November 26
Pre-Test
Tuesday
What do you think the inside of the earth looks like? Draw a picture in your binder. Label as much as you can!
December 2 - December 6
Layers of the Earth
Students will be able to: (6.E.2.1)
Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, composition and density.
Essential Questions to know:
What is the earth made out of?
How do the layers of earth stack up?
Why are Earth's layers in this order?
Monday
Tuesday
Wednesday
Thursday
Create a stop-motion slideshow on Google Slides to demonstrate a short video on the layers of the earth
(EXAMPLE)
OR
Use Google Draw to create a labeled diagram.
Friday
CHECKPOINT 1
(Minor)
What is the importance of Earth's magnetic field?
Why are the layers ordered the way they are?
As you dive deeper into the Earth, what happens to the pressure you receive? How does this relate to the core?
December 9 - December 13
Layers of the Earth
Students will be able to: (6.E.2.1)
Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, composition and density.
Essential Questions to know:
What is the earth made out of?
How do the layers of earth stack up?
Why are Earth's layers in this order?
Portfolio Major Stations
Level 2 Stations
Level 3 Stations
Level 4 Stations
December 16 - December 20
Plate Tectonics
Student Will Be Able To: (6.E.2.2)
Explain how crustal plates and ocean basins are formed, move, and interact using earthquakes, heat flow, and volcanoes to reflect forces within the earth
Essential Questions to know:
How does the inside of Earth affect the
outer layer of Earth (crust)?
How and why is Earth constantly
changing?
Vocabulary
Seismic Waves
Convergent/Divergent/Transform Boundaries
Crust
Mantle
Outer Core/Inner Core
Asthenosphere
Lithosphere
Subduction Zone
Ring of Fire
Continental Drift
Pangaea
Monday
Tuesday
Wednesdsay
Intro to Plates
MILKY WAY NEEDED!
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We will begin the lab with: world map, plate tectonic map and technology.
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You will be placed into groups of four:
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Two students are Volcanologist and collect volcano location data
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or
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Two students are Seismologist and collect earthquake location data http://earthquake.usgs.gov/earthquakes/map/
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You will be sharing out your findings.
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Graph the collected data
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Compare the map with the earthquake/volcano locations, to a tectonic plate map.
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Complete analysis questions.
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Thursday
Friday
Checkpoint #2
(Minor)
How Is it Made?
January 2 - January 3
Where in the World
Student Will Be Able To: (6.E.2.2)
Explain how crustal plates and ocean basins are formed, move, and interact using earthquakes, heat flow, and volcanoes to reflect forces within the earth
Essential Questions to know:
How does the inside of Earth affect the
outer layer of Earth (crust)?
How and why is Earth constantly
changing?
Thursday
Review!
It's been 2 weeks! Let's review plate tectonics.
Watch this video regarding a 2010 earthquake that hit Haiti.
Questions to ponder:
"Why did the quake happen now? Could it have been predicted? And when and where might the next "big one" strike?"
Friday
Complete Step 1 - Choose a landform
Complete Step 2 - Topic A (Basic Information)
January 6 - January 8
Where in the World
Student Will Be Able To: (6.E.2.2)
Explain how crustal plates and ocean basins are formed, move, and interact using earthquakes, heat flow, and volcanoes to reflect forces within the earth
Essential Questions to know:
How does the inside of Earth affect the
outer layer of Earth (crust)?
How and why is Earth constantly
changing?
Monday
Complete Topic B - Questions 1-3 (Plate Movement)
Tuesday:
Complete Topic C - Questions 1-3 (Opinion)
Wednesday:
Presentations
January 9 - January 10
Earthquakes & Volcanoes
Student Will Be Able To: (6.E.2.2)
Explain how crustal plates and ocean basins are formed, move, and interact using earthquakes, heat flow, and volcanoes to reflect forces within the earth
Essential Questions to know:
How does the inside of Earth affect the
outer layer of Earth (crust)?
How and why is Earth constantly
changing?
Thursday
Introduction
Friday
Earthquakes
Digital Resources:
Volcanoes
Volcanoes
In your notebook:
Write down the four types of volcanoes.
How do they form?
How are they similar? How are they different?
