Last updated: 8/25/2010
Niagara Falls City School District
630 66th Street, Niagara Falls, NY 14304

Science - Earth Science - 20 Weeks

(4) MST4.C.ES.PS2.1 Students use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of the Earth’s plates.
Unit 4 - Rocks and Minerals
2.1w Sediments of inorganic and organic origin often accumulate in depositional environments. Sedimentary rocks form when sediments are compacted and/or cemented after burial or as the result of chemical precipitation from seawater. 		Holt - Earth Science

Chapter 6 - Rocks 		Sedimentary Rock Identification Lab

Rockhounds -Information Page – minerals, gems, and fossils!02 Specific Heat LA.doc- Probeware lab 		EXAMGEN 4.2.3 &
School Island

Assessment Tool #1:

According to the NYS Regents Syllabus, students will be required to perform a lab practical exam at the conclusion of the course. Two sections of that exam come from this unit – identifying rocks and identifying minerals. Provide several samples of rocks and minerals for students at different locations in the classroom. Students will use the keys from the NYS Reference Tables to identify the rocks, while the teacher will provide keys for the identification of minerals.
(1) MST4.C.ES.PS3.1 Students explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
3.1a Minerals have physical properties determined by their chemical composition and crystal structure. 
  • Minerals can be identified by well-defined physical and chemical properties, such as cleavage, fracture, color, density, hardness, streak, luster, crystal shape, and reaction with acid. 
  • Chemical composition and physical properties determine how minerals are used by humans.
3.1b Minerals are formed inorganically by the process of crystallization as a result of specific environmental conditions. These include: 
  • cooling and solidification of magma 
  • precipitation from water caused by such processes as evaporation, chemical reactions, and temperature changes 
  • rearrangement of atoms in existing minerals subjected to conditions of high temperature and pressure.
3.1c Rocks are usually composed of one or more minerals. 
  • Rocks are classified by their origin, mineral content, and texture. 
  • Conditions that existed when a rock formed can be inferred from the rock's mineral content and texture. 
  • The properties of rocks determine how they are used and also influence land usage by humans.
Holt - Earth Science

Chapter 5 - Minerals of Earth's Crust 		Identification of Minerals Lab

Identifying Igneous Rocks Lab

Identifying Sedimentary Rocks Lab

Identifying Metamorphic Rocks Lab

Identifying Various Rock Samples Lab

Minerals Intro Activity
 Assessment Tool #2:

Take students on a field trip to examine several rock outcrops and identify the different types of rocks that may be found. Have students determine and draw inferences of the ancient environment in which the outcrop was formed.
(1) MST6.C.C.MO2.2 Students collect information about the behavior of a system and use modeling tools to represent the operation of the system.
2.2d Use flowcharts to identify rocks and minerals Holt - Earth Science

Chapter 5 - Minerals of Earth's Crust 		See lab activities above

Mineral ID Lab
(1) MST7.C.C.CO.1.2 Students analyze and quantify consumer product data, understand environmental and economic impacts, develop a method for judging the value and efficacy of competing products, and discuss cost/benefit and risk/benefit tradeoffs made in arriving at the optimal choice.
1.1a Analyze the issues related to local energy needs and develop a viable energy generation plan for the community
1.1b Investigate the political, economic, and environmental impact of global distribution and use of mineral resources and fossil fuels
1.1c Consider environmental and social implications of various solutions to an environmental Earth resources problem
Holt - Earth Science

Chapter 7 - Resources and Energy 		Cookie Mining Lab/Demonstration

Lorax Lab 


Pathfinder lesson plans, projects, periodicals

Classnet-examples of projects

virtual field trips-
(1) MST2.C.ES.IS.3.1 Students discuss how applications of information technology can address some major global problems and issues.
Unit 5 - The Dynamic Crust
3.2a Discuss how early warning systems can protect society and the environment from natural disasters such as earthquakes, tsunamis, floods, and volcanoes 		Holt - Earth Science

Chapters 12 & 13
Earthquakes and Volcanoes 		NOVA Videos – San Francisco Earthquake 1989
Discuss what could have been done.

Earthquake Hazard Maps

Graham Cracker Demonstration/Discussion

Continental Drift Lab

Convection Activity-
Have students observe a heated beaker of water over a Bunsen burner. Students should write as many observations as possible on a sheet of paper. Once completed, have students compare and contrast these convection currents to the convection currents found within the Earth.

