Download Solid Earth Curriculum Map

Course Name: Solid Earth Curriculum Map
Q1
Topic: Earth’s Processes and Cycles (Ch 3.
Dates: Sept 7 – Oct 1
Standards
Course Number: 03913, 03912
Models of the Earth)
1.8 Read, interpret, and analyze a combination of ground-based observations,
satellite data, and computer models to demonstrate Earth systems and
their interconnections.
SIS2- Employ appropriate methods for accurately and consistently
-making observations
-making and recording measurements at appropriate levels of
precision
 Measure with accuracy and precision (e.g., length, volume, mass,
temperature, time)
 Use appropriate metric/standard international (SI) units of measurement
for mass (kg); length (m); time (s); force (N); speed (m/s); acceleration
(m/s2); and frequency (Hz).
Skills and Outcomes – When students have finished studying this topic they
will know and be able to…
 Distinguish and explain how latitude and longitude can be used to locate
places on Earth’s surface.
 Demonstrate how to use keys, legends, and scales to read maps
 Explain how a magnetic compass can be used to find directions on Earth’s
surface
 Explain how elevation and topography are shown on a map and use that
information to interpret and solve mapping problem sets
Resources
Ch 3 Models of the Earth
Sect 1 Finding Locations on Earth’s Surface
Sect 2 Mapping Earth’s Surface
Sect 3 Types of Maps
Reference Tables and Maps
Topographic and Geologic Map Symbols (p 876)
Contour Map (p 877)
Topographic Provinces of North America (p 881)
Maps in Action (p 372)
Soil Map of North Carolina
Mapping Expeditions
Key Questions:
Explain how latitude and
longitude are used to find
specific locations on Earth.
Summarize how to use
legends and scales to read
maps
Explain how elevation is
shown on a topographic
map.
How can you use
information on a
topographic map to
compare the steepness of
slopes on maps?
How can you use lines on
a topographic map to
identify the direction of
river flow?
Assessments:
Tests, quizzes, daily assessments,
math skills activities
Interpreting and comparing
locations, distances, directions of
Malden and its surrounding areas
on the North of Boston map.
Mapping skills activity:
Topographic Map of the Desolation
Watershed
Pg. 76 6 problem sets
Key terms:
Parallel
Latitude
Meridian
Longitude
Great circle
Geomagnetic poles
Geographic poles
Magnetic declination
Map projection
Legend
Scale
Topography
Elevation
Contour line
Relief
Index contours
Contour interval
1
Journey to Red River (p 832-833)
Q1
Topic: Earth’s Processes and Cycles (Ch 15.
Dates: Oct 4 – Oct 20
River Systems)
Standards
3.5
Describe the processes of the hydrologic cycle, including evaporation,
condensation, precipitation, surface runoff and groundwater
percolation, infiltration, and transpiration.
Skills and Outcomes – When students have finished studying this topic they will
know and be able to…
 Describe the parts of a river system
 Explain factors that affect the erosive ability of a river
 Distinguish between meandering and braided rivers
 Describe how erosive factors affect the evolution of a river channel
 Describe one advantage and one disadvantage of living in a floodplain
 Explain two types of stream deposition
Resources
Chapter 15
Sect 1 The Water Cycle (review)
Sect 2 Stream Erosion
Sect 3 Stream Deposition
Reference Tables and Maps
Maps In Action (p 394)
World Watershed Sediment Yield
The Global Water Supply ppt.- Grillon
Rivers ppt.- Maglio
Key Questions:
Assessments:
In which two ways does
water reach the ocean?
Tests, quizzes, daily assessments,
math skills activities
Why are most local water
budgets not balanced?
Activity – calculating stream
discharge rates (slope, velocity,
volume)
How does a river develop?
Explain how stream
discharge and gradient
affect the erosive ability of
a river.
Explain how the velocity
of a stream affects the
suspended load.
If geologic forces were to
cause an uplift of the land
surface, what would the
effect on the stream
channel erosion be?
