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Transcript
Year 8: Earth and Space- The changing Earth. Term 1, Week 6-10 Check Date Revise assumed knowledge: SC4-12ES describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system □ SC4-13ES explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management Literacy: A.L.A.R.M; Remember I.D.E.A and stop at the verb provided Identify: Name and Define Describe: Differentiate and distinguish by providing characteristics, features and properties Explain: Cause and effect = LINK purpose or function of EACH feature or characteristic listed above (Use linking words such as: As a result.., This leads to .., This provides .., As a consequence.., Therefore.., Thus ..) Analyse/Evaluate: Positive and negative arguments and finish with clear personal point of view ES1 Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales. (ACSSU153) UNDERSTANDING THE EARTH 4ES1a. describe the structure of the Earth in terms of core, mantle, crust and lithosphere Literacy activity (ESL focus): Key words. □ inner core, outer core, mantle, crust and lithosphere Draw a diagram that clearly shows the layers of Earth □ Describe the inner structure of the Earth including inner core, outer core, mantle, □ crust and lithosphere (depth and composition) 4ES1c. outline the origins of and relationships between sedimentary, igneous and metamorphic rocks Literacy activity (ESL focus): Key words. Define and describe the distinguish features of sedimentary, igneous and □ metamorphic rocks Provide examples of each rock type First-hand investigation(s): Effect of temperature on crystal size (Oxford pg264) First-hand investigation(s): Making sedimentary rocks (Oxford pg266) First-hand investigation(s): Making metamorphic rocks (Oxford pg267) □ □ □ □ Literacy activity: COSMOS. Students research for a related article. Students then write a series of questions that □ MUST include 5 multiple choice, 2 identify, 2 describe, 1 explain and either 1 assess or evaluate. 4ES1b. relate the formation of a range of landforms to physical and chemical weathering, erosion and deposition Literacy activity (ESL focus): Key words. □ Define and describe weathering, erosion and deposition Describe in detail the processes of physical, chemical and biological weathering □ □ Research task: Limestone caves. Explain their formation and locate regions in Australia where they are found. □ First-hand investigation(s): Effects of chemical weathering (Oxford pg271) □ □ Describe and draw a diagram of the rock cycle Describe in detail the processes of erosion and deposition. Research task: Famous landforms Provide examples of Australian and World landforms produced as a result of weathering, erosion and deposition. Describe the processes by which the landforms were created. Eg. Limestone caves, Wave rock, Uluru, Kata tjuta, Grand Canyon □ Assessment: Understanding the Earth checkpoint test □ Assessment: Oxford online test- Understanding the Earth Students to achieve 100% in Support and Consolidate OR Consolidate and Extend □ PROPERTIES OF ROCKS AND MINERALS 4ES1d. identify that sedimentary, igneous and metamorphic rocks contain minerals 4ES1e. classify a variety of common rocks and minerals into groups according to their observable properties Literacy activity (ESL focus): Key words. Mineral- Naturally occurring solid substance with its own chemical composition, □ structure and properties (all rocks are made of one or more minerals). Identify and describe the properties used by geologists to classify rocks and □ minerals: Colour, Lustre, Streak, Hardness Describe the Mohs scale of hardness. □ First-hand investigation(s): Hardness Compare a range of common products for hardness by using the scratch test (iron □ nail, glass slide, plastic petri dish, piece of copper sheet, chalk stick). Relate to rocks and minerals First-hand investigation(s): Rock and crystal classification In groups, observe physically and under microscope, a range of common rocks and minerals. Use hand lens and the internet and/or Oxford table to identify them by □ name. Group them according to their observable properties. Compare to other groups. Discuss 4ES1h. describe examples to show how people use understanding and skills from across the disciplines of science in occupations related to the exploration, mining or processing of minerals in Australia (ACSHE224, ACSHE227) Literacy activity (ESL focus): Key words. □ Ore- A mineral with a large amount of useful metal in it. Research task: Quartz Students are to: □ identify the chemical composition of quartz identify the physical properties of quartz explain its use in watchmaking other uses Research task/Group work: Important ores Students to research the following ores. Haematite, Bauxite, Galena, Rutile, Pitchblend, Molybdenite, Cinnabar, Malachite, Sphalerite, Chalcopyrite, Pentlandite, Cassiterite. Construct a table providing: □ - the metals that are extracted from the ores. - uses of that metal - Ratio of metal in the ores - other interesting facts Research task: Identify the main types of mines: Open cut mines, Underground mines, Leach □ mining Identify the main ways in which scientists locate minerals: Magnetic surveys, Gravity surveys, Seismic surveys, Geochemical surveys Research task/Group work: Jobs in geology Students to research the following professions and construct a table describing their role and the areas of science included in the job. Underground mine geologist Exploration geologist □ Metallurgist Geotechnical engineer Mining engineer Human resources relating to mining Environmental engineer 4ESadd3 investigate the role of forces and energy in the formation of different types of rocks and minerals Research task: Investigate the role of forces and energy in the formation of different types of rocks □ and minerals Assessment: Properties of rocks and minerals checkpoint test □ Assessment: Oxford online test- Properties of rocks and minerals Students to achieve 100% in Support and Consolidate OR Consolidate and Extend □ THE EARTH'S GEOLOGICAL PAST 4ES1f. describe the conditions under which fossils form Literacy activity (ESL focus): Key words. Petrification, trace fossils Describe the conditions under which fossils form Step 1: Death in right location Step 2: Time and sedimentation Step 3: Exposure from weathering and erosion or human activity First-hand investigation(s): Making a fossil Use a leaf with a distinct shape and plaster of paris to make a fossil □ □ □ 4ES1g. outline how geological history can be interpreted in a sequence of horizontal sedimentary layers, in which the oldest are at the base and the youngest at the top Literacy activity (ESL focus): Key words. □ law of superposition Solve problems related to the law of superposition Describe the geological time scale used by geologists and palaeontologists □ □ Explain why the study of fossils is important Evolution- understanding of past life Continental drift- fossils were key piece of evidence □ Assessment: The Earth's geological past checkpoint test □ Assessment: Oxford online test- The Earth's geological past Students to achieve 100% in Support and Consolidate OR Consolidate and Extend □ Assessment: THE CHANGING EARTH CHAPTER TEST □ 4ESadd4 describe some methods used by scientists to determine the relative age of rock layers Describe some methods used by scientists to determine the relative age of rock □ layers; Relative dating, Isotope dating 4ESadd5 debate the economic and environmental impacts of mining and resource exploration Class discussion debate the economic and environmental impacts of mining and resource exploration Comments and Suggested improvements Name: Signature: □ Date: