 – 54 ● Activity 3.1 The Effect of Wind on Ocean Currents ● Reading: Patterns in Surface Ocean Currents EDC pp. 6062 ● Activity 3.3 The Effect of Density on Ocean Currents ● Reading: Striving for Equilibrium EDC pp.6669 ● Reading: An Influential Current EDC pp 7275 ● Research El Nino Southern Oscillation Summative: ● Unit test on Hydrologic Cycle ● Unit test on Ocean Currents Unit 3: Geosphere—Exploring Earth’s Interior Content Statement: This unit will investigate the different layers of the Earth by physical properties and chemical composition. It will apply the study of wave properties to determining the structure of the Earth. Ohio Science Content Statements: Science Inquiry and Application: Identify questions and concepts that guide scientific investigations. Science Inquiry and Application: Use technology and mathematics to improve investigations and communications. Science Inquiry and Application: Formulate and revise explanations and models using logic and evidence. Physical Geology: Plate Tectonics (Structure of the Earth) Physical Geology: Plate Tectonics (Causes and evidence of plate motion) Physical Geology: Plate Tectonics (Seismic waves) Learning Targets: 1. I can describe the structure, composition, and physical properties of the materials within the Earth. 2. I can identify sources of energy in Earth’s interior and how these energy sources drive changes deep within the planet and on the surface. 3. I can identify techniques that scientists use to investigate Earth’s interior. Instructional Resources: Core Text: EDC Earth Science (Krumhansl, LabAids 2014) Chapter 9 Supplemental Text: Smithsonian Chronicles DVD Series: Earth’s Heart of Fire Origins Video: Earth is Born Essential Vocabulary: Lithosphere Inner core Mantle Primary waves Compressional wave Body waves Triangulation Radiation Asthenosphere Outer core Seismograph Secondary waves Transverse wave Focus or hypocenter Conduction Mesosphere Crust Fault Shadow zone Refraction Epicenter Convection Suggested Instructional Learning Activities: Guided Notes on Layers of the Earth Brainstorming Activity Questions EDC p. 222 Suggested Assessment Methods: Formative: ● Reading: A Dense Interior EDC pp. 227 and Density Column Activity ● Activity 9.1 Modeling Earth’s Interior Structure ● Reading: How Do Scientists Explore Earth’s Interior? EDC pp 233235 ● Activity 9.2 See What You Can’t See ● Activity 9.3 Body Waves ● Activity 9.4 Locating an Earthquake Epicenter ● Reading: Energy in Earth’s Interior EDC pp 241244 Summative: ● Unit test on layers of the Earth Unit 4: Geosphere—Plate Tectonics Content Statement: The student will investigate the theory of plate tectonics by looking at interactions and surface evidence at three types of plate boundaries: convergent, divergent, and transform. By exploring past evidence, students will have a better understanding of where future plate tectonic events, such as earthquakes and volcanoes, will occur. Ohio Science Content Statements: Science Inquiry and Application: Identify questions and concepts that guide scientific investigations. Science Inquiry and Application: Use technology and mathematics to improve investigations and communications. Science Inquiry and Application: Formulate and revise explanations and models using logic and evidence. Physical Geology: Plate Tectonics Historical Review (Continental drift, Sea Floor spreading, Paleomagnetism) Physical Geology: Plate Tectonics (Causes and evidence of plate motion) Physical Geology: Plate Tectonics (Characteristics of oceanic and continental plates) Physical Geology: Plate Tectonics (Relationship of plate movement and geologic events and features) Physical Geology: Plate Tectonics (Mantle plumes) Reading Standards for Literacy in Science and Technical Subjects: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Reading Standards for Literacy in Science and Technical Subjects: Translate information expressed visually or mathematically into words. Learning Targets: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. I can describe possible plate movement (transform, convergent and divergent). I can use both the Richter and Modified Mercalli scales to describe earthquake damage. I can analyze GPS data and geologic markers to measure past movements along fault zones. I can identify possible earthquake zones around the world. I can describe how factors such as rock type, geologic features, population, and construction methods affect earthquake damage. I can classify earthquake damage to natural and manmade structures. I can classify volcanoes according to the type of eruption. I can identify different volcanic