Activity – delineating a watershed
using topographic maps
Activity – applying Darcy’s Law
(stream flow calculations)
Key terms:
Water Cycle
Evapotranspiration
Condensation
Precipitation
Desalination
Meander
Gradient
Tributary
Watershed
Stream load
Discharge
Braided stream
Alluvial fan
Delta
Flood plain
2
Q1 – Q2
Topic: Earth’s Processes and Cycles (Ch 14.
Dates: Oct 21 – Nov 23
Weathering and Erosion)
Standards
1.1
Explain how physical and chemical weathering leads to erosion and
the formation of soils and sediments, and creates various types of
landscapes. Give examples that show the effects of physical and
chemical weathering on the environment.
Skills and Outcomes – When students have finished studying this topic they
will know and be able to…
 Identify three agents of mechanical weathering
 Compare mechanical and chemical weathering processes
 Explain how rock composition affects the rate of weathering
 Describe how surface area affects the rate at which a rock weathers
 Describe the effects of climate and topography on the rate of weathering
 Summarize how soils form and Describe the characteristic layers of mature
residual soils
 Define erosion, and list four agents of erosion
 Describe two ways gravity contributes to erosion
 Describe the three major landforms shaped by weathering and erosion
Resources
Chapter 14 Weathering and Erosion
Sect 1 Weathering Processes
Sect 2 Rates of Weathering
Sect 3 Soil
Sect 4 Erosion
Reference Tables and Maps
Soil Map of North Carolina
Key Questions:
How do plant and animal
activity help weather rocks
and soil?
How does acid precipitation
form?
Why is acid precipitation
decreasing in some areas?
What two agents of
weathering would be rare in
a desert? Provide
reasoning.
What are three ways human
action can affect the rate of
weathering?
Would you expect crop
growth to be more
successful on a farm that
has an uneven topography
or on a farm that has level
land? Provide sufficient
evidence for your claim.
A hillside community has
asked you to provide a plan
to prevent future mudflows.
Describe three ideas with
evidence to support your
Assessments:
Tests, quizzes, daily assessments,
math skills activities
Determine rates of weathering
problem sets
Interpreting graph of land use in
the U.S
Test the acidity of soil samples
Identify the composition of soil
samples
Key terms:
Mechanical weathering
Abrasion
Chemical weathering
Oxidation
Hydrolysis
Carbonation
Acid precipitation
Differential weathering
Soil
Soil profile
Horizon
Humus
Erosion
Sheet erosion
Mass movement
Solifluction
Creep
landform
3
plan.
Q2
Topic: Earth’s processes and cycles (Ch. 16
Dates: Nov 29 – Dec 23
Groundwater)
Standards
3.4
Explain how water flows into and through a watershed. Explain the
roles of aquifers, wells, porosity, permeability, water table, and runoff.
3.5
Describe the processes of the hydrologic cycle, including evaporation,
condensation, precipitation, surface runoff and groundwater
percolation, infiltration, and transpiration.
Skills and Outcomes – When students have finished studying this topic they will
know and be able to…
 Explain how the hydrologic cycle works
 Identify the causes of surface runoff
 Recognize the importance of groundwater
 Describe the effect that soil and rock permeability have on groundwater
movement
 Explain how groundwater dissolves and deposits minerals
Resources
Chapter 16 Groundwater
Sect 1 Water Beneath the Surface
Sect 2 Groundwater and Chemical Weathering
Mapping Expeditions
What Comes Down Must Go…Where? (p 838-839)
Project WET (Watershed Education for Teachers Manual)
Massachusetts Water Resources Authority Website
Groundwater ppt.- Grillon
Key Questions:
How does the contour of a
shallow water table
compare with the local
topography?
Which type of well would
provide a community with
a more constant source of
water: an ordinary well or
an artesian well? Provide
sufficient evidence for
your claim.
Why is protecting the
environment from
pollution important for
communities in recharge
zones?
If an area has a dry
climate how can the area
have karst topography?
