rSuperstars 2015

Lithosphere - Unit Pacing Guide:

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(Mr. McKinney, Spring 2015)

Unit Pacing Guide for Lithosphere:

Thomas McKinney
Earth & Environmental Science
The Earth’s Lithosphere - Processes & Forces
Ninth Grade

Time: 6 days (April, 2015)

Textbook: Prentice Hall, North Carolina, Earth/Environmental Science, Tarbuck & Lutgens, 2006

NC Essential Standards:

EEn.2.1.1 - Explain how processes and forces affect the lithosphere.

Clarifying Objectives:

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

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

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

EEn.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.

Day 1 of Lithosphere Unit: (View Day 1 Lesson Plan)

Students will understand how the rock cycle impacts the lithosphere.
What is the Lithosphere?
What is the Rock Cycle?
How does the Rock Cycle impact the Lithosphere?

Class watches BBC news video about recent earthquake in Nepal.

Class watches BBC news video about active volcano in Chile.

Class shares reactions to the earthquake event and the active volcano.

Students take turns reading out loud (pages 66-69 of textbook) about the "Rock Cycle."

Each student diagrams (draws) what is shown in "Figure 2: Rock Cycle" (page 67 of textbook) in their class notebook.

Class watches science video about "Igneous, Metamorphic, and Sedimentary Rock."

Students work in pairs to complete "Vocabulary for the Rock Cycle.”

Students turn in their "Rock Cycle diagrams" and "Vocabulary" for grading by teacher.

Day 2 of Lithosphere Unit: (View Day 2 Lesson Plan)

Students will understand how plate tectonics and earthquakes impact the lithosphere.
What are Earthquakes?
What is Plate Tectonics?
How do Plate Tectonics and Earthquakes impact the Lithosphere?

Class watches latest update from BBC news about Nepal earthquake damage (deaths, injuries, and damage).

Class shares reactions after watching update on the Nepal earthquake.

Class watches science video about "Plate Tectonics and Plate Boundaries."

Class discussion to review the graphics in the Washington Post article about the Nepal earthquake.

Each student diagrams (draws) the key graphics from Washington Post article about the Nepal earthquake.

Students take turns reading out loud (pages 248-255 of textbook) about Continental Drift and Plate Tectonics.

Students work in pairs to complete “Vocabulary & Question" pertaining to the Nepal earthquake.

Students turn in their "Washington Post diagrams" and "Vocabulary & Question" for grading by teacher.

Day 3 of Lithosphere Unit: (View Day 3 Lesson Plan)

Students will understand how volcanoes impact the lithosphere.
What is the Lithosphere?
What are Volcanoes?
How do Volcanoes impact the Lithosphere?

Class discusses what they recall about the active volcano in Chile discussed on Day 1.

Class watches science video about "Volcanoes."

Students take turns reading out loud from textbook on pages 280-288 about "Volcanoes."

Students individually diagram (draw) the three main types of volcanoes:

Composite Cone on page 283 (example of Mount Rainier in Washington);
Shield Volcano on page 284 (example of Mauna Loa in Hawaii); and
Cinder Cone on page 285 (example of Sunset Crater in Arizona).

Students work in teams of four (assigned by teacher) to research and discuss "Map of Major Volcanoes:"

(Map of Major Volcanoes - Figure 15 on page 294 of textbook)
Each team will use a globe (from supply room across hall) to help with understanding.
Each team will refer to "Earth’s Tectonic Plates" map on page 256 of textbook.
Each team will Study, Discuss, and Record for all of the following questions:

Where on the globe and world map are most volcanoes concentrated?
How is the location and concentration of volcanoes related to tectonic plates?
What is the "Ring of Fire" encircling the Pacific Basin?

Each team presents to the class the results of their study and discussion.

Each team submits their written record of the study and discussion for grading by teacher.

Students turn in their "Diagrams of Types of Volcanoes" for grading by teacher

Day 4 of Lithosphere Unit:

Students will understand how natural actions such as weathering, erosion (wind, water and gravity), and soil formation affect the Earth’s surface.

Class watches news video of landslide damage in western North Carolina.
https://www.youtube.com/watch?v=rQIiywDQQGM

Class shares reactions to news video of NC landslides.

Class watches geology video about "Weathering."

Students take turns reading out loud from textbook on pages 126-132 about "Weathering."

Class watches National Geographic Video - Flight over Grand Canyon.
https://www.youtube.com/watch?v=p2X4U1mQzoE

Class watches science video about "Soil Types."

Students individually diagram (draw) what is shown in "Figure 11: Soil-Texture Diagram" (page 134 of textbook) in their class notebook.

Students work in pairs to complete "Vocabulary for Weathering, Soil, and Mass Movements."

Students turn in Vocabulary for grading by teacher.

Students turn in Soil-Texture Diagram for grading by teacher.

Day 5-6 of Lithosphere Unit:

Students will understand how to study the probability of and preparation for geohazards such as landslides, avalanches, earthquakes, and volcanoes in a particular area based on available data.

Ask students, “what is a geohazard?” How do they determine the answer?

Do any students have personal experience with such an event?

Students work in teams (groups of four or five assigned by teacher) on one of the assigned projects below (assigned by teacher):

Team 1 Project: The San Francisco - Oakland Earthquake of 1989
Team 2 Project: The Eruption of Mount St. Helens in 1980
Team 3 Project: The recent Oklahoma Earthquakes
Team 4 Project: The recent Avalanche on Mt. Everest
Team 5 Project: The Charleston, SC Earthquake of 1886

Each team will prepare a Google Slides presentation for the class.

Each team will use a globe (from supply room across hall) to help with understanding.

Each team will research, discuss, and prepare a slide presentation for class:

Slides 1 & 2: Include at least two maps.
Slide 3: What was the damage or harm from the event?
Slide 4: What caused the event? Was it likely the event would occur at this location?
Slide 5: Were people prepared for the event?
Slide 6: What has been done to prepare for this event happening again at this location?

Each team will share their Google Slides presentation with the teacher.

Each team will make a presentation to the class for grading by teacher.

Each student will take notes of the other team presentations and submit notes for grading.

End of Unit Pacing Guide

T. McKinney
(April, 2015)



Essential Standard: Explain how processes and forces affect the lithosphere.

NCES
NCES Earth