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General Earth Science Curriculum Guide

Harrisonburg High School

2013

Pacing Guide Overview 2

Units:

Unit 1: Introduction 3

Unit 2: Maps and Models 5

Unit 3: Astronomy 7

Unit 4: Minerals and Rocks 10

Unit 5: Natural Resources 12

Unit 6: Plate Tectonics 14

Unit 7: Surface Processes and Groundwater 16

Unit 8: Meteorology 18

Unit 9: Oceanography 21

Unit 10: Historical Geology 24

Unit 11: Virginia Geology 26

General Earth Science Pacing Guide Overvieiw

|Unit |Topic |Matching SOL |Blocks Allowed |

| | |ES.1 & ES.2 match all | |

| | |units | |

|1 |Introduction |ES.1, ES.2 |4 |

|2 |Maps and Models |ES.1 |5 |

|3 |Astronomy |ES.3, ES.13 |12 |

| |

|1st Benchmark Exam covering Units 1-3 |

|4 |Minerals and Rocks |ES.4, ES.5 |8 |

|5 |Natural Resources |ES.6 |4 |

|6 |Plate Tectonics |ES.7 |10 |

|7 |Surface Processes and |ES.7, ES.8 |10 |

| |Groundwater | | |

| |

|2nd Benchmark Exam covering Units 4-7 |

|8 |Meteorology |ES.11, ES.12 |8 |

|9 |Oceanography |ES.10 |3 |

|10 |Historical Geology |ES.9 |5 |

|11 |Virginia Geology |ES.5, ES.6, ES.7, |2 |

| | |ES.8, ES.9 | |

| |

|3rd Benchmark Exam—all content will be tested |

| |SOL Review | |4 |

| |SOL Testing, Remediation, | |15 |

| |Retesting | | |

*71 days have been allotted for content teaching, with another 4 days budgeted for SOL review. The 15 days at the end of the semester are to be used to for SOL testing, SOL remediation, and retesting as necessary. These final 15 days can also include additional units, projects and exams. A final exam is required for Honors Earth Science.

|Unit 1 |Introduction to Earth Science |

|Matching SOL’s |ES.1, ES.2 |

|Time Allowed |5 blocks |

|Labs/Activities |Density Measurement |

| |Graphing |

| |Making Objective Observations |

| |Safety in the Science Lab |

|Materials Needed |Balances |

| |Metric Rules |

| |Calculators |

| |Graduated Cylinders |

| |Beakers |

| |Density sets |

|Prerequisite |Before this unit, students should understand… |

| |making a graph in two variables |

| |safe habits in the lab |

|Key Understanding |Students will understand… |

| |the ways of thinking and acting that are inherent to the practice of science |

| |that scientists make hypotheses based on existing knowledge and objective observations, including |

| |measurements, and test their hypotheses with experiments |

| |scientific laws describe patterns and relationships, which are observed facts |

| |scientific theories are best efforts to explain observations, have been rigorously tested and validated by |

| |repeated experiments, but can be modified by new evidence |

| |there are a variety of tools (including balance and graduated cylinder) used to make measurements, that they|

| |all have limits to precision and accuracy, and the metric system is used for most scientific study |

| |that repeated trials are required to be certain of experimental outcome |

| |density is an intensive physical property relating the mass to unit volume ratio of different substances |

| |data and information may be shared and interpreted using charts, tables, and graphs |

| |safety is the most important part of the lab experience, and we all must be familiar with and follow safe |

| |practices and procedures |

|Vocabulary |observation |

| |volume |

| |mass |

| |density |

| |balance |

| |graduated cylinder |

| |scientific law |

| |hypothesis |

| |scientific theory |

| |evidence |

| |experiment/experimental |

| |trial |

| |variable |

| |data |

| |information |

| |graph |

| |table |

| |chart |

| |analyze/analysis |

| |logic |

| |conclusion |

| |prediction |

| |testable |

| |inference |

|Cross references |Maps Unit (scale, latitude and longitude, topographic maps, profiles) |

