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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