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Day 1,2 and 3 Day 1 December 19 Pre test, Day 2 December 20 score pre test Day 3 December 20 test analysis. Students graph results. Results to be entered into the grade book January 12, 2017. January 9 and 10 Mystery of the Mega Flood Video. Students are introduced to the step by step collection of evidences that seem to support a theory. Along the way, One theory gives way to another as new evidence comes to light until a cohesive story, supported by evidence is, explains how the evidence supports the theory. January 11. Quiz. 1. How is scale modeling important to an Earth Scientist? 2. Can tests done in a controlled lab setting, truly mimic what happens in nature? 3. We do experiments to test a hypothesis. How do scientists test a theory? January 11 1. A.) Choose which bolded statement below you would agree with. B.) Give a sound logical explanation for your choice; C.) Turn your answer in on the 3X5 card provided. You may use only one side of the card. “The Key to understanding Earth’s Geologic past lies in the geologic processes of the present”. This is known as Uniformitarianism or gradualism. However, Catastrophism is the theory that the Earth has been affected in the past by sudden, short-lived, violent, events, possibly worldwide in scope. Which view would you agree with and why? Introduction to forces that shape our Earth. Students will be working out of text, “Earth’s Surface”, for the first few lessons. Page reading assignments are from this text unless noted otherwise. Forces of Change: Overarching question: Are the forces that shape our Earth, balanced or unbalanced? As a student of Earth Science, you will choose a position on this question, and cite evidence throughout this quarter’s lessons to support your position. Evidence may come from research from respected peer reviewed articles, from class notes and from cited text book pages and notes, or labeled sketches from class lecture and field studies. Part 1; Forces of Change: Weathering and Erosion Each part of these lessons will be supported by the following Power Point: Forces That Shape our Earth; Destructive Forces Lessons 1 & 2 Goals: 1. The students will know which two types of forces shape our Earth. 2. The students will know the two types of Destructive forces and their subcategories. 3. The students will make observations and give examples of the different types of mechanical and chemical weathering. 4. Students will analyze the differences between weathering and erosion examples. 5. Students will describe a given land form created by erosion and be able to identify the erosion force/forces that created it and explain how the evidence supports their answer. January 11 Lesson 1 Notes What forces Shape Our Earth? A. Use Power Point presentation Notes: Slides 1-12 from the PowerPoint above to help answer main point question 1-6 B. Use Earth’s Surface text pages 115 -117 to help answer main point question 1-6 C. You can find a copy of the Lecture notes to help answer main point question 1-6 Main Point questions What I know 1.What is the difference between a destructive and constructive force? 2. What are the two forces that are destructive? 3. Define weathering 4. Define each of the two types of weathering and describe each. Notes 5. List five examples of Mechanical weathering 6. Explain why these are Considered mechanical and not chemical. What I learned Power Point presentation Notes : Slides 1-12 and Lecture notes for notes section should be completed and shown to Mr. Shoop by Beginning of class Thursday January12 for score. January 12 Activities. ALL activities are to be completed by Friday January 13 to be recorded for score. Complete the following activities :Find half a sheet of scrap paper. Tear it in many pieces (about 30 pieces). Set the pieces in a neat pile in front of you. A) Observe the pile quietly for about 1 minute. B) Lightly blow on the pile until the pieces have spread out into smaller piles. You just modeled the difference between weathering and erosion. In your notes, in your journals; a) describe what the paper represented, b) what did part A of the model represent c) what did part B of the model represent? Show your answer to Mr. Shoop for score and assessment. In your journal create a data chart that Lists; Activity 2, 3 & 4. As each activity is completed, Mr. Shoop will give you several questions to answer as an assessment. Mr. Shoop will record each score in your journal in this chart. Activity 2 Bring in an example of plant action (in a sealed baggy) Activity 3 Create a step by step procedure for showing the effects of temperature change on a rock. Activity 4 Put four to six small pieces of gravel into a small covered container. Shake vigorously for three minutes. Open the container and record how many pieces (from smallest to largest) there are. Enter and answer the following questions in your journal. What type of mechanical weathering did you just model? Describe the process that is most likely to cause this type of weathering to take place. Describe the locations on Earth where this is most likely to take place on a large scale. Lesson 2 Notes January 17. Notes to be completed by end of class Tuesday January 17. Goal: Define and give an example of each type of Chemical weathering. Tell how each type affects our Earth differently. Enter The main point questions 1-5 and your answer for each in your journal. Use Power Point Slides 13-18. to help you answer main point questions 1-5. Use Earth’s Surface Text p. 118-120 and 127 – 129 to help you answer main point questions 1-5. Use the Lecture notes to help you answer main point questions 1-5 Main point questions What I know 1.What is oxidation? 