| |All subsequent units will build on these concepts and skills. |

|Unit 2 |Maps and Models |

|Matching SOL’s |ES.1 |

|Time Allowed |5 Blocks |

|Labs/Activities |Plotting Latitude & Longitude |

| |Map and model reading |

| |Map Scale |

| |Making a Topographic map |

| |Making topographic profiles |

|Materials Needed |Directional Compasses |

| |Drafting Compasses |

| |Globes |

| |Road maps |

| |Topographic Maps |

| |7.5 minute series quadrangle |

| |Raised relief maps, bathymetric maps, false color images, globes, physiographic maps, |

| |GPS receivers |

|Prerequisite |Before this unit, students should understand… |

| |measurements |

| |compass directions, reading |

| |horizontal/vertical |

|Key Understanding |Students will understand… |

| |how maps and globes are read and interpreted (landforms, water features, map scale, distances, and |

| |elevation) |

| |grid systems of latitude and Longitude |

| |topographic map skills (constructing profiles) |

| |pros and cons of different projections |

|Vocabulary |models |

| |map |

| |globe |

| |Equator |

| |Prime Meridian |

| |latitude |

| |longitude |

| |scale |

| |landform |

| |benchmark |

| |distortion |

| |topography |

| |topographic map |

| |contour line |

| |contour interval |

| |slope |

| |elevation |

| |topographic profile |

| |Global Positioning System |

| |satellite imagery |

| |Mercator projection |

| |Robinson projection |

| |Other projection types (conic, polar) |

|Cross references |Ocean Floor Topography |

| |Geologic Features |

| |Changes in Geologic time |

|Unit 3 |Astronomy |

|Matching SOL's |ES.3, ES.13 |

|Time Allowed |12 blocks |

|Labs/Activities |Modeling eclipses |

| |Modeling moon phases |

| |Scale model of moon/earth/sun system |

| |Scale model of solar system |

| |How Big/How Far/ How Old? |

| |Circumpolar star modeling |

| |Rotation vs Revolution |

| |Compare atmopsheres of all eight planets |

| |Planet line-up (planet comparison) |

| |Plotting and reading the Hertzsprung-Russell diagram |

|Materials needed |Lamp/Light Source |

| |Insolation model |

| |Balls, 4:1 diameter ratio; Earth and Moon Globes, to scale |

| |Measuring tape (at least 40 feet long) |

| |Adding tape |

| |Hand lenses or simple telescope/ binoculars |

| |Orrery (Mechanical Model of Earth/Moon/Sun system |

| |Star charts for Honors |

|Prerequisites |Before this unit, students should understand… |

| |shape and size of Planet Earth |

| |gravity, inertia, and orbits |

| |characteristics of electromagnetic radiation |

| |axial tilt of Earth’s rotation |

|Key Understanding |Students will understand… |

| |the positions of the Earth, Moon, and Sun and how they move through space |

| |the effects of the movement of Earth, Moon and Sun; seasons, tides, eclipses |

| |characteristics of the sun, planets (terrestrial and gas giant), moons, comets, meteors, and asteroids, and |

| |how they all travel |

| |characteristics of the planets atmospheres |

| |the history and contributions of space explorations and the Hubble Telescope |

| |observed evidence for the Nebular Hypothesis of solar system formation |

| |the sun as a star; structure, processes, variations and their effects on Earth |

| |evidence which supports the Big Bang theory and its implications. |

| |the evolution and life cycles of stars, and how to interpret an H-R diagram |

| |the structure and development of star systems and galaxies. |

|Vocabulary |orbit |

| |revolution |

| |rotation |

| |seasons |

| |solstice |

| |equinox |

| |moon |

| |satellite |

| |telescope |

| |phase |

| |tide |

| |eclipse (lunar, solar) |

| |aphelion/apogee |

| |perihelion/perigee |

| |planet |

| |ellipse/elliptical |

| |solar nebula theory |

| |gas giant |

| |terrestrial |

| |dwarf planet |

| |asteroid, asteroid belt |

| |meteor/meteorite/meteoroid |

| |comet |

| |star (main sequence, blue giant, red giant, neutron star, dwarf, black hole) |

