HARNETT COUNTY HIGH SCHOOLS
Course: Earth/Environmental Science
Title of Unit: Lithospheric Processes
Timeframe: 15-20 DAYS
Content Area Standard(s):
EEn.2.1 Explain how processes and forces
affect the lithosphere.
EEn.2.1.1 Explain how the rock cycle, plate
tectonics, volcanoes, and earthquakes impact
the lithosphere.
EEn.2.1.2 Predict the locations of volcanoes,
earthquakes, and faults based on information
contained in a variety of maps.
EEn.2.1.3 Explain how natural actions such as
weathering, erosion (wind, water and gravity),
and soil formation affect Earth’s surface.
EEn.2.1.4 Explain the probability of and
preparation for geohazards such as landslides,
avalanches, earthquakes and volcanoes in a
particular area based on available data.
EEn.2.2 Understand how human influences
impact the lithosphere.
EEn.2.2.1 Explain the consequences of human
activities on the lithosphere (such as mining,
deforestation, agriculture, overgrazing,
urbanization, and land use) past and present.
EEn.2.2.2 Compare the various methods
humans use to acquire traditional energy
sources (such as peat, coal, oil, natural gas,
nuclear fission, and wood).
Reading Standard(s):
Key Ideas and Details
2. Determine the central ideas or conclusions of
a text; trace the text’s explanation or
depiction of a complex process,
phenomenon, or concept; provide an
accurate summary of the text.
3. Follow precisely a complex multistep
procedure when carrying out experiments,
taking measurements, or performing
technical tasks, attending to special cases or
exceptions defined in the text.
Craft and Structure
4. Determine the meaning of symbols, key
terms, and other domain-specific words and
phrases as they are used in a specific
scientific or technical context relevant to
grades 9–10 texts and topics.
5. Analyze the structure of the relationships
among concepts in a text, including
relationships among key terms (e.g., force,
friction, reaction force, energy).
Integration and Knowledge of Ideas
7. Translate quantitative or technical
information expressed in words in a text into
visual form (e.g., a table or chart) and
translate information expressed visually or
mathematically (e.g., in an equation) into
words.
Writing Standard(s):
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
1.Write arguments focused on discipline-specific
content.
d. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
e. Provide a concluding statement or section
that follows from or supports the argument
presented.
2.Write informative/explanatory texts, including
the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas,
concepts, and information to make important
connections and distinctions; include
formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to
aiding comprehension.
c. Use varied transitions and sentence structures
to link the major sections of the text, create
cohesion, and clarify the relationships among
ideas and concepts.
d. Use precise language and domain-specific
vocabulary to manage the complexity of
the topic and convey a style appropriate to
the discipline and context as well as to the
expertise of likely readers.
e. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
f. Provide a concluding statement or section
that follows from and supports the information
or explanation presented (e.g., articulating
implications or the significance of the topic).
4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
7.Conduct short as well as more sustained research
projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
10.Write routinely over extended time frames (time
for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and
audiences.
Math Practice(s):
4. Model with mathematics.
5.
Use appropriate tools strategically.
6.
Attend to precision.
Technology Standard(s):
HS.TT.1 Use technology and other resources for
assigned tasks.
HS.TT.1.1 Use appropriate technology tools and other
resources to access information (multi-database search
engines, online primary resources, virtual interviews
with content experts).
HS.TT.1.2 Use appropriate technology tools and
other resources to organize information (e.g. online
note-taking tools, collaborative wikis).
HS.TT.1.3 Use appropriate technology tools and
other resources to design products to share
information with others.
Learning Experiences:
Interpreting and generating graphs, Generating and testing hypotheses, Working
collaboratively/Communication Skills, peer evaluation, analysis and classification of specimens, creating
models, field trips, hands-on laboratory investigations, virtual laboratory investigations, creative writing
Essential Questions:
Can you describe some of the correlations between plate movement, volcanic activity, and earthquake
occurrences around the world?
What influences do you think the rock cycle and soils have on our lives?
What are the pros and cons of weathering and erosion in the lithosphere?
What are the consequences of human activities on the environment as a result of various types of land use?
Vocabulary:
Theory of plate
tectonics
Seafloor
spreading
Subduction
Midocean ridge
Deep-sea trench
Convergent
boundary
Divergent
boundary
Transform
boundary
Rift valley
Epicenter
Focus
Seismic wave
Earthquake
Fault
Stress
Weathering
Erosion
Soil
Metamorphic
rock
Igneous rock
Sedimentary
rock
Deposition
Silicification
Cementation
Compaction
Hydrolysis
Frost wedging
Oxidation
Mass wasting
slump
Creep
Extrusive
Intrusive
Nonfoliated
foliated
Mineral
Sill
Dike
Batholith
laccolith
Magma
Lava
Cinders
Blocks
lapilli
Shield cone
Composite cone
Cinder cone
Viscosity
seismometer
Richter Scale
Modified
Mercalli Scale
Moment
Magnitude Scale
Primary Wave
Secondary Wave
Asthenosphere
Lithosphere
Moho
Instructional Resources (print materials, technology):
Journal notebooks w/ graph paper, lab/worksheets sheets, whiteboards, markers, SmartBoard, document
camera, computer lab or computer carts, rock specimens, augers, art supplies (clay, markers, compass, rulers,
glue scissors), Safari Montage, suggested videos, suggested websites, video camera
Assessment:
Formative AssessmentsCompleted daily based on learning targets and criteria for success
Ticket out the door
Think-Pair-Share
Peer Assessment
Writing Summary of learned concepts
Parking Lot to allow students to ask questions
Summative AssessmentsTeacher made tests for each clarifying objective
Student created models (i.e. Pangea, Prediction Model of Plate Movement, Rock Cycle)
Rubric Based Projects (i.e.Presentations, Story Books, Lab Reports, Research Papers)
Notes and Additional Information:(Possible Activities/Assignments)

