Curriculum Development Unit Overview
DRAFT Planning For Each Unit DRAFT
P
Unit Title
The Dynamic Earth
Standards and
Grade Level Expectations
CAS Priority Standard
Length of Unit
4 weeks (18-21 days)
ES 3: The theory of plate tectonics helps explain geological, physical, and geographical features of Earth.
a) develop, communicate, and justify an evidence-based scientific explanation about the theory of plate tectonics
and how it can be used to understand geological, physical, and geographical features of the Earth(DOK 1-3)
b) analyze and interpret data on plate tectonics and the geological, physical, and geographical features of Earth(DOK
1-2)
c) understand the role plate tectonics has had with respect to long-term global changes in Earth’s systems such as
continental build-up, glaciations, sea-level fluctuations, and climate change(DOK 1-2)
d) Investigate and explain how new conceptual interpretations of data and innovative geophysical technologies led
to the current theory of plate tectonics (DOK 2-3)
CAS Supporting Standard
ES 7: Natural hazards have local, national, and global impacts such as volcanoes, tsunamis, hurricanes,
and thunderstorms.
Connections to other CAS Standards include ES 1, ES 6, PS 6
Next Generation Science Standards
HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal
rocks.
HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and
ocean-floor features.
HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
Essential Unit
Question(s)
(Engaging-Debatable):
How does the theory of plate tectonics explain how the Earth changes?
How does the changing earth cause natural hazards that impact humans (locally and globally) and how can we predict and prepare for natural
hazards?
Science Concepts
Plate Tectonics as a Builder of Landforms; Earth’s Interior; Earth Systems focus; Natural Hazards focusing on Earthquakes, Volcanoes, Tsunamis
[This unit does not address weather related natural hazards such as tornadoes, hurricanes, and thunderstorms. ]
Nature of Science
A student in ESPS can demonstrate the following scientific skills:
a) generate and justify evidence-based explanations using a variety of literature and scientific laws
Curriculum Development Unit Overview
DRAFT Planning For Each Unit DRAFT
b)
c)
d)
e)
analyze, interpret, and share data (addressing both direct and indirect evidence)
compare and evaluate the evolution of a scientific theory over time
make evidence-based predictions and draw conclusions
design an experiment and communicate findings
Academic Vocabulary:
Core: justify, analyze, compare, contrast, model, evidence
(direct and indirect), predict
Science-specific academic terms: theory
Content Vocabulary:
Core: DIVERGENT BOUNDARY, MID-OCEAN RIDGE, SEA FLOOR SPREADING
RIFT VALLEY, CONVERGENT BOUNDARY, SUBDUCTION, OCEAN TRENCH,
HOT SPOT, TRANSFORM BOUNDARY, ASTHENOSPHERE, LITHOSPHERE,
OCEANIC CRUST, CONTINENTAL CRUST, seismic waves, GPS, paleomagnetism, Convection currents
Review: continental drift, plate tectonics, PANGEA, density, tectonic plate, earthquake, volcano, tsunami, fault, constructive forces; destructive
forces; crust, mantle, outer core, inner core,
Additional: subduction zone, VOLCANIC ARC, continental arc, CONTINENTAL ACCRETION theory, seismic waves (p/s/surface)
supercontinent cycle, magnitude, Richter scale, epicenter, focus
Vertical Alignment
6th Grade – ES1 – Complex interactions exist between Earth’s structure and natural processes that over time are both constructive and
destructive.
5th Grade – ES2 – Earth’s surface changes constantly through a variety of processes and forces.
Curriculum Development Unit Overview
DRAFT Planning For Each Unit DRAFT
KEY SUMMATIVE(S)
( includes links to related rubrics)
Summative: Impact of Plate Boundaries on Earth’s Surface
TTThere are two parts to this summative:
1) Part 1 Students create a poster on the geologically hazards of a region / perform a gallery
walk to gather evidence
2) AND
2) Part 2 a RAFT that has the students produce a written product that has them choose the
least and most hazardous location.
Critical Content / Key Skills:
What students will know and be able to do
Learning Activities (LA) / Formative Assessments
(FA)/ Key Resources (KR) / Extensions (EXT)
How does the theory of plate tectonics explain how the Earth changes?
How does the changing earth cause natural hazards that impact humans (locally and globally) and how can we
predict and prepare for natural hazards?
CORE: (~5 pd)
1b Current Model of Earth’s Interior (~1 pd)
1c Density of Earth Materials
1dba Earth’s Layers – Analyzing Data
1eb Evidence of Earth’s Interior
Earth’s Interior – Layers
1.