2.How does oxidation weaken rock? 3.What is carbonation? Notes 4.How does carbonation weaken a rock? 5.What two factors must be present to form carbonation? What I learned Lesson 2 Activities: January 18. Both activities are due January 20. One page. Activity 1 completed on one side of the page. Activity 2 completed on the other side of the same paper. Activity 1 Research; A) Find the chemical equation that depicts the oxidation of iron. B) Why is hydrogen peroxide stored in a brown bottle? Activity 2 Research; Write a summary of each article below. http://www.ouramazingplanet.com/206-adirondack-lake-ecosystem-signs-of-recovery.html http://www.adirondackcouncil.org/page/acid-rain-86.html Use the links above to complete A,B,C A) What other type of chemical weathering is stronger than carbonation? B) Describe the chemical changes that take place to create this acid. C) Describe the affects it’s had on the Adirondack Mountains of New York State? Lesson Notes for 3A, Due at end of class January 23. Goal: Students will become familiar with the agents that cause erosion and the landforms that each creates. Use Student Earth’s Surface text pages 142-172 to help you answer the main point questions 1 – 3. Use the PowerPoint slides #’s 16 - 54 to help you answer the main point questions 1-3 Use Lecture notes that you take during class to help you answer the main point questions 1-3 3A) text p. 142 – 149 Slides 21 – 26 Main point questions What I know 1.What are the three main agents of erosion? 2. In what way does gravity effect each of Notes these agents? 3. Describe and give an example of each type of mass wasting. What I learned Activity: Due for Score by January 25. Research; find , print and enter pictures of each type of mass wasting into your journal. Below each picture, record what agent combined with gravity to create it. Show your work to Mr. Shoop for score. 3B) Notes Due for score January 27 text p. 150 – 163 Slides 27 – 45 1.There is chemical and What I know mechanical water erosion. Describe the difference between each. 2.List and describe the Notes landforms created by mechanical water erosion. 3.Why does one river create a canyon but a different river creates a What I learned wide river valley? 4. List and describe the landforms created by chemical water erosion. 5. Draw and Describe the difference between an oxbow lake and a meander. Activity: Create a model that shows how chemical water erosion forms a cavern and a sink hole. Or Find pictures of a cavern and a sink hole. Put them into your journal. Under each picture, describe how each are formed. Show your work to Mr. Shoop for score Notes for lesson 3B due January 27 and activity to be completed by January 30. Study for Assessment Jan 31. (Be able to describe drainage basin, canyon formation and river valley formation, use vocabulary from text pages 150–155 appropriatelty) 3C) Wind Erosion-Text pages161 – 164 and Slides 46 - 49 Main point questions What I know 1.Sand dunes and Loess formations are both Notes created by wind erosion. What makes one different from the other? 2.How is desert pavement What I learned formed? Activity: Create a step by step procedure for creating a model that shows how desert pavement is formed. Notes for lesson C3 and activity due February 3. 3D) Due at beginning of class February 7th with assessment given February 9. Glaciation- Text p. 165 – 169 and Slides 50 - 54 1.Explain why the shape What I know of a glacial valley is different from a canyon or wide river valley. Notes 2. Identify the two types of glaciers and describe how they are different from each-other. 3. Identify two types of What I learned glacial deposits and one glacial landform left behind by glaciers. 4.Illustrate and describe each. Notes for lesson 3D due at end of class on February 6th or as homework for the night of February 6th. Due February 7th at beginning of class. Study for 3C and 3D assessment . Assessment will be February 9th. Part 2 Constructive forces of Plate Tectonics The following lessons come from the Changing Earth Text book. Lesson 4 Goal: Identify the components of earth's crust You will begin this lesson by February 13th… in class. Pass the assessment for this goal by Goal: Compare and contrast the components of earth's inner and outer cores Goal: Earlier, in the first quarter, we did experiments to find the density of a mineral. Goal: What do we know about density that makes scientist feel that the Earth is formed in layers? A. Enter and answer the Main points questions in your journals by end of class February 13. B. Complete observation #1 and record your results in your notes section. Due February 14th. C. Complete observation/Research #2 in your journal by end of class February 15 th. D. Show your work to Mr. Shoop for assessment Main points Notes and observations 1. What observation might lead you to believe that the Earth is formed in layers? 2.Which layer is more dense than the others? 