| |constellation |

| |electromagnetic radiation/spectrum |

| |fusion |

| |Hertzsprung-Russell diagram |

| |absolute magnitude |

| |apparent magnitude |

| |nebula |

| |sun layers (core, convective zone, radiative zone, chromosphere, photosphere, corona) |

| |solar flare |

| |solar prominence |

| |universe |

| |big bang theory |

| |doppler effect (red shift, blue shift) |

| |galaxy (spiral, elliptical, irregular) |

| |interstellar |

| |Milky Way |

| |Kuiper belt |

| |light-year |

| |Astrononical Unit (AU) |

| |Hubble Telescope |

|Cross references |Seasons (axial tilt) with climate |

| |Tides |

| |Rocks and Minerals ie. Lunar rocks, meteorites |

| |Erosion, or lack thereof |

| |Atmosphere, Weather and Climate, possible origins of water, atmospheric evolution |

|Unit 4 |Minerals and Rocks |

|Matching SOL’s |ES.4, ES.5 |

|Time Allowed |8 blocks |

|Labs/Activities |Test and identify the physical properties of minerals |

| |Identify common rock forming and ore minerals |

| |Classify and identify rocks by their mineral content and textures |

|Lab materials |Balances |

| |Graduated cylinders |

| |Streak plates |

| |Glass plates |

| |Magnets |

| |Hand lens |

| |Copper pennies |

| |Steel file |

| |Hydrochloric acid |

| |UV Lamp |

| |Goggles (acid goggles and UV goggles) |

| |Minerals to include: quartz, feldspar, calcite (to include optical- Iceland spar), mica, pyrite, magnetite, |

| |hematite, galena, graphite, sulfur, and fluorescent minerals |

| |Rocks to include: pumice, obsidian, basalt, granite, sandstone, conglomerate, shale, limestone, rock salt, |

| |slate, schist, gneiss, marble, quartzite |

|Prerequisite |Before this unit, students should understand… |

| |that atoms are the building blocks of matter |

| |how to recognize elements present in a chemical formula |

| |density and measurements |

|Key Understanding |Students will understand… |

| |the difference between minerals and rocks; that most rocks are made of one or more minerals |

| |the major elements found in Earth’s crust are oxygen, silicon, aluminum, iron; and the most common minerals |

| |are silicates, oxides, and carbonates |

| |how to recognize major rock-forming minerals and ore minerals |

| |that minerals and their uses are important to human wealth and welfare |

| |how to observe and test the physical properties of minerals |

| |that rocks are classified by how they were formed |

| |that rocks can be identified by their mineral content and texture |

| |how to classify rocks as igneous intrusive or extrusive, sedimentary clastic or non clastic, and metamorphic|

| |foliated or non foliated. |

| |that the processes of the rock cycle form and recycle Earth materials over time |

| |mineral |

|Vocabulary |crystal |

| |inorganic/organic |

| |silicate |

| |carbonate |

| |oxide |

| |hardness |

| |streak |

| |luster |

| |cleavage |

| |fracture |

| |fluorescence |

| |rock |

| |rock cycle |

| |texture |

| |igneous rock |

| |crystallization |

| |intrusive |

| |magma |

| |extrusive |

| |lava |

| |sedimentary rock |

| |clastic/nonclastic |

| |fossil |

| |metamorphic rock |

| |foliated/nonfoliated |

| |homogenous texture |

| |Density |

|Cross references |Natural resources |

| |Plate tectonics |

| |Surface processes |

| |Oceanography |

| |Geologic time |

|Unit 5 |Natural Resources |

|Matching SOL’s |ES. 6 |

|Time Allowed |4 blocks |

|Labs/Activities |What resources do you use? |

| |Carbon Footprint calculation |

| |Mapping Virgina Resources |

|Lab Materials |--VA mineral resource maps and samples |

| |Specimens and examples; coal, wallboard, pipes, make-up, etc. |

|Prerequisite |Before this unit, students should understand… |

| |rocks and minerals unit |

|Key Understanding |Students will understand… |

| |natural resources are limited. They are either renewable or nonrenewable |

| |advantages and disadvantages of using energy sources |

| |renewable and nonrenewable sources support the modern living standard |

| |extraction and use of resources has an environmental cost as well as economic benefits |

