Science Curriculum Map
Title: Earth’s Structure and Processes
Grade Level: 8
Time Frame: Total 7 weeks: 2 weeks for 3.1, 3.6 & 3.7: on the Winter Benchmark
And 5 weeks for 3.2, 3.3, 3.4, 3.5, 3.8 & 3.9: on the Spring Benchmark
Enduring Understanding: Students should understand how different geologic features have formed and can change due to geologic processes.
Essential Questions: How does the density of Earth change with depth? How does seismic activity enable geologists to understand the internal
structure of Earth? How does triangulation enable seismologists to locate the epicenter of an earthquake? What geologic processes cause
rocks to form and change into different types of rocks? How can minerals, ores, and fossil fuels be identified and classified based on their
physical and chemical properties? How does the behavior of tectonic plates create and change geologic features? How are geologic features
identified and modeled through the use of aerial photography, satellite imagery, and topographic maps?
Concept/
Topic
Indicators
Standard 8-3:
The student
will
demonstrate
an
understanding
of materials
that determine
the structure
of Earth and
the processes
that have
altered this
structure.
(Earth
Science)
8-3.1
Summarize the
three layers of
Earth—crust,
mantle, and
core—on the basis
of relative
position, density,
and composition.
Crust
It is essential for
students to know
that Earth has
layers that have
specific
conditions and
composition.
Composition
116095804 2/12/2016
Vocabulary Development
Assessment Strategies
State Guidelines
Students complete a
model of the Earth and
describe how the
composition and
density of each layer
changes.
Mantle
Core
Relative position

Density

Lithosphere
Asthenosphere

It is not essential for
students to know specific

Summarize major
points about the
layers of Earth
Generalize major
points about the
crust, mantle, and
core of Earth
Compare the
layers
Classify by
sequencing the
300 South Catawba Street, Lancaster SC 29720
-1-
Instructional Activities
Extension Activities
Model of Earth with clay
Resources
www.superteachertools.c
om
SMARTBOARD interactive
game Jennifer JailletteRucker
Layers of the Earth
educational rap Justin
Thomas- South
http://www.educationalra
p.com/song/layers-of-theearth.html
Illustrate and label parts of
the Earth
text
Science Curriculum Map
depths or temperatures of
the layers. Students do not
need to explain the heat
transfer systems within the 
layers.
8-3.2
Explain how
scientists use
seismic waves—
primary,
secondary, and
surface waves—
and Earth’s
magnetic fields to
determine the
internal structure
of Earth.
Primary waves
It is essential for
students to know
that earthquakes
produce 3 types
of waves with
different
behaviors as they
travel through
materials.
It is also essential for
students to know that the
movement of materials in
the outer core of Earth is
inferred to be the cause of
Earth’s magnetic field. A
compass needle will align
with the lines of force of
Earth’s magnetic field.
Iron and nickel are metals
that easily magnetize, and
116095804 2/12/2016
Longitudinal waves
Secondary waves
Transverse wave
layers using
property
information
Identify the layer
with a certain set of
properties
Students illustrate the
different types of
waves and then
describe how the
behavior of each wave
changes as the waves
travel through different
layers of Earth.
Surface waves
Lab completion
Earth’s magnetic field


Explain how
scientists use data
from seismic waves
and Earth’s
magnetic field
Construct a causeand-effect model of
what data from
these sources allow
scientists to
determine about
300 South Catawba Street, Lancaster SC 29720
-2-
Students demonstrate the
http://www.geo.mtu.edu/
different types of seismic
UPSeis/waves.html
waves with slinky springs and
ropes.
STC Kit: Catastrophic
Events
Students create a building
from different materials and
put the building on seismic
board. The students can then
create and describe the
different seismic waves as
they are applied to their
buildings.
Earthquake lab
Science Curriculum Map
are inferred to be the
metals in Earth’s core.
It is not essential for
students to know how to
measure an earthquake
with the Richter or
Mercalli scale. The study
of Earth’s magnetosphere
is also not necessary here.





