SCIENCE CURRICULUM MAPPING-Unit Plan Timeline Subject/Grade Course Content Topic 2 days Physical Geology Plate Tectonics Seismic waves Science Inquiry and- Application During the years of grades 9 through 12, all students must use the following scientific processes with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: • Identify questions and concepts that guide scientific investigations; • Design and conduct scientific investigations; • Use technology and mathematics to improve investigations and communications; • Formulate and revise explanations and models using logic and evidence (critical thinking); • Recognize and analyze explanations and models; and • Communicate and support a scientific argument. Looking Back Looking Forward This unit builds upon the middle school Earth and Space Science strand (beginning in grade 6). Sedimentary, igneous and metamorphic rocks are introduced, rocks and minerals are tested and classified, plate tectonics (including the history and evidence for plate tectonics), seismic waves and the interior structure of Earth and the geologic record are found. In the middle school Life Science strand, fossils and depositional environments are included. In the physical science syllabus, support for density, convection, conductivity, motion, kinetic energy, radiometric dating, seismic waves, thermal energy, pressure and gravity are presented. Content Standards PG.PT.11 PG.PT.14 Key Ideas Destruction to buildings and property tsunamis predictions and warnings Content Elaboration At the high school level, Earth’s interior and plate tectonics must be investigated at greater depth using models, simulations, actual seismic data, real-time data, satellite data and remote sensing. Relationships between energy, tectonic activity levels and earthquake or volcano predictions, and calculations to obtain the magnitude, focus and epicenter of an earthquake must be included. Evidence and data analysis is the key in understanding this part of the Earth system. For example, GIS/GPS and/or satellite data provide data and evidence for moving plates and changing landscapes (due to tectonic activity). The causes for plate motion, the evidence of moving plates and the results of plate tectonics must be related to Earth’s past, present and future. The use of evidence to support conclusions and predictions pertaining to plate motion is an important part of this unit. Misconceptions Earthquakes: Earthquakes are rare events (media coverage of earthquakes is limited and biased to U.S. area or high death tolls) The ground cracks opens during an earthquake to swallow people and buildings (common to Hollywood movies and popular literature like 'Clan of the Cave Bear' and Shogun', but also dates to early reports of Lisbon earthquake and confusion over landslides, etc.). Earth shaking is deadly (as opposed to building collapse, tsunamis, landslides, fire, etc.) Seismic waves involve the long distance net motion of particles Seismic waves go from crust to core, but not core to crust (textbooks seldom specifically discuss second half of journey apart from a general treatment of shadow zones). S-waves (shear waves) do not reach other side of Earth from where earthquake originated because they cannot pass through oceans (or cannot reach islands). Wind blowing through subterranean passages causes earthquakes (Aristotle's hypothesis, tied with older cosmology of hollow passages through earth) Earthquakes occur from collapse of subterranean hollow spaces (tie to older cosmologies). The biggest earthquake is a magnitude 10. Instructional Input Materials for Labs and Activities: Instructional Resources: Details of materials to support instruction and learning x Text: Modern Earth Science. Page #:Chapter 6 Safari Montage:__________________________ Graphic Organizers: _ Vocabulary ____________ Manipulative: _________ Mandatory Labs: _________ Activities: __________________________ Other: __________________________ ______________ Additional Resources Password Protected : http://www.akronschools.com/dotCMS/login?referrer=/departments/ci/teaching-and-learning/science/curriculum/teacher-resources.dot Topic Outline/Objectives Procedures: Details of the sequence of instruction Lesson 1: Standards: PG.PT.11 PG.PT.14 Resource: Modern Earth Science, Chapter 6 section 3 Objectives: Describe possible effects of a major earthquake on buildings. Discuss the relationship of tsunamis to earthquakes. Lesson2: Standards: PG.PT.11 PG.PT.14 Resource: Modern Earth Science, Chapter 6 section 3 Objective: Identify changes in the earth's crust that may signal/predict earthquakes.