| |renewable resources include water, vegetation, sunlight (air). |

| |nonrenewable resources include coal, oil, minerals (natural gas) |

| |Virginia has many natural resources, including coal, crushed stone, silica, zirconium, uranium, kyanite, and|

| |titanium. |

| |the use of clean water is renewable, but easily polluted |

| |Past, present and future sources of resources and energy in Virginia. |

|Vocabulary |natural resources |

| |renewable |

| |nonrenewable |

| |fossil fuels |

| |natural gas |

| |hydrofracking |

| |petroleum |

| |coal |

| |strip-mining |

| |radioactivity |

| |uranium |

| |nuclear reactor |

| |fission |

| |fusion |

| |solar power |

| |photovoltaic cells |

| |wind energy |

| |hydroelectric power |

| |tidal energy |

| |geothermal energy |

| |biofuels/biomass |

| |generator |

| |turbine |

| |sustainability |

| |carbon footprint |

| |conservation |

| |greenhouse gas/effect |

|Cross references |Coal |

| |Geologic History |

| |Biologic and Atmospheric changes |

| |Fusion |

| |Pollution |

| |Runoff |

| |Meteorology; wind, greenhouse effect |

| |Carbon cycle |

| |Karst |

| |Geysers, igneous bodies |

|Unit 6 |Plate Tectonics |

|Matching SOL’s |ES.7 |

|Time Allowed |10 Blocks |

|Labs/Activities |Reconstruction Pangaea |

| |Sea Floor Spreading |

| |Rock Densities |

| |Earthquake location plotting |

| |Epicenter Location |

| |“Geoblox” (plate boundary models) |

| |Folding/faulting |

|Materials Needed |Continental & Oceanic rock samples |

| |Wooden fault models |

| |Foam folding models |

| |Visuals of plate boundaries and geologic features |

|Prerequisite |Before this unit, students should understand… |

| |rocks and minerals unit |

| |density |

| |maps and models |

|Key Understanding |Students will understand… |

| |Earth’s internal structure and proof |

| |properties of lithospheric crusts |

| |evidence of plate tectonics |

| |continental drift |

| |tectonic boundaries |

| |geologic processes (volcanoes, earthquakes, mountain building) |

| |geologic features |

| |tectonic activity in North America including Hawaii, San Andreas, Mt. St. Helens, Applachian Mountains |

| |tectonic volcanic/geothermal activity worldwide including Himalayas, Deccan Traps, Iceland, Tambora, and |

| |Yellowstone |

| |current and an ancient plate boundaries of Japan, California, New Madrid, Missouri, Appalachian system, |

