Essential Questions

Essential Vocabulary

1. What would happen to the continents in a million years?

2. How do humans impact water and land resources?

3. In what ways are the lithosphere and hydrosphere changing? (students need to understand what dynamic means)

4. How do Earth’s interacting spheres create the environment? (biosphere, lithosphere/geosphere, hydrosphere, atmosphere)

5. How are plate tectonics responsible for major geological events?

6. Water: Tapped or bottled?

EEn2.2: Explain how processes and forces affect the lithosphere.

Understanding of cycles and processes

ROCK CYCLE (sedimentary, metamorphic, and igneous),

WEATHERING (physical and chemical), heat and pressure, deposition, compaction and cementation, melting, foliation, bedding, erosion, soils (sand, slit, and clay)

PLATE TECTONICS, ridge push, gravity pull, plate boundaries (convergent, divergent, and transform), ocean trenches, mountain ranges, mid-ocean ridges, mantle convection,

EARTHQUAKES, faults (normal, reverse, and strike-slip), epicenter, focus, p waves, s waves, surface waves, energy released, magnitude scales (moment magnitude, mercalli intensity scale, and richter scale),

VOLCANOES, magma, lava, lahar (mud-flows), ash, landslides, avalanches

HURRICANES, eye

EEn2.3: Explain the structure and processes within the hydrosphere. 

ground water, surface water, oceans, rivers, lakes, streams, temperature distribution of ocean currents toward the poles from the equator, water’s high specific heat, evaporation, infiltration/seepage, runoff, condensation, precipitation, river systems, river basins, aquifers, water sheds, flooding, loam, alluvium, silt, clay, sand

EEn2.4: Evaluate how humans use water.

freshwater availability, water quality, wetlands, resource management, tidal environments, wells, aquifer depletion, damns, agriculture, recreation, subsidence, salt-water intrusion into ground-water, water pollution, drinking water, waste water treatment systems, point and nonpoint source pollution, conservation, water table, storm surge, meander

Resources

The following resources were suggested by teachers at CRW2, but have not been reviewed and verified by district staff.

(Water quality - United States Geological Suvery) http://ga.water.usgs.gov/edu/waterquality.html

(USGS Dynamic Earth) http://pubs.usgs.gov/gip/dynamic/dynamic.html

Learning Targets

What do students need to know / be able to do?

Criteria for Success

How will we know they know it / are able to do it?

(K=knowledge, R=reasoning, S=performance/skill, P=product)

2.1.1 I can explain the movement of the lithosphere and the effects on Earth’s surface.

I will use plate tectonics and the rock cycle to explain geologic landforms in the southeastern U.S. (R)

2.1.2 I can use tectonic maps to predict locations of earthquakes, volcanoes, and faults.

I will make predictions based on data gathered over time. (S)

2.1.3

I can describe how wind, water, gravity, and living things change Earth’s surface.

I will identify the processes that create geologic landforms. (K)

2.1.4

I can interpret data to identify safe living zones.

I will use geologic data to create a map to identify the safest location for the construction of homes. (P)

2.3.1

I can trace the energy flow in water on Earth.

I will demonstrate different ways in which water transfers energy. (K/S)

I will create a model comparing temperature differences to ocean currents. (P)

2.3.2

I can illustrate the movement of water through the various spheres.

I will explain movement of water through the water cycle. (K)

I will construct a diagram for the hydrologic cycle. (P)

2.4.1

I can evaluate the impact of human influences on freshwater availability.

I will analyze how human activity affects freshwater resources. (R)

2.4.2

I can evaluate the impact of human influences on water quality in NC.

I will research and create a product that identifies specific human impacts on North Carolina river basins, wetlands, and tidal environments. (P)

2.2.1

I can evaluate the benefits and consequences of human land use.

I will defend a position on human land use. (R)

2.2.2

I can compare the methods of obtaining energy resources.

I will evaluate available energy resources. (R)

Science Essential Standards

Common Core Anchors

ITES

2.1 Explain how processes and forces affect the lithosphere.

2.1.1 Explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere.

2.1.2 Predict the locations of volcanoes, earthquakes, and faults based on information contained in a variety of maps.

2.1.3 Explain how natural actions such as weathering, erosion (wind, water and gravity), and soil formation affect Earth’s surface.

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.

ELA Writing.7  Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

(Students can create models. They can provide analogies. Students can analyze maps. They can participate in inquiry based labs. Students can make predictions and they can initiate their own research.)

2.3 Explain the structure and processes within the hydrosphere.

2.3.1 Explain how water is an energy agent (currents and heat transfer).

2.3.2 Explain how groundwater and surface water interact.

2.4 Evaluate how humans use water.

2.4.1 Evaluate human influences on freshwater availability.

2.4.2 Evaluate human influences on water quality in North Carolina’s river basins, wetlands and tidal environments.

ELA Read. 10  Read and comprehend complex literary and informational texts independently and proficiently.

(Students can read water quality reports and articles online regarding freshwater availability and the condition of our local watersheds)

2.2 Understand how human influences impact the lithosphere.

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.

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).

ELA Reading.2  Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

(You may chose to use class discussions, socratic seminar, group projects, or video clips to explore human impact)

All the ITES can be used in potential research projects involving solutions to global problems such as 2.2.1 and 2.4.

HS.SI.1 Evaluate resources needed to solve a given problem.

HS.SI.1.1 Evaluate resources for reliability.  (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).

HS.SI.1.2  Evaluate resources for point of view, bias, values, or intent of information.

(Teacher websites, google docs, edmodo, padlet, lucid chart)

HS.SI.1.3 Evaluate content for relevance to the assigned task.

HS.RP.1 Design project-based products that address global problems.  

HS.RP.1.1 Design global-awareness project-based products individually and collaboratively.  

HS.SE.1 Analyze issues and practices of responsible behavior when using resources.

HS.SE.1.1 Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette.  

HS.SE.1.2 Analyze safety issues and practices when using online resources (legal and criminal consequences, long-term career consequences of behavior).

Use hands-on manipulatives to demonstrate plate tectonics and the rock cycle concepts.  When using graphic organizers, use visuals to clarify headings.  When conducting research, generate questions for your LEP students to investigate; use a graphic organizer and strong visuals to represent the concepts of “benefits” and “consequences”; use these visual notes to provide further support.

Prentice Hall: Earth Science Textbook, PCS Curriculum Guide, Karen Quick (PCS Science Resource Specialist), http://science.yourdictionary.com, BBC Planet Earth