Subject/Grade Level: Algebra/6th Grade .k12.sc.us



Grade Level: 8 Title: Earth’s Structure and Processes Time Frame: Total 7 weeks: 2 weeks for 3.1, 3.6 & 3.7: on the Winter Benchmark

And 5 weeks for 3.2, 3.3, 3.4, 3.5, 3.8 & 3.9: on the Spring Benchmark

Enduring Understanding: Students should understand how different geologic features have formed and can change due to geologic processes.

Essential Questions: How does the density of Earth change with depth? How does seismic activity enable geologists to understand the internal structure of Earth? How does triangulation enable seismologists to locate the epicenter of an earthquake? What geologic processes cause rocks to form and change into different types of rocks? How can minerals, ores, and fossil fuels be identified and classified based on their physical and chemical properties? How does the behavior of tectonic plates create and change geologic features? How are geologic features identified and modeled through the use of aerial photography, satellite imagery, and topographic maps?

|Concept/ |Indicators |Vocabulary Development |Assessment Strategies State |Instructional Activities Extension Activities |Resources |

|Topic | | |Guidelines | | |

|Standard 8-3: |8-3.1 |Crust |Students complete a model of the |Model of Earth with clay | |

|The student will |Summarize the three layers of|Mantle |Earth and describe how the |SMARTBOARD interactive game Jennifer |  |

|demonstrate an |Earth—crust, mantle, and |Core |composition and density of each layer|Jaillette- Rucker |

|understanding of |core—on the basis of relative|Relative position |changes. |Layers of the Earth educational rap Justin |s-of-the-earth.html |

|materials that determine|position, density, and |Density | |Thomas- South | |

|the structure of Earth |composition. |Composition |Summarize major points about the |Illustrate and label parts of the Earth | |

|and the processes that | |Lithosphere |layers of Earth | |text |

|have altered this |It is essential for students |Asthenosphere |Generalize major points about the | | |

|structure. (Earth |to know that Earth has layers| |crust, mantle, and core of Earth | | |

|Science) |that have specific conditions|It is not essential for students to know |Compare the layers | | |

| |and composition. |specific depths or temperatures of the |Classify by sequencing the layers | | |

| | |layers. Students do not need to explain the|using property information | | |

| | |heat transfer systems within the layers. |Identify the layer with a certain set| | |

| | | |of properties | | |

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| | |Primary waves |Students illustrate the different |Students demonstrate the different types of |

| |Explain how scientists use |Longitudinal waves |types of waves and then describe how |seismic waves with slinky springs and ropes. | |

| |seismic waves—primary, |Secondary waves |the behavior of each wave changes as |  |STC Kit: Catastrophic Events |

| |secondary, and surface |Transverse wave |the waves travel through different |Students create a building from different | |

| |waves—and Earth’s magnetic |Surface waves |layers of Earth. |materials and put the building on seismic | |

| |fields to determine the |Earth’s magnetic field |Lab completion |board. The students can then create and | |

| |internal structure of Earth. | | |describe the different seismic waves as they | |

| | | | |are applied to their buildings. | |

| |It is essential for students |It is also essential for students to know | |Earthquake lab | |

| |to know that earthquakes |that the movement of materials in the outer |Explain how scientists use data from | | |

| |produce 3 types of waves with|core of Earth is inferred to be the cause of|seismic waves and Earth’s magnetic | | |

| |different behaviors as they |Earth’s magnetic field. A compass needle |field | | |

| |travel through materials. |will align with the lines of force of |Construct a cause-and-effect model of| | |

| | |Earth’s magnetic field. Iron and nickel are|what data from these sources allow | | |

| | |metals that easily magnetize, and are |scientists to determine about Earth’s| | |

| | |inferred to be the metals in Earth’s core. |internal structure | | |

| | | |Summarize how seismic waves and | | |

| | |It is not essential for students to know how|magnetic field data can be used to | | |

| | |to measure an earthquake with the Richter or|infer what the inside of Earth looks | | |

| | |Mercalli scale. The study of Earth’s |like | | |

| | |magnetosphere is also not necessary here. |Interpret a diagram of seismic wave | | |