Assessments:
Tests, quizzes, daily assessments,
math skills activities
Interpreting water-level change in
regions of the Ogallala Aquifer
(mid-western main drinking water
supply)
Determine the rate of groundwater
depletion
Activity – topo of water table
Activity – groundwater model
(profile tank)
Activity – applying Darcy’s Law
Key terms
Groundwater
Aquifers
Porosity
Permeability
Water table
Artesian formation
Saturated and unsaturated zones
Wells
Peiziometer
Cavern
Sinkhole
4
Karst topography
Q2
Topic: Earth’s Processes and Cycles (Ch 5. Minerals of Earth’s Crust)
Dates: Jan 3 – Jan 14
Standards
3.6 Describe the rock cycle, and the processes that are responsible for the
formation of igneous, sedimentary, and metamorphic rocks. Compare
the physical properties of these rock types and the physical properties
of common rock-forming minerals.
Skills and Outcomes – When students have finished studying this topic they will
know and be able to…
 Describe characteristics that all minerals share
 Distinguish between a rock and a mineral
Resources
Ch 5 Minerals of Earth’s Crust
Sect 1 What is a Mineral
Sect 2 Identifying Minerals
Reference Tables and Maps
Mineral Uses (p 871-873)
Mineral and Energy Resources of North America (p 883)
Mapping Expeditions
Buried Treasure (p 836-837) # 1 and 2
Mineral ppt.- Grillon
Key Questions:
Assessments:
What are the
characteristics that are
necessary to classify a
substance as a mineral?
Tests, quizzes, daily assessments,
math skills activities
How can magnetism be
useful for identifying
minerals?
Hardness lab (with other materials,
not just minerals)
How would you determine
the hardness of an
unidentified mineral
sample?
Mineral properties lab
Calculating density of minerals
(using water displacement)
Field trip Harvard Museum of
Natural History
Key terms:
Mineral
Silicate mineral
Nonsilicate mineral
Crystal
Mineralologist
Streak
Luster
Cleavage
Fracture
Mohs hardness scale
Density
5
END QUARTER 2
MIDTERMS
Q3
Topic: Earth’s Processes and Cycles (Ch 6. Rock Cycle, Rocks)
Dates: Jan 18 – Mar 4
Standards
3.6
Describe the rock cycle, and the processes that are responsible for the
formation of igneous, sedimentary, and metamorphic rocks. Compare
the physical properties of these rock types and the physical properties
of common rock-forming minerals.
Skills and Outcomes – When students have finished studying this topic they will
know and be able to…
 Recognize process that formed each Earth material
 Identify and classify physical characteristics of each rock type
 Use texture and composition to identify major rock types
Resources
Ch 6 Rocks
Sect 1 Rocks and the Rock Cycle
Sect 2 Igneous Rocks
Sect 3 Sedimentary Rocks
Sect 4 Metamorphic Rocks
Reference Tables and Maps
Guide to Common Rocks (p 874)
Geologic Map of North America (p 882)
Interpret Geologic Data for the state of Virginia
Key Questions:
How does the rock cycle
illustrate the principle of
conservation of matter?
How do minerals affect the
physical properties of igneous
rocks?
The Himalaya Mountains are
located on a boundary
between two colliding tectonic
plates. Would most of the
metamorphic rock in that area
occur in small patches or in
wide regions? Provide a
sufficient evidence for your
claim.
Explain how a metamorphic
rock can change into either of
the other two types of rock
through the rock cycle.
How does transport affect the
size and shape of sediment
particles?
Assessments:
Tests, quizzes, daily
assessments, math skills
activities
Igneous, Sedimentary, and
Metamorphic Rock
Identification Labs
Crystallization of Salt water
solution lab
Northeastern Univ Rock Id
website activity
Interpret amounts of minerals
in rocks by interpreting a
ternary diagram.
Key terms:
Rock cycle
Bowen’s reaction series
Igneous rock
Intrusive igneous rock
Extrusive igneous rock
Felsic and Mafic
Compaction
Cementation (lithification)
Chemical sedimentary rock
Organic sedimentary rock
6
Clastic sedimentary rock
Metamorphism
Contact metamorphism
Regional metamorphism
Foliation
nonfoliated
Q3
Topic: Energy Resources in the Earth System (Ch 7. Resources and Energy)
Dates: Mar 7 – April 1
Standards
2.1
Recognize, describe, and compare renewable energy resources (e.g.,
solar, wind, water, biomass) and nonrenewable energy resources (e.g.,
fossil fuels, nuclear energy).
