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TCSS Earth Systems Unit 1 – Formation of Earth Information Georgia Performance Standards: SCSh3. Students will identify and investigate problems scientifically. a. Suggest reasonable hypotheses for identified problems. b. Develop procedures for solving scientific problems. c. Collect, organize and record appropriate data. d. Graphically compare and analyze data points and/or summary statistics. e. Develop reasonable conclusions based on data collected. f. Evaluate whether conclusions are reasonable by reviewing the process and checking against other available information. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. a. Develop and use systematic procedures for recording and organizing information. b. Use technology to produce tables and graphs. c. Use technology to develop, test, and revise experimental or mathematical models. SES1. Students will investigate the composition and formation of Earth systems, including the Earth’s relationship to the solar system. a. Describe the early evolution of the Earth and solar system, including the formation of Earth’s solid layers (core, mantle, crust), the distribution of major elements, the origin of internal heat sources, and the mechanism by which heat transfer drives plate tectonics. b. Explain how the composition of the Earth’s crust, mantle and core is determined and compare it to that of other solar system objects. c. Describe how the decay of radioactive isotopes is used to determine the age of rocks, Earth, and solar system. d. Describe how the Earth acquired its initial oceans and atmosphere. Purpose/Goal(s): Students will be able to explain the formation of Earth In this unit we will focus on the “Nature of Science” and reading maps. In this unit we will discuss the “Formation of Earth, “Atmosphere, and “Oceans.” In this unit we will discuss “Matter.” Content Map: Unit 1 – Formation of Earth Content Map Prerequisites: Unit 1 – Formation of Earth Middle School Standards Unit Length: Approximately 35 days Click on the links below for resources by Concept: Concept 1: Nature of Science and Maps Concept 2: Formation of Earth, Atmospheres, and Oceans Concept 3: Matter TCSS Earth Systems Formation of Earth Unit Information Concept, Essential Question(s), and Standard(s) Concept 1: Nature of Science and Maps EQ1: What specific methods do Earth scientists use to investigate Earth and Beyond? EQ2: How are GPS and GIS technologies used to investigate and describe the world? Vocabulary Essential* Conclusion Data Hypothesis Procedure Statistics Supplemental** Control Independent Variable Dependent Variable Scientific Method SI Units Scientific Law Model Theory Cartography Equator Latitude Longitude Prime Meridian Topographic Map Contour Line Contour Interval Global Positioning System Geographic Information System SCSh3. Students will identify and investigate problems scientifically. a. Suggest reasonable hypotheses for identified problems. b. Develop procedures for solving scientific problems. c. Collect, organize and record appropriate data. d. Graphically compare and analyze data points and/or summary statistics. e. Develop reasonable *Essential vocabulary conclusions based on data listed in the GPS collected. Standards f. Evaluate whether Resources [Back to Top] PowerPoints: Latitude and Longitude PowerPoint Data Tables and Graphing PowerPoint Introduction to Earth Science Introduction to Topographic Maps Climograph Climograph Summarizer Scientific Method Animations and Videos: Latitude and Longitude One Direction Parody (time 3:53) Topography (time 9:59) Handouts and Activities: Scientific Method in Action: This handout serves as a review of the scientific method and allows the students to practice the steps in order to solve a problem. Experimental Design Practice: Allows the students to practice the elements of experimental design specifically focusing on identifying the independent and dependent variable. 3D Topographic Map Activity: This activity allows students to read topographic maps and plug in the data to create a 3D graph. This activity should serve as a lab. Borrowed from Spring Valley High School. Climograph Activity: This activity allows students to practice reading a climograph and build their own. This activity will require an Atlas to help identify. Borrowed form Garret at Big Walnut School District. Latitude/Longitude Map Activity Basic: Basic mapping activity that allows students to identify specific cities based on their latitude and longitude. Latitude/Longitude Map Advanced: Mapping Activity that Assessment SCSh3a,b,c,d,e,f: Sample Assessment Items SCSh4a,b,c: Sample Assessment Items TCSS Earth Systems Formation of Earth Unit Information conclusions are reasonable by reviewing the process and checking against other available information. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. a. Develop and use systematic procedures for recording and organizing information. b. Use technology to produce tables and graphs. c. Use technology to develop, test, and revise experimental or mathematical models. **Supplemental vocabulary listed in the state frameworks and/or other state document goes into more depth in regards to determining the latitude and longitude of cities as well as asking higher order questions. Topographic Map Activity: This activity from the USGS allows students to both read and practice making topographic maps. Graphing Activity: A review and practice of making graphs and or data tables. TCSS Earth Systems Formation of Earth Unit Information Concept, Essential Question(s), and Standard(s) Concept 2: Formation of Earth, Atmospheres, and Oceans Vocabulary Resources [Back to Top] Essential* Atmosphere Core Crust EQ1: Describe the early Evolution concepts of the structure Heat Transfer of the solar system and Mantle the Earth’s relationship to Ocean the solar system. Plate Tectonics PowerPoints: Formation of Earth PowerPoint: This PowerPoint covers the material from 28.1 and 22.1-22.3. EQ2: How did the oceans and atmosphere form and life begin during the three eons of the Precambrian? Handouts and Activities: Activator for Beginning of the Solar System: This activator displays how the Universe formed in a much simple scale. Layers of the Earth Foldable: This foldable helps create a visual representation of the layers of the Earth. Early Earth Student Study Guide: Review questions over section 22.1 in textbook and describes how the Earth possible formed Layers of the Earth Project: In class project where students model the Earth’s crust and its formation Formation of Atmosphere and Oceans Student Study Guide: Review questions over 22.3 in textbook and evaluates student knowledge over the hypotheses of the formation of the atmosphere and ocean. SES1. Students will investigate the composition and formation of Earth systems, including the Earth’s relationship to the solar system. a. Describe the early evolution of the Earth and solar system, including the formation of Earth’s solid layers (core, mantle, crust), the distribution of major elements, the origin of internal heat sources, and the mechanism by which heat transfer drives plate Supplemental** Asteroid Meteorite Zircon Canadian Shield Craton Differentiation Laurentia Microcontinent Planetesimal Retrograde Motion Ellipse Astronomical Unit Eccentricity *Essential vocabulary listed in the GPS Standards **Supplemental vocabulary listed in the state frameworks and/or other state document Animations and Videos: Formation of Earth (time 2:31) Formations of Atmosphere and Oceans (time 3:00) Plate Tectonic Video (time 5:16) Chapter 22 Quizlet Assessment SES1a,b,d: Sample Assessment Items TCSS Earth Systems Formation of Earth Unit Information tectonics. b. Explain how the composition of the Earth’s crust, mantle and core is determined and compare it to that of other solar system objects. d. Describe how the Earth acquired its initial oceans and atmosphere. TCSS Earth Systems Formation of Earth Unit Information Concept, Essential Question(s), and Standard(s) Concept 3: Matter EQ1: How can rocks tell us the age of things like fossils, the Earth, and the Solar System? SES1. Students will investigate the composition and formation of Earth systems, including the Earth’s relationship to the solar system. c. Describe how the decay of radioactive isotopes is used to determine the age of rocks, Earth, and solar system. Vocabulary Essential* Carbon Cycle Decay Geochemical Cycles Hydrologic Cycle Radioactive Isotope Rock Cycle Supplemental** Isotopes Carbon Dating *Essential vocabulary listed in the GPS Standards **Supplemental vocabulary listed in the state frameworks and/or other state document Resources [Back to Top] PowerPoints: Matter PowerPoint Animations/Videos: How does radiocarbon dating work? (time 2:10) Handouts and Activities: Half-life Lab: Lab allows for teachers to use various materials to demonstrate half-life. Radioactive Dating Game Online Lab: Students can observe half-life and decay rates of carbon-14 and uranium-238. Students may also date objects. Assessment SES1c,e: Sample Assessment Items