| | | |properties | | |

| | | |Compare the waves as to movement or | | |

| | | |effect on Earth material | | |

| | | |Identify a layer of Earth’s interior | | |

| | | |based on evidence presented | | |

| | | |Recall how a compass will behave | | |

| | | |within the Earth’s magnetic field | | |

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| | |Epicenter |Students identify the epicenter of an|Students look at different sets earthquake |

| |Infer an earthquake’s |Seismic waves |earthquake using triangulation. |data from around the world.  Then they look at|ic/index.htm |

| |epicenter from seismographic |Seismograph |Lab completion |the difference between the arrival times of |  |

| |data. |Seismogram | |the P and S waves to locate an earthquake’s |

| | |Triangulation |Infer an earthquake’s epicenter |epicenter. |science.php |

| | | |Draw a logical conclusion as to an |Triangulation Lab |  |

| | | |earthquake’s epicenter given data | |Text book |

| | |It is not essential for students to |from seismographs | | |

| | |determine the magnitude of an earthquake |Recognize that a seismogram is used | |STC Kit |

| |It is essential for students |based on seismographic data. |to determine the distance from the | | |

| |to know the epicenter is the | |earthquake epicenter to the | | |

| |point on Earth’s surface | |seismograph | | |

| |directly above where the | |Interpret a diagram with | | |

| |energy is released in an | |seismographic data plotted | | |

| |earthquake; energy that | |Recognize how seismic waves move from| | |

| |reaches the surface is | |the focus of the earthquake | | |

| |greatest at this point. | | | | |

| | |Rock Cycle |Complete a rock cycle diagram |Rock Cycle Game |

| |Explain how igneous, |Igneous | |Illustration of rock cycle |cycle/ |

| |metamorphic, and sedimentary |Intrusive |Explain the interrelationships of the|Students will demonstrate the rock cycle by | Diagram on the support guide is |

| |rocks are interrelated in the|Extrusive |3 rock types |grating crayons. Justin Thomas- South |detailed |

| |rock cycle. |Metamorphic |Construct a cause-and-effect model |Students will listen to a fantasy rock story | |

| | |Sedimentary - sediments |about the forming of a rock based on |about the rock cycle and draw pictures to |Grated crayons- 4 students in a group |

| | | |the process(es) involved |illustrate the story. Jennifer Jaillette- |with different colors grate crayons with|

| |It is essential for students | |Interpret a rock cycle diagram |Rucker |scissors onto aluminum foil to show |

| |to know that there are three |It is not essential for students to classify|Compare how rocks can be changed by |Students will use cards to explain the |sedimentary rock. Beat with a hammer. |

| |large classifications of |individual rocks, chemical composition, or |particular processes |processes that cause rocks to change from one |Teacher heats to show metamorphic like |

| |rocks – igneous, metamorphic,|the minerals from which they are made, based|Identify a rock type by the method |type to another. |marble. Heat more to show igneous. |

| |and sedimentary. Each type |on their properties. |with which it is formed |Students will compare/contrast the various | |

| |of rock is formed differently| | |types of rocks. | |

| |and can change from one type |Big Idea: Cause and Effect | | | |

| |to another over time. | | | | |

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| | |Physical properties |Students create chart of minerals, |Identification Lab: Students are given samples|

| |Summarize the importance of |Chemical properties |ores, and fossil fuels based upon |minerals and complete different physical and |al/minerals.htm |

| |minerals, ores, and fossil | |physical and chemical properties. |chemical tests on the samples to try to | |

| |fuels as Earth resources on |Minerals |Web quest completion |identify the sample. | |

| |the basis of their physical |Ores | |Students will identify mineral characteristics| |

| |and chemical properties. |Fossil Fuels |Summarize the importance of certain |using physical and chemical properties with | |

| | | |Earth resources |the streak process. | |

| |It is essential for students | |Generalize major points about the |Minerals scavenger hunt. | |

| |to know that Earth resources |It is not essential for students to classify|importance of minerals, ores, and |Students will observe the characteristics of | |