Speed of Earthquakes Lab

Triangulation of Earthquakes Lab
 EXAMGEN 4.2.3 &
School Island

Assessment
Tell students they have just been assigned to California’s Earthquake Emergency Action Team and are responsible for the presentation of a critical situation to the population of a given city. Their primary goal is to inform the public what an earthquake is, why one has occurred in that region, where the epicenter is, it’s reading on the Richter and Mercali, the damage it has caused, and the origin time of the earthquake. Their presentations either on video or in front of the class should be no longer than 7-10 minutes and should include some kind of visual.

Seismicity Project


Sumatra Earthquake Assignment
(4) MST4.C.ES.PS2.1 Students use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of the Earth’s plates.
2.1a Earth systems have internal and external sources of energy, both of which create heat.
2.1b The transfer of heat energy within the atmosphere, the hydrosphere, and Earth's interior results in the formation of regions of different densities. These density differences result in motion.

2.1j Properties of Earth's internal structure (crust, mantle, inner core, and outer core) can be inferred from the analysis of the behavior of seismic waves (including velocity and refraction). 

* Analysis of seismic waves allows the determination of the location of earthquake epicenters, and the measurement of earthquake magnitude; this analysis leads to the inference that Earth's interior is composed of layers that differ in composition and states of matter.

 Holt - Earth Science

Chapters 10&11 - Plate Tectonics & Deformation of the Crust 		Internet Activity #1
Using the internet have students monitor enough sites for an extended period of time so that when data is plotted on a world map, using latitude and longitude, the pattern of high intensity volcanism, known as the Ring of Fire is discovered.

Internet Activity #2
Have students use the internet to find a web page of earthquake sites around the world. Then, assign students to study a particular continent for current earthquake activity. Students should assess the depth, magnitude, and location of epicenters of their continent for one week and submit a lab summary of their findings.
See above
(4) MST4.C.ES.PS2.1 Students use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of the Earth’s plates.
2.1k The outward transfer of Earth's internal heat drives convective circulation in the mantle that moves the lithospheric plates comprising Earth's surface.
2.1l The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another, creating convergent, divergent, and transform plate boundaries. These motions indicate Earth is a dynamic geologic system.
* These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain ranges.
* Compared to continental crust, ocean crust is thinner and denser. New ocean crust continues to form at mid-ocean ridges.

* Earthquakes and volcanoes present geologic hazards to humans. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.
Holt - Earth Science

Chapter 10 - Plate Tectonics 		Graham Cracker Demonstration/Discussion

geohome

Seismic/Eruption Lab

Earthquake Hazard Maps Site
(4) MST4.C.ES.PS2.1 Students use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of the Earth’s plates.
2.1m Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism within subduction zones, and the creation of major depositional basins through down-warping of the crust.
2.1n Many of Earth's surface features such as mid-ocean ridges/rifts, trenches/subduction zones/island arcs, mountain ranges (folded, faulted, and volcanic), hot spots, and the magnetic and age patterns in surface bedrock are a consequence of forces associated with plate motion and interaction.
2.1o Plate motions have resulted in global changes in geography, climate, and the patterns of organic evolution.
2.1p Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition.
Holt - Earth Science

Chapters 10&11 - Plate Tectonics and Deformation of the Crust 		Sea Floor Spreading Demonstration and Discussion
(1) MST6.C.P.PC.5.2 Students search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.
5.2b Based on present data of plate movement, determine past and future positions of land masses Holt - Earth Science

Chapter 10 - Plate Tectonics 		Continental Drift Lab
(1) MST7.C.C.SR2.1 Students participate in an extended, culminating mathematics, science, and technology project.
2.1a Collect, collate, and process data concerning potential natural disasters (earthquakes, tsunamis, floods, volcanic eruptions, etc.) in an area and develop an emergency action plan Holt - Earth Science

Chapters 12&13 - Earthquakes and Volcanoes 		Variety of videos on tsunamis, earthquakes, and volcanoes for discussion.

http://teacherpathfinder.org/
Lesson plans, projects, periodicals, virtual trips, multimedia materials, etc.

http://www.classroom.net/
Site which provides examples of projects, how they were constructed, and the learning which occurred.

http://www.gsn.org/
Site which provide examples of projects, how they were constructed, and the learning which occurred.
Earth Science Planning for Results (2010-11).pdf
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