2.2
Describe the effects on the environment and on the carbon cycle of
using both renewable and nonrenewable sources of energy.
1.1
Identify Earth’s principal sources of internal and external energy, such
as radioactive decay, gravity, and solar energy.
1.2
Describe the characteristics of electromagnetic radiation and give
examples of its impact on life and Earth’s systems.
Skills and Outcomes – When students have finished studying this topic they will
know and be able to…
 Identify examples of nonrenewable and renewable energy resources
 Investigate why renewable resources are used less than nonrenewable energy
resources
 Compare and contrast the advantages and disadvantages of using
nonrenewable and renewable energy resources
 Identify ways to conserve resources
 Explore advantages and disadvantages of recycling
Key Questions:
What are the advantages
and disadvantages of
using fossil fuels, nuclear
and renewable energy
resources?
What kind of rock
structures in which
petroleum reserves form?
Can the waste products of
nuclear fission be safely
disposed of in rivers or
lakes? Provide sufficient
evidence for your claim.
Both fossil fuels and
Assessments:
Tests, quizzes, daily assessments,
math skills activities
Oil recovery activity
Flow chart style activity of Crude
Oil Refining, and Coal Burning for
generation of Electricity
Energy Resources Questionnaire
Efficiency of Fossil Fuels Lab
Key terms:
Ore
Lode
Placer deposit
7
Resources
Ch 7 Resources and Energy Minerals of Earth’s Crust
Sect 1 Mineral Resources
Sect 2 Nonrenewable Energy
Sect 3 Renewable Energy
Sect 4 Resources and Conservation
Reference Tables and Maps
Mineral and Energy Resources of North America (p 883)
Fuel Deposits of North America (p 884)
biomass fuels come from
plant and animal matter.
Why are fossil fuels
considered to be
nonrenewable, and why is
biomass considered to be
renewable?
What are ten ways a small
community, such as
Malden, conserve energy
and resources?
Gemstone
Nonrenewable resource
Fossil fuel
Nuclear fission, fusion
Renewable resource
Geothermal energy
Solar energy
Hydroelectric energy
Biomass
Conservation
recycling
Q3 – Q4
Topic: Earth’s Processes and Cycles (Ch 8. The Rock Record)
Dates: Apr 4 – May 6
Standards
3.7
Describe the absolute and relative dating methods used to measure
geologic time, such as index fossils, radioactive dating, law of
superposition, and crosscutting relationships.
1.1
Identify Earth’s principal sources of internal and external energy, such
as radioactive decay, gravity, and solar energy.
Skills and Outcomes – When students have finished studying this topic they will
know and be able to…




Explain the conditions and processes of fossil formation.
Determine relative ages using the principle of superposition, crosscutting relationships and index fossils.
Compare and contrast relative and absolute dating.
Determine absolute ages using radioactive dating.
Key Questions:
How do fossils help us
understand what the earth
was like before humans
began recording history?
How does the principle of
superposition help us
interpret rock layers?
How can fossils be used to
determine the age of
rocks?
How might a scientist
determine the original
Assessments:
Tests, quizzes, daily assessments,
math skills activities
Law of superposition and
crosscutting relationships packet
Half-life and Carbon dating
-determining the ages of rocks
Interpreting the geologic map of
Bedrock in Ohio
Key terms
Uniformitarianism
8
Resources
Chapter 8 The Rock Record
Sect 1 Determining Relative Age
Sect 2 Determining Absolute Age
Sect 3 The Fossil Record
Reference Tables and Maps
Radiogenic Isotopes and Half-life (p 875)
Topographic and Geologic Map Symbols (p 876)
Mapping Expeditions
Where the Hippos Roam (p 840-841)
positions of the
sedimentary layers
beneath an unconformity?