| |(minerals, ores, and fossil |individual minerals for the purpose of |fossil fuels because of their |minerals from samples shown in class. | |

| |fuels) have properties that |identification, but understanding the |physical and chemical properties |Students will complete a Webquest about | |

| |make them important and |meaning of the physical properties by |Interpret a chart of important/useful|Earth’s fossil fuels and alternative energy | |

| |useful. Properties that |examining some common minerals would be |Earth resources |sources. Jennifer Jaillette- Rucker | |

| |determine the usefulness of |helpful. |Exemplify Earth resources that are | | |

| |an ore or mineral may be | |minerals, ores, or fossil fuels; or | | |

| |identified using a chart, | |Identify properties that would make | | |

| |diagram or dichotomous key. | |an Earth resource important | | |

| |The two types of properties | | | | |

| |are physical and chemical. | | | | |

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| |8-3.6 |Plate tectonics |Diagram of the different boundaries. |Snicker Bar activity—Teacher leads students in|

| |Explain how the theory of |Lithosphere plates | |applying different types of stressors to |rth.html#Anchor3 |

| |plate tectonics accounts for |Convection currents |Completion of lab |change the land.  |  |

| |the motion of the |Geologic Activites | |Push & Pull lab in kit |

| |lithospheric plates, the |Divergent boundary | | |dy%20bar%20lab.pdf |

| |geologic activities at the |Convergent boundary |Explain how the theory of plate |Plate tectonics lab |  |

| |plate boundaries, and the |Subduction zone |tectonics accounts for changes in the| |STC Kit |

| |changes in landform areas |Transform boundary |landforms of Earth | | |

| |over geologic time. |Geologic Time |Construct a cause-and-effect model of| | |

| | |Pangaea |why the plates move, what type of | | |

| |It is essential for students | |motion takes place as plates collide,| | |

| |to know that the theory of | |and what changes result in the | | |

| |plate tectonics explains why | |landforms of Earth | | |

| |and how large sections of | |Interpret diagrams that show varying | | |

| |Earth’s crust, called |It is not essential for students to name |aspects of these factors | | |

| |lithospheric plates, move. A|specific plates, but interpreting a world |Compare the activities at plate | | |

| |hypothesis of continental |map of plates with direction of motion would|boundaries or the shape/movement of | | |

| |drift was developed before |be helpful. |landmasses over time | | |

| |the present theory of plate | |Classify a plate boundary based on | | |

| |tectonics. It was based on | |the motion of plates and/or landforms| | |

| |continent shape, fossil | |that result | | |

| |evidence, rock, and climate | | | | |

| |clues. This hypothesis later | | | | |

| |led to the theory of plate | | | | |

| |tectonics when evidence was | | | | |

| |found as to why the plates | | | | |

| |could move. Plate tectonics | | | | |

| |explains how many Earth | | | | |

| |features form. | | | | |

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| |8-3.7 |Volcanic Eruptions |Students identify plate boundaries |Glencoe Paper Foldable: Different types of |

| |Illustrate the creation and |Magma |and faults based upon description and|faults |tm |

| |changing of landforms that |Vent |image. |Clay Activity—Faults and plate boundary |  |

| |have occurred through |Lava |Questions/concept map of information |behavior |

| |geologic processes (including|Volcano |from video |Illustration of faults and mountains |ence/terc/content/visualizations/es1103/|

| |volcanic eruptions and |Ring of fire | |  |es1103page01.cfm |

| |mountain-building forces). |Mountain-building forces |Illustrate the creation and changing |Foam models and faults |  |

| | |Tension |of landforms due to volcanic |“In the Path of a Killer Volcano”- video from |STC Kit |

| |It is essential for students |Compression |eruptions and mountain-building |kit | |

| |to know that the landforms of|Shearing |forces | | |

| |Earth can be created or |Folded mountains |Use illustrations to show | | |

| |changed by volcanic eruptions|Normal fault |understanding of landforms resulting | | |

| |and mountain-building forces.|Reverse fault |from volcanic eruptions and | | |