116095804 2/12/2016
Earth’s internal
structure
Summarize how
seismic waves and
magnetic field data
can be used to infer
what the inside of
Earth looks like
Interpret a
diagram of seismic
wave properties
Compare the
waves as to
movement or effect
on Earth material
Identify a layer of
Earth’s interior
based on evidence
presented
Recall how a
compass will
behave within the
Earth’s magnetic
field
300 South Catawba Street, Lancaster SC 29720
-3-
Science Curriculum Map
8-3.3
Infer an
earthquake’s
epicenter from
seismographic
data.
Epicenter
Seismic waves
Students identify the
epicenter of an
earthquake using
triangulation.
Seismograph
Lab completion
Seismogram

Triangulation

It is essential for
students to know
the epicenter is
the point on
Earth’s surface
directly above
where the energy
is released in an
earthquake;
energy that
reaches the
surface is
greatest at this
point.
It is not essential for
students to determine the
magnitude of an
earthquake based on
seismographic data.



116095804 2/12/2016
Students look at different sets
earthquake data from around
the world. Then they look at
the difference between the
arrival times of the P and S
waves to locate an
earthquake’s epicenter.
Infer an
Triangulation Lab
earthquake’s
epicenter
Draw a logical
conclusion as to an
earthquake’s
epicenter given data
from seismographs
Recognize that a
seismogram is used
to determine the
distance from the
earthquake
epicenter to the
seismograph
Interpret a
diagram with
seismographic data
plotted
Recognize how
seismic waves
move from the
focus of the
earthquake
300 South Catawba Street, Lancaster SC 29720
-4-
http://sunshine.chpc.utah.
edu/labs/seismic/index.ht
m
http://earthquake.usgs.gov
/learn/kids/eqscience.php
Text book
STC Kit
Science Curriculum Map
8-3.4
Explain how
igneous,
metamorphic, and
sedimentary rocks
are interrelated in
the rock cycle.
Rock Cycle
Igneous
Complete a rock cycle
diagram

Intrusive

Extrusive
Metamorphic
It is essential for
students to know
that there are
three large
classifications of
rocks – igneous,
metamorphic,
and sedimentary.
Each type of rock
is formed
differently and
can change from
one type to
another over
time.
116095804 2/12/2016
Sedimentary - sediments

It is not essential for
students to classify
individual rocks, chemical
composition, or the
minerals from which they
are made, based on their
properties.
Big Idea: Cause and Effect


Rock Cycle Game
http://www.learner.org/int
eractives/rockcycle/
Illustration of rock cycle
Explain the
interrelationships of
the 3 rock types
Construct a causeand-effect model
about the forming
of a rock based on
the process(es)
involved
Interpret a rock
cycle diagram
Compare how
rocks can be
changed by
particular processes
Identify a rock type
by the method with
which it is formed
300 South Catawba Street, Lancaster SC 29720
-5-
Students will demonstrate
the rock cycle by grating
crayons. Justin ThomasSouth
Students will listen to a
fantasy rock story about
the rock cycle and draw
pictures to illustrate the
story. Jennifer JailletteRucker
Students will use cards to
explain the processes that
cause rocks to change
from one type to another.
Students will
compare/contrast the
various types of rocks.
Diagram on the support
guide is detailed
Grated crayons- 4
students in a group with
different colors grate
crayons with scissors onto
aluminum foil to show
sedimentary rock. Beat
with a hammer. Teacher
heats to show
metamorphic like marble.
Heat more to show
igneous.
Science Curriculum Map
8-3.5
Summarize the
importance of
minerals, ores, and
fossil fuels as
Earth resources on
the basis of their
physical and
chemical
properties.
It is essential for
students to know
that Earth
resources
(minerals, ores,
and fossil fuels)
have properties
that make them
important and
useful. Properties
that determine
the usefulness of
an ore or mineral
may be identified
using a chart,
diagram or
dichotomous key.
The two types of
properties are
physical and
chemical.
116095804 2/12/2016
Physical properties
Chemical properties
Students create chart of
minerals, ores, and
fossil fuels based upon
physical and chemical
properties.
Minerals
Identification Lab: Students
are given samples minerals
and complete different
physical and chemical tests
on the samples to try to
identify the sample.
Web quest completion
Ores

Fossil Fuels

It is not essential for
students to classify
individual minerals for the
purpose of identification,
but understanding the
meaning of the physical
properties by examining
some common minerals
would be helpful.


