SCIENCE CURRICULUM MAPPING-Unit Plan
Timeline
Subject/Grade
Course Content
Topic
5 days
Physical Geology
Metamorphic
Compressional forces
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,
seismic waves and the structure of Earth are studied, and the geologic record
is found (including the evidence of climatic variances through Earth’s history).
In the middle school Life Science strand, fossils and depositional
environments are included as they relate to the documented history of life in
the geologic record. In the physical science syllabus, support for waves,
thermal energy, currents, pressure and gravity are presented.
Content Standards
PG.IMSR.8
PG.PT.11
PG.PT.14
Key Ideas
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Stress
Folding
Faulting
Mountains
Content Elaboration
At the high school level, geologic, topographic, seismic and aerial maps must be used to locate and recognize igneous, metamorphic and sedimentary structures
and features. Technological advances permit the investigation of intrusive structures and the interior of Earth. Connections between the minerals present within
each type of rock and the environment formed are important. The processes and environmental conditions that lead to fossil fuel formation (Note: this links to
the energy resources section below) must include the fossil fuels found in Ohio, nationally and globally.
Misconceptions
Plate Tectonics:
Only continents move (Wegener's original concept, along with the common use of 'Continental Drift' term in general texts, secondary education earth science
films, etc.)
Most crust motions (especially those associated with processes of mountain building or deep sea trench formation) are due to vertical motions, not lateral
(terms like 'mountain uplift' and earth science textbook terminology, as well as relict idea from old cosmologies).
Divergent ocean ridges are due to vertical uplift or convergence, rather than divergence (In students' experience, buckling is usually due to convergence or uplift,
not heat/density differences, so illustrations of ridges do not readily fit with a pulling apart motion).
Present oceans only began as Pangaea broke apart - tied to general idea that Pangaea was the original continent at the Earth's start (few educational earth
science films mention what came before Pangaea & emphasis on Atlantic spreading leads to Pacific being overlooked).
Plate movement is imperceptible on a human timeframe (common use of fingernail growth analogy is only true for slowest plates and underestimates
importance of motion).
Plate motion is rapid enough that continent collision can cause financial and political chaos, while rifting can divide families or separate a species from its food
source.
Oceans are responsible for oceanic crust (rather than being closer to other way round).
Continental 'shelves' are similar to shelves in homes, extend out over edge of continent and can break and collapse to form tsunamis (so Boxing Day tsunami was
due to shelf collapse)
The edge of a continent is the same thing as a plate boundary.
Over time there has been no significant change in ratio of oceanic to continental areas (idea of stasis is a common misconception, but this was also part of Lyell's
original concept).
Apart from differences due to changes in ice volume, sea level has remained relatively constant through time (recognition of impact of plate speed on sea level
not even recognized by geologists until relatively recently).
A plate boundary type is the same thing as a plate. For example, a plate has to be divergent or convergent.
Instructional Input
Materials for Labs and Activities:
Instructional Resources: Details of materials to support instruction and learning
x Text: Modern Earth Science . Page #: Chapter 5
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: Standard: PG.IMSR. 8
Resource: Modern Earth Science, Chapter 5 section 1
Objectives: Identify sources of stress in crustal rock.
Lesson2: Standards: PG.IMSR.8 PG.PT.11
Objectives:
PG.PT.14
Resource: Modern Earth Science, Chapter 5 section 2
Compare folding and faulting as responses to stress.
Lesson 3: Standards: PG.IMSR.8 PG.PT.11
PG.PT.14
Resource: Modern Earth Science, Chapter 5 section 2
Objectives: Describe four types of faults.
Lesson 4: Standards: PG.IMSR.8 PG.PT.11
PG.PT.14 Resource: Modern Earth Science, Chapter 5 section 3
Objectives: Identify the types of plate collisions that build mountains.
Lesson 5: Standards: : PG.IMSR.8 PG.PT.11 PG.PT.14 Resource: Modern Earth Science, Chapter 5 section 3
Objectives: Identify four types of mountains and discuss the forces that shaped them.