Digital Resources:
Earthquakes
January 13 - January 17
Review & The Rock Cycle
Students Will Be Able To Understand (6.E.2.3):
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Rocks are classified into three groups: igneous, sedimentary and metamorphic
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Rocks can change through geological processes
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Weathering and erosion break down rocks which over time can create soil
Essential Questions:
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How do rocks change?
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How do weathering and erosion processes affect rocks?
SOIL and ROCKS VOCABULARY
Environment- the surroundings in which an organism lives; provides the specific things an organism needs
Erosion - the transport of weathered materials by water, wind, ice, or gravity
Fertility - the state of or capacity for abundant productivity
Igneous Rock - A rock formed from cooled magma
Metamorphic Rock- type of rock that forms when rock is exposed to high temperature and pressure
Minerals - A naturally occurring, inorganic, crystalline solid with a characteristic chemical composition
Organic Matter - Something from living organisms
Parent Rock - The rock mass from which parent material is derived
Lithification - The process by which unconsolidated material converts into coherent, solid rock, through compaction or cementation; this process turns sediment into rock.
Rock Cycle- Over thousands of years, each type of rock can change into one of the others
Texture- the characteristic physical structure given to a material, an object, etc., by the size, shape, arrangement, and proportions of its parts
Decomposition - This is the natural process that decays or breaks substances into smaller parts
Deposition- this is the natural process of depositing a substance onto rocks or soil
Monday
Introduction
Tuesday
Rock Cycle
Wednesday
Walk the rock cycle
Checkpoint #3
Thursday
HOW IS SOIL MADE?
Use the links below to answer the questions on your student handout. There is an abundance of information available, so choose your sources wisely!
Friday
Soil Foldable
Articles
Videos
Interactives
January 20 - January 24
Soil Layers
Students Will Be Able To (6.E.2.3):
Explain how the formation of soil is related to the parent rock type and the environment in which it develops.
Essential Questions:
What is the relationship between rocks, soil, and the environment?
Monday
No School
Litter
Topsoil
Parent Material
Tuesday
SOIL PERMEABILITY
Permeability – Ability of a material (generally an earth material)
to transmit fluids (water).
Sand – a loose material consisting of grains of rock or coral.
Gravel – rock fragments and pebbles.
Clay – a very fine-grained soil that is plastic when moist but hard when fired.
Black Soil – A particular kind of earth or ground.
Texture – the feel of a surface (fabrics, soil, etc.).
How does soil quality affect humans and how do humans affect soil quality?
Wednesday
Checkpoint #4
The first two samples on the left came from a mountain river with strong current and with granitic rocks in its catchment area
The third from a small, slow flowing creek with basaltic rocks in the surrounding.
The fourth comes from a fine-grained soil with similar bedrock geology like the third sample.
The last sample was collected from the entrance of a cave inhabited by birds (therefore lots of fragments of plants, snails and insects).
Thursday
Soil Conservation
Friday
Digital Portfolios
Soil Stories
Students will be writing their own Soil Story. They story must:
-Conclude that the good health of humans requires monitoring the lithosphere, maintaining soil quality stewardship.
Students must answer in their story:
1. What is the relationship between rocks, soil, and the environment?
2. How does soil quality affect humans?
Enjoy Track Out!
See you February 18
February 18 - February 22
Soil Stewardship Major
Students Will Be Able To (6.E.2.4):
Conclude that the good health of humans requires: monitoring the lithosphere, maintaining soil quality and stewardship.
Essential Questions:
What is the relationship between rocks, soil, and the environment?
How does soil quality affect humans?
PROTECTING OUR SOIL
With your group, you will be creating a lab to solve a soil problem.
Your lab MUST follow the engineering design process (outlined on your rubric). You will hand in your write-up of the lab with your rubric.
Tuesday
Problem/Research
1. Introduction to our lab
2. Use the resources provided to research your problem
3. Don't forget to refer to your rubric to make sure you are answering the questions.
Friday
Conclusion/Connections
1. Using your data and observations, answer the lab questions from the rubric.
THIS IS WORTH 35% OF YOUR GRADE, TAKE YOUR TIME, EXPLAIN IN DEPTH.
Wednesday
Design
1. Design your lab - what are you testing? How will you test it?
2. What materials are needed?
3. Draw a blueprint of your design.
4. What is your procedure?
Thursday
Create/Observations
1. Using your blueprint, create your lab.
2. If time permits, test your lab.
3. Write down your observations. (Make sure these are measurable).