Relative age
Law of superposition
Unconformity
Law of crosscutting relationships
Absolute age
Varve
Radiometric dating
Half-life
Fossil
Paleontology
Trace fossil
Index fossil
Q4
Topic: Earth’s Processes and Cycles (Ch 10. Plate Tectonics)
Dates: May 9 – Jun 3
Standards
3.8
Trace the development of a lithospheric plate from its growth at a
divergent boundary (mid-ocean ridge) to its destruction at a convergent
boundary (subduction zone). Recognize that alternating magnetic
polarity is recorded in rock at mid-ocean ridges.
3.9
Explain the relationship between convection currents in Earth’s mantle
and the motion of the lithospheric plates.
Key Questions:
What three changes in
geography are likely to
happen in the future?
How has continental
rifting contributed to
changes observed in
Assessments:
Tests, quizzes, daily assessments,
math skills activities
Common writing assessment:
identifying paleo-environment
based on fossil environment
9
Skills and Outcomes – When students have finished studying this topic they will
know and be able to…
 Explain how the Earth’s internal heat causes convection currents, which result
in lithospheric plate movement
 Explain how sea-floor spreading provides a mechanism for continental drift
 Describe the three causes of plate movement
 Identify how movements of tectonics plates change Earth’s surface
 Summarize how movements of tectonic plates have influenced climates and
life on Earth
Resources
Chapter 10 Plate Tectonics
Sect 1 Continental Drift
Sect 2 The Theory of Plate Tectonics
Sect 3 The Changing Continents (up to P 257)
Reference Tables and Maps
Radiogenic Isotopes and Half-life (p 875)
Geologic Map of North America (p 882)
Mapping Expeditions
Where the Hippos Roam (p 840-841)
plants and animals?
Convection currents in water lab
Why do most earthquakes
and volcanoes happen
along plate boundaries?
Supercontinent activity
Questions on Alfred Wegener’s
Theory of Continental Drift
Map Skills: Identifying Tectonic
Plates and Plate Boundaries (Ch.
10 Fig. 9)
Key terms:
Continental drift
Mid-ocean ridge
Seafloor spreading
Paleomagnetism
Plate tectonics
Lithosphere
Asthenosphere
Divergent boundary
Convergent boundary
Transform boundary
Rifting
Terrane
Q4
Topic: Earth’s Processes and Cycles (Ch 11. Deformation of the Crust)
Dates: Jun 6 – Jun 22
Standards
3.8
3.9
Trace the development of a lithospheric plate from its growth at a
divergent boundary (mid-ocean ridge) to its destruction at a convergent
boundary (subduction zone). Recognize that alternating magnetic
polarity is recorded in rock at mid-ocean ridges.
Explain the relationship between convection currents in Earth’s mantle
and the motion of the lithospheric plates.
Key Questions:
How are convection
currents related to plate
tectonics?
Assessments:
Tests, quizzes, daily assessments,
math skills activities
What are the general
ways that plates interact?
Common writing assessment:
identifying paleo-environment
based on fossil environment
How are changes in the
Convection currents in water lab
10
3.10
Relate earthquakes, volcanic activity, tsunamis, mountain building, and
tectonic uplift to plate movements.
Skills and Outcomes – When students have finished studying this topic they will
know and be able to…



Illustrate how divergent and convergent plate boundaries create and destroy
oceanic crust.
Recognize how the age of rocks on the ocean floor support the theory of
seafloor spreading.
Explain how the Earth’s internal heat causes convection currents, which result
in lithospheric plate movement
Resources
Chapter 11 Deformation of the Crust
Sect 1 How Rocks Deform (brief)
Sect 2 How Mountains Form (*Boundary collisions)
Reference Tables and Maps
Geologic Map of North America (p 882)
earth’s magnetic field
identified, and how is this
information used to
support seafloor
spreading?
Why do most earthquakes
and volcanoes happen
along plate boundaries?
Supercontinent activity
Questions on Alfred Wegener’s
Theory of Continental Drift
Map Skills: Identifying Tectonic
Plates and Plate Boundaries (Ch.
10 Fig. 9)
Key terms
Deformation
Isostasy
Stress
Strain
Fold
Faulf
Mountain range
Folded mountain
Fault-block mountain
Dome mountain
11