hazards. I can analyze data about past eruptions and use recent monitoring data to identify indicators of a potential volcanic eruption. I can identify evidence to support the theory of Continental Drift. I can describe methods of mapping the ocean floor. I can describe differences between continental and oceanic crust. I can explain how sea floor spreading provides a mechanism for plate movement. Instructional Resources: Core Text: EDC Earth Science (Krumhansl, LabAids 2014) Chapters 1012 Supplemental Text: Smithsonian Chronicles DVD Series: The Great San Francisco Earthquake Smithsonian Chronicles DVD Series: How the Earth was Made (Everest) Smithsonian Chronicles DVD Series: Japan’s Killer Quake Smithsonian Chronicles DVD Series: Ring of Fire National Geographic Video on Volcanoes Essential Vocabulary: Convergent boundary Vector Richter scale Resonance Tsunami Extrusive igneous rock Hot spot Cinder cone volcano Tephra Divergent boundary Geologic plate Modified Mercalli scale Story shift Subduction zone Magma Shield volcano Caldera Plinian eruption Transform boundary Ring of Fire Seismic risk Fault scarp Intrusive igneous rock Lava Stratovolcano Pyroclastic flow Lahar Volcanic mountain Sonar Midocean ridge Island arc Bathymetric profile Ocean trench Fossil Submersible Rift zone Paleomagnetic data Suggested Instructional Learning Activities: Keynote: Earthquakes Google Slides: Volcanoes Keynote: Ocean Basins Guided Notes on Continental Drift http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES09/ES09.html (Determining Epicenter) http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES10/ES10.html (Magma composition and volcanoes) http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES11/ES11.html (Geologic evidence to support Pangaea) http://www.sciencecourseware.org/VirtualEarthquake/ http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES18/ES18.html (Ocean floor characteristics) Suggested Assessment Methods: Formative: ● Reading: Waves of Destruction EDC pp 251 – 253. ● Activity 10.1 Using GPS Data and Geologic Markers to Track Plate Motion ● Activity 10.2 Looking for Patterns in a World Map ● Reading: What Do Tectonic Plates Have to Do With Earthquakes? EDC pp262264 ● Skills Worksheet on Richter and Mercalli Scales ● Reading: Could Mt. Rainier Erupt EDC pp 293295 ● Activity 11.2 A Lava Flow or an Explosion ● Activity 11.3 What Might and Eruption of Mt. Rainier Be Like? ● Zaption: The Eruption of Mt. St. Helens ● Reading: Has Mount Rainier Erupted in the Past EDC pp 308310 ● Reading: How Do Convergent Boundaries Shape Earth’s Surface Features EDC pp317319 ● Reading: An Explorer with Big Ideas EDC pp 331332 ● Review Worksheets on Continental Drift ● Reading: Into the Depths EDC pp 336337 ● Reading: Pulling it All Together EDC p 350351 Summative: ● Unit Test on Transform Boundaries Earthquake Damage ● Activity 11.4 How Do Scientists Monitor Volcanoes (Research Activity and Presentation) ● Unit Test on Convergent Boundaries and Volcanoes Unit 5: Hydrosphere and Geosphere—Erosion and Deposition Content Statement: The processes of erosion and deposition modify Earth’s crust. This unit looks at changes in surface landforms and environmental problems associated with surface water movement. Ohio Science Content Statements: Science Inquiry and Application: Identify questions and concepts that guide scientific investigations. Science Inquiry and Application: Use technology and mathematics to improve investigations and communications. Science Inquiry and Application: Formulate and revise explanations and models using logic and evidence. Science Inquiry and Application: Communicate and support a scientific argument. Physical Geology: Igneous, Metamorphic and Sedimentary Rocks: Depositional Environments Physical Geology: Igneous, Metamorphic and Sedimentary Rocks: Streams (channels, streambeds, floodplains, crossbedding, alluvial fans, deltas) Physical Geology: Earth’s Resources: Soil and Sediment (Mass wasting and erosion). Reading Standards for Literacy in Science and Technical Subjects: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Reading Standards for Literacy in Science and Technical Subjects: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Writing Standards for Literacy in Science and Technical Subjects 612: Write arguments on disciplinespecific content. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audience’s knowledge level and concerns. Learning Targets: 1. 2. 3. 