EARTH SCIENCE 12/13
Course B
ESSENTIAL UNIT 5 (E05)
(Mapping Earth’s Surface, Weathering and Soil)
(June 2011)
Unit Statement: In this unit the student will compare various models of the Earth’s
structure and identify how rock changes into soil. The student will describe methods of
mapping the Earth. The student will analyze types of weathering and describe how soil is
formed. The student will identify the importance of soil and how we conserve it.
Creating a Data Table is the scientific method skill of focus for this unit.
Essential Outcomes: (assessed for mastery)
1. The Student Will define topography, elevation, relief, and landform and explain how they
can be used to describe the three major landforms (mountain, plateau and plain) (Chapter 1,
Lesson 1).
2. TSW define latitude and longitude and show how they are used to locate points on
the earth’s surface (Chapter 1, Lesson 2).
3. TSW explain how a GPS (global positioning system) indicates its location
(Chapter 1, Lesson 3).
4. TSW explain how topographic maps show relief (Chapter 1, Lesson 4).
5. TSW will differentiate between different types of mechanical and chemical
weathering (Chapter 2, Lesson 1).
6. TSW will analyze two factors which control the rate at which weathering occurs
(Chapter 2, Lesson 1).
7. TSW diagram how soil forms (Chapter 2, Lesson 2).
8. TSW describe three ways in which living things affect soil – decomposition,
mixing and depletion (Chapter 2, Lessons 2 and 3).
9. TSW identify how soil is a valuable resource and describe two methods of soil
conservation (Chapter 2, Lesson 3).
10. TSW apply the scientific method to conduct a full experiment and formal lab
write-up (Lab Zone Lab Investigation ‘A Map in a Pan,’ ‘Investigating
Soils,’or teacher designed materials).
Introduced & Practiced:
1. The Student Will compare Mercator and Equal-area projections and explain the
advantages and disadvantages of each (Chapter 1, Lesson 2).
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2. TSW explain how satellites and computers have revolutionized mapmaking
(Chapter 1, Lesson 3).
3. TSW explain how uniformitarianism allows geologists to infer how earth’s land
formed (Chapter 2, Lesson 1).
Key Terms:
 topography
 elevation
 relief
 landform
 plain
 mountain range
 plateau
 region
 globe
 symbol
 key
 scale
 degree
 equator
 hemisphere
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prime meridian
latitude
longitude
surveying
pixel
contour line
uniformitarianis
m
erosion
weathering
chemical
weathering
mechanical
weathering
abrasion
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frost wedging
oxidation
permeable
soil
bedrock
humus
fertility
loam
pH scale
topsoil
subsoil
natural resource
conservation
SUGGESTED RESOURCES & RUBRICS FOUND ON FOLLOWING PAGES…………….
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Suggested Materials:
 Interactive Science, Earth’s Surface by Pearson, Chapters 1 and 2
Suggested Unit Resources:
1. Lab Zone; fully editable CD-Rom; Chapter Lab Investigations, Inquiry Warm-Ups,
and Quick Labs (refer to Interactive Science – Earth’s Surface, page vi, and vii for
a specific list of labs available for this unit).
2. Lab Zone Inquiry skills for each lesson as suggested in Interactive Science –
Earth’s Structure, Contents, page vi and vii).
3. Study Guide & Review and Assessment for Interactive Science – Earth’s Surface
Chapters 1 and 2.
4. ‘A Map in a Pan’ and ‘Investigating Soils’ complete lab investigations on
Lab Zone CD-Rom or Teacher’s Lab Resource – Earth’s Surface.
5. Untamed Science Video Series
6. Other ancillary materials, if available.
Technology Resources:
1. http://www.myscienceonline.com activities; The Big Question, Vocab Flash
Cards, Interactive Art, Planet Diary, Virtual Lab, Untamed Science, My Science
Coach, and My Reading Web. Use keywords ‘Mapping Earth’s Surface,’ and
‘Changing Earth’s Surface.’
2. The Library’s online database – Destiny Webpath Express
3. http://www.unitedstreaming.com if your school has a membership.
4. Google Earth – http://www.earth.google.com
Suggested Assessment Tools and Strategies:
1. Any of the Inquiry skill activities you utilize from the text (TSWs 1-11)
2. Students construct a relief model showing land forms (TSW’s 1, 2, and 4).
3. Students keep a journal of observations, ideas, and findings reflecting on reading,
experiments, and class discussions (TSW’s 1 - 9).