| |Iceland, and Tonga |

|Vocabulary |inner core |

| |outer core |

| |mantle |

| |asthenosphere |

| |crust |

| |lithosphere |

| |convection current |

| |boundaries [convergent (collision/subduction), divergent, transform] |

| |continental drift |

| |Pangaea |

| |plate tectonics |

| |deep sea trench |

| |seafloor spreading |

| |mid-ocean ridge |

| |rifting |

| |Ring of Fire |

| |earthquake |

| |earthquake zone |

| |epicenter |

| |focus |

| |seismic waves (p, s, surface) |

| |temblor |

| |tsunami |

| |fault (normal, reverse, thrust, strike/slip) |

| |volcanic eruptions |

| |viscosity |

| |lava |

| |magma |

| |flood lavas |

| |volcanic features |

| |volcanic island arc |

| |volcano types (shield, cinder cone, fissure, stratovolcano/composite) |

| |hot spot |

| |igneous intrusion |

| |mountain chain |

| |mountains (folded, fault-block, dome, volcanic) |

| |physiographic |

| |magnetic field |

|Cross references |Virginia Geology |

| |Sea Floor Geologic Processes & Topography |

| |Earth’s Atmosphere/Climate changes due to Geologic Activity |

| |Relative and Absolute Rock dating |

| |Geologic time scale |

| |Fossil evidence |

| |Rock Cycle |

| |Terrestrial Planets |

| |“Moon” formation, composition, geologic activity |

| |Composition of planets interiors |

|Unit 7 |Surface Processes and Groundwater |

|Matching SOL’s |ES.7, ES.8 |

|Time Allowed |10 blocks |

|Labs/Activities |Effects on chemical weathering rates |

| |Soil profile investigation |

| |pH |

| |Mapping watersheds |

| |Groundwater model |

| |River dynamics |

|Lab materials |Thermometers |

| |Beakers/cups |

| |Stopwatches |

| |Alka-Seltzer tablets |

| |pH paper |

| |Watershed map of Virginia |

| |Groundwater model |

| |Food coloring |

| |Stream table |

| |Sediments/sand |

| |Buckets |

| |Sediment traps |

|Prerequisite |Before this unit, students should understand… |

| |rocks and minerals |

|Key Understanding |Students will understand… |

| |how water, wind and ice alter Earth’s landscape through the processes of weathering, erosion, and deposition|

| | |

| |how soil is formed from the weathering of rocks and organic activity |

| |karst topography, its formation from carbonate rocks, and features like caves and sinkholes |

| |the hydrologic cycle and freshwater sources |

| |groundwater zones |

| |how humans depend on and can affect fresh water supplies |

| |watersheds of Virginia (Chesapeake Bay, Gulf of Mexico, North Carolina sounds) |

| |location of deposition and landforms created |

|Vocabulary |weathering (chemical and physical/mechanical) |

| |erosion |

| |glacier |

| |deposition |

| |soil |

| |groundwater |

| |zone of saturation |

| |zone of aeration/unsaturated |

| |water table |

| |aquifer |

| |permeable |

| |impermeable |

| |hydrologic cycle |

| |evaporation |

| |condensation |

| |precipitation |

| |runoff |

| |watershed |

| |karst |

| |cave |

| |sinkhole |

| |delta |

| |alluvial fan |

|Cross references |Rocks and minerals |

| |Mars topography |

| |Meteorological events |

| |Rock cycle |

| |Climate change |

| |Geologic time |

|Unit 8 |Meteorology |

|Matching SOL's |ES.11, ES.12 |

|Time Allowed |8 blocks |

|Labs/Activities |Air Pressure Effects (crush soda can) |

| |Examining Pressure and Temperature data vs. Altitude, inferring presence of layers |

| |Heat Transfer Mechanisms (Radiation, Convection, Conduction) and heating of surface materials |

| |Measuring properties of Air –temperature, determination of dew point, estimating wind speed and direction, |

| |identifying clouds |

| |Plotting weather data on a map and making predictions |

| |Maintaining and interpreting a weather log |

| |Hurricane Tracking (Plot paths, lat/long) |

|Lab Materials |Hot Plate, tongs, aluminum can |

| |Dark Earth materials and Light Earth materials, thermometers |

| |Candle Carousel/radiometer |

| |Barometer/ Barograph |

| |Sling Psychrometer |

| |Weather Station |

|Prerequisite |Before this unit, students should understand… |

| |graphing |

| |recording data |

| |understanding of latitude |

| |Photosynthesis |

| |oxygen, nitrogen, carbon dioxide gases |

| |feedback mechanisms |

|Key Understanding |Students will understand… |

| |the structure (layers) and composition of Earth’s atmosphere |

| |how the atmosphere has changed over time |

| |how natural processes and human interactions influence and alter atmospheric conditions |

| |how energy from the sun drives the weather engine |

| |how we measure the variable properties of the troposphere that make up weather |

| |how to interpret station models and weather maps |

| |how weather patterns can be used to make predictions |

| |the causes and effects of severe storms – thunderstorms, tornadoes, hurricanes |