4. I can describe Earth surface features formed by surface water erosion and deposition. I can explain how surface water changes landscapes. I can describe different types of mass wasting. I can identify specific effects of mass wasting on humans and structures. Instructional Resources: Core Text: EDC Earth Science (Krumhansl, LabAids 2014) Chapter 14 Supplemental Text: ScienceonLine: Surface Water Resources ScienceonLine: Mass Wasting Essential Vocabulary: Bed load Stream Discharge Delta Tributary Lower course Mass Wasting Fall Slump Solifluction Suspended load Stream Gradient Alluvial fan Upper course Floodplain Slide Landslide Creep Dissolved load Meander Watershed Middle course Drainage basin Flow Mudflow Slope Angle of Repose Suggested Instructional Learning Activities: Keynote: Mass Wasting Keynote: Stream Erosion and Deposition PBS video: The Storm that Drowned a City (youtube) Illustrated Vocabulary Suggested Assessment Methods: Formative: ● Reading: Flooding the Big Easy EDC pp 359361 ● Activity 13.1 Modeling River Deposits ● Reading: How Do Rivers Build Land EDC pp 364367 ● Activity 13.2 Modeling a River Delta ● Reading: Layer by Layer pp 376379 ● Activity 13.5 Settling Sediments ● Reading: Have People Played a Role in the Subsidence of New Orleans? EDC pp 387389 Summative: ● Unit Test on Stream Erosion Unit 6: Geosphere—The Rock Cycle Content Statement: This unit explores Earth’s crust—what it made of, how it varies from place to place, and the processes by which it was constructed. Ohio Science Content Statements: Science Inquiry and Application: Identify questions and concepts that guide scientific investigations. Science Inquiry and Application: Use technology and mathematics to improve investigations and communications. Science Inquiry and Application: Formulate and revise explanations and models using logic and evidence. Physical Geology: Igneous, Metamorphic and Sedimentary Rocks: Bowen’s Reaction Series Physical Geology: Igneous, Metamorphic and Sedimentary Rocks: Division of sedimentary rocks and minerals (chemical, clastic, organic) Physical Geology: Igneous, Metamorphic and Sedimentary Rocks: Depositional environments Physical Geology: Igneous, Metamorphic and Sedimentary Rocks: Foliated (regional) and Nonfoliated (contact) Physical Geology: Minerals : Atoms and elements Physical Geology: Minerals : Crystal Structure Physical Geology: Minerals : Criteria of a mineral (crystalline solid, occurs in nature, inorganic, defined chemical composition) Physical Geology: Minerals: Properties of minerals (hardness, luster, cleavage, streak, crystal shape, fluorescence, flammability, density/specific gravity, malleability) Reading Standards for Literacy in Science and Technical Subjects 612: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Reading Standards for Literacy in Science and Technical Subjects: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Learning Targets: 1. The student will be able to apply the scientific definition of a mineral to determine whether a particular substance meets the definition. 2. The student will be able to classify minerals into six major mineral groups by chemical composition. 3. The student will be able to use characteristic properties of luster, streak, color, cleavage, fracture, and hardness to identify minerals and distinguish between similar minerals. 4. The student should be able to identify processes involved in the rock cycle. 5. The students should be able to describe how scientists classify rocks (rock texture). 6. The students should be able to classify igneous rocks, sedimentary rocks, and metamorphic rocks based on how or where the rock formed. 7. The student should be able to recognize common igneous, sedimentary, and metamorphic rocks. 8. The student should be able to recognize and classify methods of weathering. 9. The student should be able to recognize visible structures in rocks and describe the possible depositional environment of the rock. Instructional Resources: Core Text: EDC Earth Science (Krumhansl, LabAids 2014) Chapter 14 Supplemental Text: Geoscience Laboratory (Second edition) (Freeman, John Wiley & Sons, Inc. 1996) Eyewitness DVD: Rocks and Minerals Essential Vocabulary: Organic Synthetic Hardness Crystalline Density Luster Inorganic Metallic bond Cleavage Fracture Ductility Igneous rock Rock cycle Rounded Intrusive igneous Glassy Chemical sedimentary Bedding Contact metamorphism Bowen’s Reaction Series Mechanical weathering Streak Malleability Moh’s Hardness Scale Sedimentary rock Metamorphic rock Texture Sorting Angular Extrusive igneous Finegrained Coarsegrained Porphyritic Clastic sedimentary Organic sedimentary Fossil Foliated Nonfoliated Regional metamorphism Ripple marks Weathering Chemical weathering Abrasion Suggested Instructional Learning