Summarize the
importance of
certain Earth
resources
Generalize major
points about the
importance of
minerals, ores, and
fossil fuels because
of their physical
and chemical
properties
Interpret a chart of
important/useful
Earth resources
Exemplify Earth
resources that are
minerals, ores, or
fossil fuels; or
Identify properties
that would make an
Earth resource
important
300 South Catawba Street, Lancaster SC 29720
-6-
Students will identify
mineral characteristics
using physical and
chemical properties with
the streak process.
Minerals scavenger hunt.
Students will observe the
characteristics of minerals
from samples shown in
class.
Students will complete a
Webquest about Earth’s
fossil fuels and alternative
energy sources. Jennifer
Jaillette- Rucker
http://geology.csupomona
.edu/alert/mineral/mineral
s.htm
Science Curriculum Map
8-3.6
Explain how the
theory of plate
tectonics accounts
for the motion of
the lithospheric
plates, the
geologic activities
at the plate
boundaries, and
the changes in
landform areas
over geologic
time.
Plate tectonics
Lithosphere plates
Completion of lab
116095804 2/12/2016
Snicker Bar activity—
Teacher leads students in
applying different types of
stressors to change the land.
http://www.sciencespot.n
et/Pages/classearth.html#
Anchor3
Convection currents
Push & Pull lab in kit
http://dcscience.com/Dyn
amic%20Earth/candy%20
bar%20lab.pdf
Geologic Activites
Divergent boundary

Convergent boundary
Subduction zone
Transform boundary
It is essential for
students to know
that the theory of
plate tectonics
explains why and
how large
sections of
Earth’s crust,
called
lithospheric
plates, move. A
hypothesis of
continental drift
was developed
before the
present theory of
plate tectonics. It
Diagram of the
different boundaries.

Geologic Time
Pangaea
It is not essential for
students to name specific
plates, but interpreting a
world map of plates with
direction of motion would
be helpful.


Explain how the
theory of plate
tectonics accounts
for changes in the
landforms of Earth
Construct a causeand-effect model of
why the plates
move, what type of
motion takes place
as plates collide,
and what changes
result in the
landforms of Earth
Interpret diagrams
that show varying
aspects of these
factors
Compare the
activities at plate
boundaries or the
shape/movement of
landmasses over
300 South Catawba Street, Lancaster SC 29720
-7-
Plate tectonics lab
STC Kit
Science Curriculum Map
was based on
continent shape,
fossil evidence,
rock, and climate
clues. This
hypothesis later
led to the theory
of plate tectonics
when evidence
was found as to
why the plates
could move.
Plate tectonics
explains how
many Earth
features form.
8-3.7
Illustrate the
creation and
changing of
landforms that
have occurred
through geologic
processes
(including
volcanic eruptions
and mountainbuilding forces).
116095804 2/12/2016

Volcanic Eruptions
Magma
time
Classify a plate
boundary based on
the motion of plates
and/or landforms
that result
Students identify plate
boundaries and faults
based upon description
and image.
Vent
Questions/concept map
of information from
video
Lava
Volcano

Ring of fire
Illustrate the
creation and
changing of
landforms due to
300 South Catawba Street, Lancaster SC 29720
-8-
Glencoe Paper Foldable:
Different types of faults
http://scign.jpl.nasa.gov/le
arn/plate6.htm
Clay Activity—Faults and
plate boundary behavior
Illustration of faults and
mountains
http://www.classzone.co
m/books/earth_science/ter
c/content/visualizations/es
1103/es1103page01.cfm
Foam models and faults
STC Kit
Science Curriculum Map
It is essential for
students to know
that the
landforms of
Earth can be
created or
changed by
volcanic
eruptions and
mountainbuilding forces.
Mountain-building forces
Tension

