Unit Outline – Our Dynamic Planet
Key Concepts:
The Earth is a set of closely linked systems.
Earth’s processes are powered by two sources: the Sun, and Earth’s own inner heat.
The geology of Earth is dynamic, and has evolved over 4.5 billion years.
The geological evolution of Earth has left a record of its history that geoscientists interpret.
We depend upon Earth’s resources – both mined and grown.
Key Questions:
What are volcanoes and why do they occur where they do?
What are earthquakes and what causes them?
How are earthquakes and volcanoes related?
How do mountains form?
Next Generation Science Standards covered in this Unit:
MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic
time scale is used to organize Earth’s 4.6 billion year old history.
MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that
drives this process.
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed
Earth’s surface at varying time and spatial scales.
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and
seafloor structures to provide evidence of the past plate motions.
MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how
the amplitude of a wave is related to the energy in a wave.
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted
through various materials.
MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence,
diversity, extinction, and change of life forms throughout the history of life on Earth.
Objectives
Learners will be able to:
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Create physical and conceptual models of the Earth and its layers.
Describe the relative thickness and composition of the layers.
Simulate S waves and P waves using manipulatives.
Construct an explanation based on evidence that Earth’s layers have varying densities and that
the core is made of solid iron.
Describe wave properties and measure frequency and amplitude of a simple wave.
Use a model to describe wave properties and show that waves are reflected, absorbed, or
transmitted through various materials.
Compare and contrast the Richter and Mercali scales.
Examine conditions that cause convection in a fluid. Make a connection to the mantle and
describe why the mantle can convect even if it is solid.
 Model seafloor spreading. Determine the forces that create this process. Investigate mid ocean
ridges and their locations.
 Hypothesize the reason that our planet is not changing size given what we have learned about
sea floor spreading.
 Identify the Lithosphere and the Asthenosphere and describe their role in convection.
 Model the movement of Earth’s lithospheric plates.
 Explain why the ocean crust is thinner but denser than the continental crust.
 Summarize the hypothesis of Alfred Wegener.
 Compare and contrast the theory of continental drift and plate tectonics.
 Compare and contrast convergent, transform, and divergent plate boundaries.
 Create a model to show the process of subduction and make a connection to earthquakes and
volcanoes.
 Experiment with various types of plate boundaries and make a connection to the Himalaya and
Appalachian mountains.
 Using latitude and longitude, map past and recent earthquakes and volcanoes.
 Define the term “ring of fire”.
 Compare and contrast volcanoes at hotspots with volcanoes at mid ocean ridges.
 Examine the role of fossils in the theory of plate tectonics.
 Create a model of Pangea and define a “suture zone”.
 Examine the effects of earthquakes on buildings.
 Create a seismograph and argue the pros and cons of early earthquake detection.
 Create a model of a mountain or volcano. Using the model, create a contour map.
 Model the concept of “deep time” using a visual representation (graph or calendar)