Rock Cycle Skit [D6]

Rock Cycle Creative Story/Comic [D6]

Rock Cycle Lab- Analyze and classify most common rocks found in NC for each major group. [B3]

Helpful Rock Cycle Ideas: http://mjksciteachingideas.com/rocks.html

Rock Cycle Activity [D5] with crayons
http://www.geosociety.org/educate/LessonPlans/RockCycleLab.pdf
with chocolate chips http://www2.mbusd.org/staff/pware/labs/RockCycle.pdf

Weathering and Erosion Walk [B2]

Helpful Weathering & Erosion Ideas: http://mjksciteachingideas.com/WED.html
http://www.pbs.org/wnet/nature/lessons/breaking-it-down/lesson-overview/1682/

Vocabulary Cut & Paste [A1]

Soil Texture Lab Activity: [C4] http://forces.si.edu/main/pdf/9-12-ExploringSoils.pdf

Soil Profiles: [B3-6]
http://soils.usda.gov/education/resources/lessons/profile/
http://www.doctordirt.org/
http://www.state.nj.us/pinelands/edu/curriculum/pinecur/skp78.htm

Winogradsky Column [D6] (connects lithosphere and biosphere components)
http://serc.carleton.edu/microbelife/topics/special_collections/winogradsky.html
http://www.kabt.org/wp-content/uploads/2008/01/winogradsky-for-kabt-web-site.pdf
http://quest.nasa.gov/projects/astrobiology/fieldwork/lessons/Winogradsky_5_8.pdf
http://oceanexplorer.noaa.gov/edu/guide/media/gomdse5chemoclass912.pdf

Pangea Model: [B3] http://www.amnh.org/education/resources/rfl/pdf/dinos_plate_tectonics.pdf

Student made prediction model of future plate location based on current plate movement trends. [D6]

Concept Bingo Review [A1]

Vocabulary Booklet [A6]

Fault Model Activity: [B2] http://bhsscience.info/intsci1_2/earthquakes/three%20faults.pdf

“Candy Quakes” [B2] http://www.uen.org/Lessonplan/preview.cgi?LPid=1113

Helpful Plate Tectonics Ideas: http://mjksciteachingideas.com/plate.html

Virtual Earthquake Lab [C4]
Less involved: http://www.sciencecourseware.org/virtualearthquake/vquakeexecute.html
More involved: http://www.sciencecourseware.org/eec/earthquake/

P-S Wave activity (Finding epicenters) [B4]
http://www.aktsunami.com/lessons/58/unit4/5-8_16LocatingTheEpicenter.pdf
http://www.geo.utep.edu/pub/bkonter/education/Lecture3_Activity_Triangulation.pdf
http://www.geology.ar.gov/pdf/Locating_an_epicenter_activity.pdf

Helpful Earthquake Ideas: http://mjksciteachingideas.com/quakes.html

Created Map of Worldwide Earthquake and Volcanic Activity [B4]

Viscosity of Lava Activity [C4]
http://faculty.salisbury.edu/~bjzaprowski/ESSA%20lab%20book/Summer%202011/Viscosity%20of%20
Lava.pdf

Helpful Volcano Ideas: http://mjksciteachingideas.com/volcano.html

Disaster Preparedness Plans [C6]

“Dealing with Disasters” [B6]
http://www.nationalgeographic.com/xpeditions/lessons/18/g68/fondisasters.html

Energy Resource Comparison Research Project [D6]

Presentations about the consequences of human activity on the lithosphere (i.e. mining, overgrazing,
overpopulation, habitat destruction, etc.) [D6]
Relevant Videos
“Kilowatt Hours” http://www.kilowattours.org/about.php
“Dirt the Movie” http://www.thedirtmovie.org/
Video worksheet: http://www.aurumscience.com/environmental/7_food/dirt.html
“Japans Killer Quake” http://www.pbs.org/wgbh/nova/earth/japan-killer-quake.html
Relevant Websites
Utah Education Network http://www.uen.org/Lessonplan/LPview.cgi?core=3
“The Great California Shake Out” (numerous earthquake related activities)
http://www.shakeout.org/schools/resources/index.html
USGS: Most Recent Earthquakes http://earthquake.usgs.gov/earthquakes/recenteqsww/
USGS: Earthquake Topics: http://earthquake.usgs.gov/learn/
ECU Geology Department Rock and Mineral Review: http://core.ecu.edu/geology/harper/harper/geol1501.html
Plate Tectonic Movement Visualizations:
http://serc.carleton.edu/NAGTWorkshops/geophysics/visualizations/PTMovements.html
Windows to the Universe: http://www.windows2universe.org/earth/interior/how_plates_move.html
Marcia Krech’s Teaching Science Ideas: http://mjksciteachingideas.com/