Compression
Shearing
Folded mountains
Normal fault
Reverse fault

Strike slip fault
Fault block mountain

It is not essential for
students to know the various
types of volcano cones and
how they form or the
landforms that result when
magma fails to reach the
surface. The formation of
anticlines, synclines, and
plateaus are not essential at
this time.
116095804 2/12/2016

volcanic eruptions
“In the Path of a Killer
and mountainVolcano”- video from kit
building forces
Use illustrations to
show understanding
of landforms
resulting from
volcanic eruptions
and mountainbuilding forces
through diagrams,
pictures, and word
descriptions
Interpret diagrams
that show varying
aspects of these
concepts
Compare the
various stresses and
the resulting
landforms
Recognize the
basic components
of a volcano’s
structure that
contribute to the
creation or changes
of the landscape.
300 South Catawba Street, Lancaster SC 29720
-9-
Science Curriculum Map
8-3.8
Explain how
earthquakes result
from forces inside
Earth.
Seismic waves
It is essential for
students to know
that the forces
and stresses (83.7– tension,
compression, and
shearing) along
faults can build
up as blocks of
rock are pushed
(compression or
shearing) or
pulled apart
(tension). If the
pressure or stress
becomes too
great, the rock
breaks at a weak
point along the
fault and energy
is released.
It is not essential for
students to explain the
magnitude or intensity of
an earthquake; factors
that affect the amount of
damage done by an
earthquake are also not
necessary at this time.
116095804 2/12/2016
Focus
Epicenter
Students create an
illustration identifying
the epicenter and focus
of a given earthquake,
and then describe the
difference in the P
waves, S waves, and
surface waves.



Explain how
earthquakes result
from forces inside
Earth
Construct a causeand-effect model
that shows how
internal forces
along a fault can
cause an earthquake
Compare the focus
or epicenter of an
earthquake in terms
of location and
energy
300 South Catawba Street, Lancaster SC 29720
- 10 -
Seismic wave activity with
seismograph—students use
different types of force and
stress to represent the
different waves to create a
seismogram.
“The Day the Earth Shook”video from kit
http://facstaff.gpc.edu/~pg
ore/geology/geo101/quak
elec.htm
http://www.geo.ua.edu/int
ro03/quakes.html
http://cse.ssl.berkeley.edu
/lessons/indiv/davis/inpro
gress/QuakesEng3.html
STC Kit
Science Curriculum Map
8-3.9
Identify and
illustrate geologic
features of South
Carolina and other
regions of the
world through the
use of imagery
(including aerial
photography and
satellite imagery)
and topographic
maps.
It is essential for
students to know
that geologic
features on Earth
can be identified
and visually
modeled through
the use of aerial
photography,
satellite imagery,
and topographic
maps.
116095804 2/12/2016
Imagery
Topographic maps
Aerial photography
Students create a
PowerPoint using
different forms of
imagery to illustrate
and discuss different
geologic features, how
they were formed, and
how they change due to
geologic processes.
Students identify
geologic features based
on interpreting a
topographical map.
It is not essential for
students to know how
satellite imagery and aerial Complete questions
photographs use the
using map
electromagnetic spectrum
to capture the information.  Identify features on
Earth using aerial
photography,
satellite images,
and topographic
maps
 Locate this
information on the
appropriate
materials
 Illustrate geologic
features found on
300 South Catawba Street, Lancaster SC 29720
- 11 -
Research in computer lab to
expose students to an array of
different forms of satellite
imagery, aerial photography,
and different topographic
maps.
http://www.flashearth.co
m/
Students create their own
topographic map with clay.
http://www.sirray.com/Topographic%20
Map%20Lab.htm
http://topomaps.usgs.gov/
Students will utilize
topographic maps to
determine elevation.
Topographic map lab.
Students will use Google
Earth and other web sources
to view aerial regions in
South Carolina.
Students will use computer
images from NASA to view
satellite imagery of locations
on Earth.
Internet
Topographic maps
Science Curriculum Map




116095804 2/12/2016
aerial photography,
satellite images,
and topographic
maps
Use illustrations to
show understanding
of these materials
Recall the shape or
illustrated property
of the geologic
feature
Identify symbols
and colors used on
these images or
maps
Compare features,
details, or contours
on one topographic
map with another in
a different landform
region
300 South Catawba Street, Lancaster SC 29720
- 12 -