3. Explain how you know. 4. Describe each layer. What I learned is… Observation # 1 Due February 14th Fill a 300 Ml beaker with up to 200 ml of gravel and sand. Put 5 or 6 pieces of popsicle stick on top. Put another 50 Ml of gravel on top of the popsicle sticks. Lightly shake the beaker back and forth for about one minute. Record your results in your journal. Show your work to Mr. Shoop for signature. Observation/Research #2 Due February at beginning of class. Turn to text. P 10 of Changing Earth. Using the materials provided, neatly draw, color, and label the 6 Layers of the Earth. In your notes, record the layer that the diagram shows is the densest and explain what makes this layer the densest. In your notes, record the layer that the diagram shows is the least dense, and explain what makes this layer the least dense. Lesson 4 notes, observations, and diagrams to be completed by February 15th Study for lesson 4 assessment which will be given February 16th. Lesson 5 Goal: Complete the hypothesis proposed below based on the observations from Lesson 5’s Activity #1 below . If continents were once together then I should see… This lesson Should be completed by end of class February . You have until February… to pass the assessment. 1. Copy the main point questions. Answer the main point questions in your journal notes for this lesson. This should be completed by end of class February 21st Main points 1.What made Wegener Feel that the continents were once together? 2.What evidence did Wegener find to support his hypothesis 3.of continental drift? 4.What evidence is the most convincing? Explain why you think so 5.What is the difference between continental drift and plate tectonics? Notes and observations What I know Notes What I learned Practice lab safety Alfred Wegener felt that the continents were once one large continent called Pangaea. In fact, many naturalists of his day recognized that the continents seemed as though they could fit together like a jigsaw puzzle. Activity # 1 is homework for the night of February 21st. Activity #1 Use scissors to cut out the continents and join them together to make them one large continent in your notes section of your journal. You will find a world map to print out for this activity at http://abcteach.com/Maps/world2.htm Show your work to Mr. Shoop at beginning of class February 22nd. Activity # 2 A-D due At end of class February 22nd A) Read p. 14 and 15. Of The Changing Earth. B) View slides 1- 6 of the Constructive Forces Power Point and add the notes to your journals. C) Add the definition of continental drift to your vocabulary. D) Show your notes to Mr. Shoop before moving to the assessment . Assessment: You’re Wegener. Convince me that your hypothesis is correct using evidence you’ve gathered, and a wall map. Assessment to be passed by February 27th. Lesson 6 This lesson and its assessment activities should be completed By March 2nd. Have you ever related to others something you saw or something that happened to you only to be told, “Prove it”? How did you convince those who wanted proof? In this lesson, you will look for proof of continental drift using technology that Wegener didn’t have. Goa 1l: Students will show how scientists Put a Theory together as new technology allows for better observations to be made (P.16 & 17 and 24 Of The Changing Earth Textbook). Goal 2: Students will Describe the technical and historical developments that have lead us to believe that plates exist. Homework for February 27th Due at beginning of class February 28 1. Enter the Main point questions and answers in your journal. You will need the links below to help you answer them. 2. Follow the links below. Observe the map plot where Earthquakes have been recorded. 3. Observe the map plot where volcanoes have been recorded. What do you notice as you compare each? Record your observations in your notes section. http://earthquake.usgs.gov/earthquakes/world/seismicity_maps/index.php http://www.geology.sdsu.edu/how_volcanoes_work/Volcano_tectonic.html 3.View slides 7 – 10 enter your notes from the slides into your notes section. Notes Main points How does the volcanic data Support the Earth quake data? How do these maps support Continental drift theory? What type of rock is basalt? Where does the basalt come from? The basalt on either side of the ridge is older as it gets farther from the ridge. What does this mean? Assessment activity 1 Due March 1st Use text page 22 of The Changing Earth to illustrate how rock can be younger close to the ridge and older farther out. Homework For March 1st Due at end of class March 2nd. Assessment activity 2 Create a time line of technological inventions that helped to improve our observations that lead to the study of plate tectonics. Assessment March 3rd How are science and technology inter related? Give examples from your timeline to support your answer. Lesson 7 You should pass the assessment for this lesson. Goal: Determine how the direction of a convection current effects tectonic plate movement Enter and answer the Main point questions in your journals Due at end of class March 3 Use Class Notes and Slide #11 of Constructive Forces PowerPoint. Also use Changing Earth Text page 18 diagram. Main points What I Know is… 1.Describe each of the three types of heat transfer. 2.Which type of heat transfer can cause the plates to move? 3.When have you observed this force before? 4.Describe a convection current. Notes 5.Explain how a convection current might move plates. 