| |the major factors which influence climate (ocean currents, latitude, seasons, topography, proximity to |

| |water) |

|Vocabulary |atmosphere (troposphere, stratosphere, mesosphere, thermosphere, ionosphere, exosphere) |

| |pressure (air/barometric) |

| |barometer |

| |insolation |

| |temperature |

| |thermometer |

| |photosynthesis |

| |cyanobacteria |

| |ozone |

| |greenhouse/atmospheric effect |

| |ultraviolet radiation |

| |radiation |

| |conduction |

| |convection |

| |albedo |

| |global wind patterns |

| |Coriolis effect |

| |jet stream |

| |doldrums |

| |trade winds |

| |prevailing westerlies |

| |humidity (absolute/relative) |

| |dew point |

| |psychrometer |

| |sea breeze |

| |land breeze |

| |condensation nucleii |

| |cloud (stratus, cumulus, cirrus) |

| |precipitation (rain-snow-hail-sleet..) |

| |weather |

| |isobar |

| |isotherm |

| |air mass |

| |front (stationary, warm, cold, occluded) |

| |cyclone |

| |tornado |

| |hurricane |

| |condensation |

| |evaporation |

| |watch |

| |warning |

| |climate |

| |climate zone |

| |rain shadow |

| |polar |

| |tropical |

| |temperate |

|Cross references |Radiation, wavelength, etc, if part of Astronomy |

| |Latitude |

| |Earth’s Orbit and tilt |

| |Ocean Currents and climate influence; el Niño |

| |Natural resources-wind, solar |

| |Natural disasters |

| |Satellite imagery |

|Unit 9 |Oceanography |

|Matching SOL’s |ES. 10 |

|Time Allowed |3 blocks |

|Labs/Activities |Mapping surface currents |

| |Convection/water density model |

| |Calculate salinity from evaporated seawater |

| |Buoyancy Lab |

| |Graphing thermocline, halocline |

| |Estuary stratification demo (layering salt water) |

| |Graphing tides |

| |Seafloor topography (graphing seafloor features) |

| |Wave simulation |

|Lab Materials |Food coloring |

| |World maps |

| |Salt |

| |Bathymetric maps |

| |Clear container |

| |Hydrometer |

| |Graduated cylinder |

| |Wave tank |

| |Hair dryer |

| |Farmer’s Almanac |

|Prerequisite knowledge |Before this unit, students should understand… |

| |plate tectonics |

| |convection |

| |meteorology unit |

| |erosion and deposition |

| |moon phases |

|Key Understanding |Students will understand… |

| |chemical, biological and physical changes of oceans |

| |the importance of oceans as a source of food and mineral resources |

| |sea level changes with climate change |

| |most surface waves are generated by the wind |

| |ocean current systems - convection |

| |upwelling |

| |tidal changes |

| |ocean resources are finite and that human activities affect ocean resources |

| |algae is an important source of atmospheric oxygen |

| |heat stored in oceans fuels weather systems and affects climates |

| |sea floor topography |

| |the Chesapeake Bay is an important estuary |

| |sources of pollution affect the Chesapeake Bay |

| |human activities affect water quality of estuaries and oceans |

|Vocabulary |abyssal plain |

| |atoll |

| |barrier reef |

| |continental shelf, rise, slope, and margin |

| |guyot |

| |seamount |

| |trenches |

| |salinity |

| |convection |

| |Coriolis effect |

| |currents |

| |upwelling |

| |El Niño |

| |watershed |

| |runoff |

| |nutrients |

| |pollutant/pollution |

| |estuary |

| |sedimentation |

| |carbonates |

| |algae |

| |coral |

|Cross references |Coriolis effect |

| |El Niño / La Niña |

| |convection |

| |glaciers |

| |ice caps |

| |moon phases |

| |density |

| |magnetic reversals |

| |tsunami |

| |natural resources |

| |climate and climate change |

| |hurricane formation and tracking |

| |global wind patterns |

| |rock cycle; plate tectonics, erosion and deposition |