4. Students create a globe and use it to model how a GPS can find location (TSW 3).
5. Students will conduct a lab to simulate chemical and mechanical weathering (TSW 5).
6. Students write a report, create a poster, and/or give a class presentation on any of
the relevant topics (TSW’s 1 - 9).
7. Teacher generated and/or published tests and assessments (TSW’s 1 - 9).
8. For the formal lab, ‘A Map in a Pan’ and ‘Investigating Soils and Drainage’ Lab
Zone investigations and write-ups are good full labs designed by Pearson. The
open inquiry is higher level and requires more from the student (TSW 10),
RUBRICS FOUND ON FOLLOWING PAGE…………………………
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Suggested Rubric for E05
TSW
‘A’ Level Mastery
‘B’ Level Mastery
1 – Terms and The student is able to model or
The student is able to define
landforms
diagram the difference between
topography, relief, elevation, and
relief and elevation.
ladform. The student is able to
describe the topography, relief and
elevation of plains, plateaus and
mountains.
2 – Latitude
The student can define latitude and
and longitude
longitude and locate cities on a map by
their coordinates.
3 – How a
The student is able to explain the
The student is able to explain that a
GPS finds
process of how several satellites are GPS finds location by reading the
location
needed to find exact location
distance from satellites.
through the use of a model or
diagram (triangulation).
4–
The student is able to measure
The student is able to match a
Topographic
change in elevation using a detailed topographic map to each type of
maps
topographic map.
landform.
5 – Types of
The student is able describe the two
Weathering
types of weathering and cite at least 2
differences.
6 – Rate of
The student can analyze how
The student can name two factors that
weathering
different types of climate and rock
influents the rate of weathering.
can affect chemical and mechanical
weathering respectively..
7 – Soil
The student is able to differentiate
The student diagrams soil formation.
formation
between soil horizons and soil
composition using the correct
terminology.
8 – Living
The student is able to describe how
things
living things can cause decomposition,
affecting soil
mixing, and depletion.
9 – Types of
The student is able to analyze what The student is able to state why soil is
volcanoes
types of soil would be best for
a valuable resource to humans and
farming and connect soil
explain two ways we conserve soil.
conservation with fighting erosion
and depletion.
10 – Scientific See Tier III of the QSI Formal Lab See Tier III of the QSI Formal Lab
Method
Assessment (following page). In
Assessment (following page). Adjust
addition the student should be able
as necessary.
to complete the ‘Open Inquiry’ lab
if using the Lab Investigation from
Lab Zone. Adjust as necessary.
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
To receive an ‘A’, the student must show ‘A’ level mastery in at least 4 of the 6
available TSW’s and ‘B’ level mastery on all of the remaining TSW’s.
To receive a ‘B’, the student must show ‘B’ level mastery on all nine TSW’s.
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Tier III Lab Report Rubric
Evaluation Rubric
Name __________________________
Lab # ______ Date _______________
Design
Title:

Clearly describes the purpose of the lab.
P
B
A
Background/Information:
 Student summarizes relevant background information in paragraph form.
P
B
A
Research Question:
 Identifies question addressed by the lab.
P
B
A
Hypothesis:
 Creates a prediction using an “if…then…” statement.
P
B
A
Materials:
 All the materials used are listed in bullet form.
P
B
A
P
B
A
Data Collection
Results given are in two sections:
 Raw data tables appropriately labeled.
P
B
A
Conclusion & Evaluation
Conclusion:
 States the relationship between the variables based on the data.
P
B
A
P
B
A
P
B
A
P
B
A
P
B
A
Procedures:
 All steps listed in a clear format such that
the lab could be repeated by anyone.
Evaluation:
 Student explains what was learned from the experiment.
and recommends future improvements for the procedures.
Manipulative Skills
Follows instructions:
 Follows instructions accurately; adapts to new circumstances;
seeks assistance only when required.
Carries out techniques:
 Competent and methodical in the use of a range of techniques
and equipment.
Works safely & ethically:
 Pays attention to safety issues; does not expose self or others to
safety risks, experiments have little or no negative effect on
environment; inflicts no pain or harm living animals, & shows
due consideration to human subjects, including informed consent.
Comments:_________________________________________________________________
___________________________________________________________________________
Total Evaluation:
QSI 12/13 EARTH SCI E05
Copyright  1988-2011
Points: _________
Percentage: _________
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