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COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE --FIRST DRAFT-Grade Level or Course: 7th Grade Science Authors: Glenda Charles, Thomas Stanford Assessment Topic: Earth’s Structure Selected Power Standards: List standards by number and include the full text here. Then “unwrap” to identify what students need to know and be able to do. Underline the concepts (important nouns or noun phrases) and circle the skills (verbs). C 20 Explain how the boundaries of tectonic plates can be inferred from the location of earthquakes and volcanoes C INQ.7 Identify and present relationships between variables in appropriate graphs. GLE’s 1. Illustrate and describe in writing the composition of the three major layers of the Earth’s interior. 2. Explain how Earth’s internal energy is transferred to move tectonic plates. 3. Demonstrate the processes of folding and faulting of the Earth’s crust. 4. Correlate common geological features/events 9trenches, mountains, earthquakes, volcanoes) with the location of plate boundaries. 5. Analyze and interpret data about the location, frequency and intensity of earthquakes. 6. Examine and compare geological features that result from constructive and destructive forces shaping the Earth over time. Graphic Organizer of “Unwrapped” Concepts and Skills Concepts: Need to Know about Plate Tectonics and Earth’s Structure Crust, Mantle, Core, Lithosphere, Asthenosphere, Mesosphere, Outer Core, Inner Core, Tectonic Plate, Sea-Floor Spreading, Mid-Ocean Ridge, Continental Drift, Pangaea, Fossils, Convergent Boundary, Divergent Boundary, Transform Boundary, Convection, GPS, Deformation, Compression, Tension, Fault, Hanging Wall, Foot Wall, Normal Fault, Reverse Fault, Strike-Slip Fault, Mountains, Earthquake, Seismology, Earthquake Zone, Seismic Wave, Seismograph, Epicenter, Focus, Richter Scale, Volcano, Explosive Eruption, Non-Explosive Eruption, Magma, Lava, © 2007 by Center for Performance Assessment All rights reserved. Copy only with permission. (800) 844-6599 Common Formative Assessments Supp Docs Page S-52 Pyroclastic Material, Shield Volcano, Cinder Cone Volcano, Composite Volcano, Hot Spots Skills: Be able to Do (Next to each skill, write number in parentheses indicating approximate level of Bloom’s Taxonomy of thinking skills. Refer to Bloom’s Taxonomy resource in supporting documents.) Describe (1) Explain (2) Big Ideas from “Unwrapped” Power Standards 1. Earth’s crust is broken into different tectonic plates that float on molten rock and move very slowly. The theory of plate tectonics explains the formation, movement and seduction of Earth’s plates. 2. Most volcanoes and earthquakes are located at tectonic plate boundaries where plates come together or move apart from each other. Volcanic activity and the folding and faulting of rock layers during the shifting of the Earth’s crust affect the formation of mountains, ridges and valleys. 3. The solid Earth has a core, mantle and crust, each with distinct properties. Earthquake energy travels as waves through the Earth’s interior or as surface waves along the surface of the Earth. Connecticut shows evidence of continental collisions, rifting, and folding that have shaped its structure. Essential Questions Matched to Big Ideas 1. How does the theory of plate tectonics explain the formation of mountains? © 2007 by Center for Performance Assessment All rights reserved. Copy only with permission. (800) 844-6599 Common Formative Assessments Supp Docs Page S-53 2. Why do most volcanoes and earthquakes occur at tectonic plate boundaries? 3. What is some of the evidence supporting the theory of plate tectonics and do we see any of this evidence here in Connecticut? © 2007 by Center for Performance Assessment All rights reserved. Copy only with permission. (800) 844-6599 Common Formative Assessments Supp Docs Page S-54 © 2007 by Center for Performance Assessment All rights reserved. Copy only with permission. (800) 844-6599 Common Formative Assessments Supp Docs Page S-55