Download 3rd Qtr Syllabus

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.