Activities: http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES04/ES04.html (rock identification) http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES03/ES03.html (mineral identification by properties) Guided Notes on Relative Dating Guided Notes on Mineral Properties Video: How the Earth was Made: Grand Canyon Suggested Assessment Methods: Formative: ● Reading: A Curious Mind EDC pp 399401 ● Interpreting a Rock Record Activity ● Reading: Elements of Earth’s Crust EDC pp 407409 ● Activity 14.1 Can Rocks Have Different Densities? ● Reading: Minerals—The Building Blocks of Earth’s Crust EDC pp 410 413 ● Activity 14.2 Identifying Minerals by their Physical Characteristics ● Igneous Rock Identification Lab ● Reading and Questions on Bowen’s Reaction Series ● Reading: Sedimentary Rocks and Sedimentation (Science Online) ● Sedimentary Rock Identification Lab ● Activity 14.2 Part B Clues in the Rock Forming Process ● Reading: Piecing Together Earth’s History EDC pp 423425 ● Activity 14.4 Timeline of Major Events in Earth’s History Summative: ● Rocks and Minerals unit test Unit 7: Geosphere—Earth History Content Statement: In this unit, students will apply their knowledge of rockforming processes and depositional environments to determine what the rocks reveal about the history of the Earth at specific locations. Ohio Science Content Statements: Science Inquiry and Application: Identify questions and concepts that guide scientific investigations. Science Inquiry and Application: Use technology and mathematics to improve investigations and communications. Science Inquiry and Application: Formulate and revise explanations and models using logic and evidence. Physical Geology (Earth History): Principles to determine relative age (Original horizontality, Superposition, and Crosscutting relationships) Physical Geology (Earth History): Principles to determine Absolute Age (Radiometric dating) Physical Geology (Earth History): Combining relative and absolute age data Physical Geology (Earth History): The geologic time scale (Climate changes evident through the rock record) Physical Geology (Earth History): The geologic time scale (Fossil record) Reading Standards for Literacy in Science and Technical Subjects: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Reading Standards for Literacy in Science and Technical Subjects 612: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Writing Standards for Literacy in Science and Technical Subjects: Write arguments focused on disciplinespecific content: Provide a concluding statement or section that follows from or supports the argument presented. Learning Targets: 1. I can describe relative dating techniques that scientists use to interpret the rock record (Law of Uniformitarianism, Law of Superposition, Law of Original Horizontality, and crosscutting relationships) 2. I can interpret a rock outcrop picture to describe natural processes that occurred to the layers. 3. I can describe how scientists use radiometric dating to determine the age of a rock layer. 4. I can describe different methods of preserving evidence of onceliving organisms. 5. I can use life spans for index fossils and other fossils to determine the age of a rock layer. 6. I know the basis for the different divisions of the geologic time scale. 7. I can use a Geologic Time Scale chart to determine important organisms associated with different Eras and Periods. Instructional Resources: Core Text: EDC Earth Science (Krumhansl, LabAids 2014) Chapter 14 Supplemental Text: Geoscience Laboratory (Second edition) (Freeman, John Wiley & Sons, Inc. 1996) Essential Vocabulary: Law of Uniformitarianism Nonconformity Law of Original Horizontality Halflife isotope Radiometric dating Petrified fossil Imprint Geologic Column Era Age Law of Superposition Angular unconformity Syncline Parent isotope Unconformity Disconformity Anticline Daughter Mummification Mold Trace fossils Geologic Time Scale Period Mass extinction Unchanged fossil Cast Index fossils Eon Epoch Suggested Instructional Learning Activities: Interpreting the Rock Record Activity Fossil Assemblages Lab Fossil Lab Keynote: Geologic Time Scale Keynote: Depositional Environments http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES12/ES12.html (Index fossil determining when an organisms lived) http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES13/ES13.html (geologic time) http://www.sciencecourseware.org/VirtualDating/ Suggested Assessment Methods: Formative: Summative: Unit 8: Geosphere—Earth’s Resources Content Statement: This unit investigates some of the resources that Earth’s geosphere