How do we know the composition and arrangement of the Earth’s interior?
I can…
a)
b)
c)
d)
e)
distinguish between indirect and direct evidence and relate this to the evidence that supports our current
model of the Earth’s interior. (DOK 1-2)
Identify and describe our current model of the layers of the Earth (DOK1) [density, state of matter, major
mineral content, pressure, temperature, inner core, outer core, asthenosphere, lithosphere, mantle, crust –
oceanic, continental]
collect and analyze data about the density of Earth materials (DOK2)
analyze data about characteristics of the layers of the Earth (DOK2)
Compare and contrast various pieces of evidence that support specific aspects of our current model of the
Earth’s interior (DOK 2-3) [Earthquake waves (p and s and surface), ophiolites, digging holes, exposed rock
layers, density meters, magnetic field lines]
Additional:
1a Direct versus Indirect Evidence – Brown Bag Earth
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Continental Drift and the Evolution of Plate Tectonics
2. How and why have our ideas of plate movement changed through time (past and present) and what
evidence do we have for it?
I can
2ab Continental Drift and Story of Pangaea PowerPoint and
Reading
2abc
Development of Plate Tectonic Theory – EarthComm
2c
Developing the Theory Reading and Foldable
a) Describe Wegener’s evidence for continental drift (DOK1)
b) Identify weaknesses in Wegener’s ideas and why continental drift was not accepted by the scientific
community (DOK1)
c) Describe how new evidence (often based on new technology) (sonar, drilling samples, magnetic fields) changed
our ideas about plate movement. (DOK 1-2)
i.
ii.
iii.
iv.
Pre-Wegener – 1596’s – 1620’s (Bacon’s maps) – 1858 (Sneider) - explorers – observational evidence
Wegener – 1912’s – climate evidence/paleoclimate, fossil evidence, landforms, coal fields, mountain
ranges
1950’s 1960’s - Sonar; Sea floor spreading; drilling of ocean floor; bathymetric maps,
1970’s -1980’s ??? Satellite altimetry - GPS
Mechanism of Plate Tectonics
3. What causes the movements of the plates?
I can
a) Compare and contrast the different types of Earth materials (oceanic vs continental) in terms of their
density. (DOK2)
b) Describe the impact of temperature and pressure on the density of Earth materials. (DOK1-2)
c) Describe how density and convection work together to move the lithospheric plates. (DOK1)
3abc Convection Current Demo Stations
3ac EarthComm Guided Reading-Measuring the Motion of
Lithospheric Plates
3ac Convection Currents Worksheet
If time find a Shared reading short-on convection currents and
include You tube video
Convection Currents Video Clip-You Tube
http://youtu.be/p0dWF_3PYh4
Curriculum Development Unit Overview
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Types of Plate Boundaries and their impact on Earth
4. What are the different types of plate boundaries and how do they impact us and the
Earth? (landforms, catastrophic events, etc.)
a)
b)
c)
d)
e)
f)
I can
Describe the distribution and composition (oceanic, continental) of plates on Earth
(DOK1)
Compare and contrast (movement, location, landforms, specific examples) the three
major types of plate boundaries. (DOK2)
Identify which boundaries are ‘building’ and which are ‘destroying’ crust and use
this information to predict future plate movement and resulting changes in the
Earth’s surface. (DOK2-3)
Identify and explain the relationship between plate boundaries and the distribution
of volcanoes, earthquakes, and tsunamis on the Earth. (DOK1-2)
Assess relative risks/benefits of different plate boundaries and relate these to the
local and global hazards found at specific locations on Earth. (DOK 2-3)
Use my understanding of plate tectonics to assess risks and benefits of living /
vacationing in certain locations (DOK 2-3)
Possible Extension(s)
Surface Phenomena (Weathering, Erosion, Deposition)
4ab Plotting Plate Movement Activity
4b Plate Boundaries Graphic Organizer
4b Plate Tectonics Web-quest
4ac Earth-Past, Present, Future Activity
4bdef Investigating Plate Boundaries Activity
4abc SeaFloor Spreading Lab
4abc SeaFloor Spreading 3D Model
1.
***
Curriculum Development Unit Overview
DRAFT Planning For Each Unit DRAFT
Curriculum Development Unit Overview
DRAFT Planning For Each Unit DRAFT
Colorado Academic Standards for Science
1.
P = priority
S = supporting
Connections also to…
P: ES1
S: ES2
PS 3
Still need to look
more at this