| | |Strike slip fault |mountain-building forces through | | |

| | |Fault block mountain |diagrams, pictures, and word | | |

| | | |descriptions | | |

| | | |Interpret diagrams that show varying | | |

| | |It is not essential for students to know the|aspects of these concepts | | |

| | |various types of volcano cones and how they |Compare the various stresses and the | | |

| | |form or the landforms that result when magma|resulting landforms | | |

| | |fails to reach the surface. The formation |Recognize the basic components of a | | |

| | |of anticlines, synclines, and plateaus are |volcano’s structure that contribute | | |

| | |not essential at this time. |to the creation or changes of the | | |

| | | |landscape. | | |

| |8-3.8 |Seismic waves |Students create an illustration |Seismic wave activity with |

| |Explain how earthquakes |Focus |identifying the epicenter and focus |seismograph—students use different types of |eo101/quakelec.htm |

| |result from forces inside |Epicenter |of a given earthquake, and then |force and stress to represent the different |  |

| |Earth. | |describe the difference in the P |waves to create a seismogram. |

| | | |waves, S waves, and surface waves. |“The Day the Earth Shook”- video from kit |l |

| | |It is not essential for students to explain | | |  |

| |It is essential for students |the magnitude or intensity of an earthquake;|Explain how earthquakes result from | |

| |to know that the forces and |factors that affect the amount of damage |forces inside Earth | |v/davis/inprogress/QuakesEng3.html |

| |stresses (8-3.7– tension, |done by an earthquake are also not necessary|Construct a cause-and-effect model | | |

| |compression, and shearing) |at this time. |that shows how internal forces along | | |

| |along faults can build up as | |a fault can cause an earthquake | |STC Kit |

| |blocks of rock are pushed | |Compare the focus or epicenter of an | | |

| |(compression or shearing) or | |earthquake in terms of location and | | |

| |pulled apart (tension). If | |energy | | |

| |the pressure or stress | | | | |

| |becomes too great, the rock | | | | |

| |breaks at a weak point along | | | | |

| |the fault and energy is | | | | |

| |released. | | | | |

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| |8-3.9 |Imagery |Students create a PowerPoint using |Research in computer lab to expose students to| |

| |Identify and illustrate |Topographic maps |different forms of imagery to |an array of different forms of satellite |  |

| |geologic features of South |Aerial photography |illustrate and discuss different |imagery, aerial photography, and different | |

| |Carolina and other regions of| |geologic features, how they were |topographic maps.  |  |

| |the world through the use of | |formed, and how they change due to |  |

| |imagery (including aerial | |geologic processes.  |Students create their own topographic map with|%20Lab.htm |

| |photography and satellite | |  |clay.  | |

| |imagery) and topographic | |Students identify geologic features |  | |

| |maps. | |based on interpreting a topographical|Students will utilize topographic maps to | |

| | | |map. |determine elevation. | |

| | | |Complete questions using map |Topographic map lab. | |

| |It is essential for students | | |Students will use Google Earth and other web |Internet |

| |to know that geologic | |Identify features on Earth using |sources to view aerial regions in South |  |

| |features on Earth can be |It is not essential for students to know how|aerial photography, satellite images,|Carolina. |Topographic maps |

| |identified and visually |satellite imagery and aerial photographs use|and topographic maps |Students will use computer images from NASA to| |

| |modeled through the use of |the electromagnetic spectrum to capture the |Locate this information on the |view satellite imagery of locations on Earth. | |

| |aerial photography, satellite|information. |appropriate materials | | |

| |imagery, and topographic | |Illustrate geologic features found on| | |

| |maps. | |aerial photography, satellite images,| | |

| | | |and topographic maps | | |

| | | |Use illustrations to show | | |

| | | |understanding of these materials | | |

| | | |Recall the shape or illustrated | | |

| | | |property of the geologic feature | | |

| | | |Identify symbols and colors used on | | |

| | | |these images or maps | | |

| | | |Compare features, details, or | | |

| | | |contours on one topographic map with | | |

| | | |another in a different landform | | |

| | | |region | | |

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