provides. The Earth’s crust is the source of materials that students use every day, and mineral resources are so important to human civilization that economic, political, and military policies are often based on resource acquisition and preservation. Ohio Science Content Statements: Science Inquiry and Application: Identify questions and concepts that guide scientific investigations. Science Inquiry and Application: Use technology and mathematics to improve investigations and communications. Science Inquiry and Application: Formulate and revise explanations and models using logic and evidence. Physical Geology: Earth’s Resources (Mining and resource extraction) Physical Geology: Earth’s Resources (Nonrenewable resources) Reading Standards for Literacy in Science and Technical Subjects: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Reading Standards for Literacy in Science and Technical Subjects 612: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Writing Standards for Literacy in Science and Technical Subjects: Write arguments focused on disciplinespecific content: Provide a concluding statement or section that follows from or supports the argument presented. Learning Targets: 1. I can identify properties of minerals that makes them economically valuable. 2. I can identify conditions in which mineral deposits form. 3. I can describe some techniques that are used to mine minerals. 4. I can identify uses for some common minerals. Instructional Resources: Core Text: EDC Earth Science (Krumhansl, LabAids 2014) Chapter 15 Supplemental Text: Smithsonian Chronicles DVD Series: How the Earth was Made (America’s Gold) Essential Vocabulary: Ore deposit Magma Prospecting Dredging Concentration Hydrothermal deposit Gangue Smelting Nonrenewable resource Placer deposit Open Pit Mine Alloy Refining Suggested Instructional Learning Activities: Suggested Assessment Methods: Formative: ● Reading: Pike’s Peak or Bust EDC pp 433434 ● Activity 15.1 Where are the Mineral Ores ● Reading: From Rocks to Riches—Mining and Processing Mineral Ore EDC pp 447 451 ● Reading: Mining (Science Online) ● Reading: Birthstones ● Activity 15.3 Refining an Ore Summative: ● Unit Test on Mineral Resources Unit 9: Hydrosphere and Geosphere—Glacial Geology Content Statement: This unit traces the glacial history and presentday data for Ohio, the United States, and globally. The students will investigate how glaciers form and move and landforms associated with glacial erosion and deposition. They will also investigate economic benefits to areas that glaciers once covered. Ohio Science Content Statements: Science Inquiry and Application: Identify questions and concepts that guide scientific investigations. Science Inquiry and Application: Use technology and mathematics to improve investigations and communications. Science Inquiry and Application: Formulate and revise explanations and models using logic and evidence. Physical geology: Glacial Geology: Glaciers and glaciation (evidence of past glaciers) Physical geology: Glacial Geology: Glaciers and glaciation (glacial deposition and erosion—including features formed through erosion or deposition) Physical geology: Glacial Geology: Glaciers and glaciation (glacial distribution and causes of glaciation) Physical geology: Glacial Geology: Glaciers and glaciation (types of glaciers) Physical geology: Glacial Geology: Glaciers and glaciation (glacial structure, formation and movement) Reading Standards for Literacy in Science and Technical Subjects: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Learning Targets: 1. 2. 3. 4. I can identify types of glaciers and where they form. I can recognize glacier erosional and depositional landforms. I can describe the current scientific theory on why ice ages occur. I can identify economic benefits to areas once covered by glaciers. Instructional Resources: Core Text: none Supplemental Text: Smithsonian Chronicles DVD Series: How the Earth was Made (America’s Ice Age) www.dnr.state.oh.us “Ohio’s Ancient Nile: The Teays River” Essential Vocabulary: Snowfield Basal Slip Iceberg Ushaped valley Arete Fjord Till Terminal moraine Drumlin Ice age Precession Equilibrium line Glacier Crevasse Alpine glacier Hanging valley Horn Glacial grooves Outwash Medial moraine Kettle lake Milankovitch theory Transgressing sea level Ablation Friction Ice shelf Continental glacier Cirque Tarn Erratic Lateral moraine Ground moraine Esker Eccentricity Regressing sea level Suggested Instructional Learning Activities: Phet: Glacier Simulation Activity http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES07/ES07.html Keynote: Glaciers