6.Find the other two other forces that would cause the plates to move. 7.Describe how each help cause the plates to move. What I learned is… Show notes to Mr. Shoop The following will be your assessment for lesson 7. http://www.teachertube.com/viewVideo.php?title=Modeling_Convection_Currents_in_the_Mantle&vid eo_id=137741 Follow the steps in the video above. Ask Mr. Shoop for materials. Mr. Shoop will ask questions during your demonstration. You must pass with 90% or better to go on to the next lesson. USE PROPER TERMINOLOGY During your demonstration Due March 6th. Lesson 8 This lesson should be completed by March 10 and the assessment passed by March 13 th. Goal: Sequence the steps of new land formation through seafloor spreading. (p.22- 36) Goal: Relate plate boundary movements to their resulting landforms, including: mountains, faults, rift valleys, trenches, volcanoes. What mountain range is Mt. Everest found in? How were they formed? Explain why fossils of ocean life can be found near the top of Mt. Everest. 1. Enter and answer your main point questions in your Journals March 7. 2. Use The Changing Earth text pages 22-36. 3. Use Slides 12-19 of Constructive Forces PowerPoint. Main points What I know 1.What type of plate movement causes a divergent boundary? 2.What type of plate Notes movement creates a convergent boundary? 3.What type of plate movement creates a transform boundary? 4.What type of land forms are created by: hot spots, diverging oceanic plates, converging oceanic plates, diverging continental plates, converging continental plates What I learned is… Activity #1: Match the symbols to the type of plate movement they represent. Activity #2 Draw ONE diagram that shows the features formed at; A) two diverging oceanic plate boundaries, B) two converging oceanic plate boundaries, C) a continental plate converging with an oceanic plate,D) two converging continental plates, and E) two diverging continental plates. Label the volcanic mountains, rift valleys, trenches, island arch, folded mountains, subduction zone. Due March 10. Assessment: Label the features in the diagram. Describe the plate movement that causes each. Interview assessment with diagram March 13. Lesson 9 Is due March 16 with the assessment Due by March 17 Goal: Identify the effects of different types of plate boundaries on earth's crust. 1. Enter and answer the main points questions into your journal. Then, using the text pages listed below and the web sites, research the answers and write your answers into your journal. (p.35 and 45 – 49) A. Strike/Slip Fault B. http://www.youtube.com/watch?v=errbXXyeGD4 C. http://en.wikibooks.org/wiki/High_School_Earth_Science/Stress_in_the_Earth's_Crus t List three things in your life that causes you stress. Did you know that the Earth is under stress? When the plates move, each type of movement causes a different type of stress in the crust. When you’re done with this lesson, you should be able to identify the type of stress in the crust that each type of plate movement causes. You will be able to identify the fault in a given diagram and what type of stress and plate movement caused it. Main points What I know 1.How can you tell the Difference between A normal fault and A reverse fault? 2.What type of stress in Notes the crust creates a reverse fault? 3.What type of plate movement causes this? 4.What type of stress in the crust creates a normal fault? 5.What type of plate movement causes this? 6.What type of stress causes a strike-slip What I learned fault? 7.What type of plate movement causes this? 2. Show your notes to Mr. Shoop by February 26 4. Activity: http://www.earthsciweek.org/forteachers/faults_cont.html Create a 3D model that represents the different types of faults. Assessment: Using proper terminology, Student will model and describe the plate movement that causes three types of stresses and the faults they create using the paper model they built from the link above. Must pass by February 27 Lesson 10 is due March 4 and its assessment Due March 5 Goal: Identify a type of volcano based on its composition Have you ever played with your food? What would stack higher; mashed potatoes with nothing added or mashed potatoes mixed with lots of gravy? Which runs down a slope faster, cold honey or warm gravy? Why? When you’re done with this lesson, you will be able to explain why some volcanoes are shaped differently from others. 1. Write the answers to your main point questions in your “What I know section. Using the text pages 86-93. 2. and the link below complete the notes that will help clarify and answer the main point questions. Due March 4. http://library.thinkquest.org/17457/volcanoes/types.php Main points What I know 1.Compare the flow of silica rich magma to silica poor magma. 2.What type of magma creates a shield volcano? 3.What type of magma Notes creates a composite volcano? 4.What type of magma creates a cinder cone? 5.Identify which type of volcano is the most explosive and which is the least and explain why. What I learned 3. In your journal, draw a silhouette of a composite cone, cinder cone and shield volcano. Label each. Underneath each, explain the type of magma that created it. Based on observation and using the terms viscous, silica rich magma and silica poor magma relate the shape of a cinder cone, composite volcano, and shield volcano to what each is made of. March 5th. Lesson 11 Find a picture of the device used to measure the strength of an Earthquake. Answer the following questions; Due March 6th How is this device different from the device used by ancient Chinese? What is the scale used to measure the strength of Earthquakes? How does this compare to the Mercalli Scale? Model an, “S” wave and a ,”P” wave. Which do you feel would do the most damage to human property and why? Post test for Earth Processes will be March 13.