| |historical geology |

| |algae blooms and oxygen levels |

| |point source and non point source pollutions |

| |Hydrothermal vents |

|Unit 10 |Historical Geology |

|Matching SOL’s |ES.9 |

|Time Allowed |5 Blocks |

|Labs/Activities |Constructing a geologic time scale |

| |Mold & Cast formation |

| |Relative Dating Sequencing |

| |Absolute Dating Headsium Lab |

| |Fossil identification |

|Materials Needed |Fossil examples |

| |Headsium lab pennies and containers |

| |Visuals of rock cross sections |

|Prerequisite |Before this unit, students should understand… |

| |rocks and minerals |

| |plate tectonics |

|Key Understanding |Students will understand… |

| |the age of the earth is 4.6 billion years |

| |life forms become more complex over time |

| |geologic history and time scale of Earth is based on the rock and fossil record |

| |how to use relative dating methods to establish geologic sequencing |

| |how to identify igneous intrusions within cross sections |

| |absolute dating of rocks and fossils depends on radioactive decay |

| |fossil types and formation |

| |Virginia has an extensive rock and fossil history |

|Vocabulary |relative dating |

| |superposition |

| |cross-cutting relationships |

| |igneous intrusions (dike, sill, batholith) |

| |absolute dating |

| |radioactive decay |

| |half-life |

| |index fossil |

| |paleontology |

| |fossil |

| |trace fossil |

| |original remains |

| |replaced remains/petrification/permineralization |

| |mold |

| |cast |

| |geologic time scale [eons, era (Paleozoic, Mesozoic, Cenozoic), period, epochs] |

| |evolution |

| |extinct(ions) and mass extinctions |

|Cross references |Sedimentary Rocks |

| |Fossil Fuels |

| |Plate Tectonics |

| |Virginia Geology |

| |Weathering and Erosion |

| |Astronomy (Asteroid/Comet Impacts) |

| |Atmospheric Evolution |

| |Big Bang and Solar Nebula theories |

|Unit 11 |Virginia Geology |

|Matching SOL’s |ES.5, ES.6, ES.7, ES.8, ES.9 |

|Time Allowed |2 blocks |

|Labs/Activities |Map Virginia physiographic provinces, watersheds |

| |Virginia fossils |

|Lab materials |Maps |

| |Fossils |

|Prerequisite |Before this unit, students should understand… |

| |how to read a map |

| |formation of minerals and rocks |

| |plate tectonic processes |

| |weathering, erosion, and depositional processes |

| |natural resources |

|Key Understanding |Students will understand… |

| |Virginia’s five physiographic provinces’ |

| |topography |

| |rock types |

| |tectonic history |

| |province locations on a map |

| |the rock cycle as it relates to Virginia’s rocks |

| |Virginia’s natural resources |

| |how Virginia was shaped by geologic (tectonic, weathering, erosion, and depositional) processes |

| |Virginia’s climate |

| |Virginia rivers and watersheds |

| |Virginia has an extensive rock and fossil history |

| |How fossil types in Virginia reveal the state’s geologic history |

| |Coastal Plain |

|Vocabulary |Piedmont |

| |Blue Ridge |

| |Valley and Ridge |

| |Appalachian Plateau |

| |Catoctin Greenstone |

| |rock cycle |

| |igneous rock |

| |sedimentary rock |

| |sediment |

| |coal |

| |fossil |

| |metamorphic rock |

| |natural resources |

| |plate tectonics |

| |continental collision |

| |rifting |

| |folding |

| |faulting |

| |subduction |

| |volcanoes |

| |weathering |

| |erosion |

| |karst |

| |carbonate |

| |caves |

| |sinkholes |

| |groundwater |

| |salt-water intrusion |

| |deposition |

| |basin |

| |Paleozoic Era |

| |Mesozoic Era |

| |Cenozoic Era |

| |Natural resources |

|Cross references |Plate tectonics |

| |Surface processes |

| |Oceanography |

| |Geologic time |

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