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| NYS Performance Indicators | Objectives | Text Resources | Resources (Suggested Activities) | Cross-Curriculum Connections | Assessment Items |
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UNIT 4: Volcanoes |
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Standard 1: Scientific Inquiry: KI 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process | ||||
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1. Know the different types of volcanoes and their associated features - (rock types, size, attributes, etc) | Keller & Blodgett Chapter 4 | Case Study 4.1 Volcanic Landslides and Tsunamis |
MATH Calculate surface area, diameter, radius, general gerth, and movement rates of volcanoe and plate motion |
While looking through some old boxes in your grandparent's home, you find a sample of volcanic rock collected by your great-grandfather. No one knows where it was collected. You take it to school, and your geology professor tells you that it’s a sample of andesit. What might yu tell your grandparents about the type of volcano from which it probably came, its geologic environment, and the type of volcanic activity that likely produced it? |
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Standard 2 : Information Systems: KI 1 Information technology is used to retrieve, process, and communicate information as a tool to enhance learning. |
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2. Understand the relationship of volcanoes to plate tectonics | Case Study 4.2 Chris Eisinger, Studying Active Volcanoes |
SOCIAL Study historical significance and social impacts of Pompeii and St. Helens |
In our discussion of perception of an adjustment to volcanic hazards, we established that people's perceptions and what they will do in case of an eruption are associated with both their proximity to the hazard and their knowledge of volcanic processes and necessary adjustment. With this association in mind, develop a public relations program that could alert people to a potential volcanic hazard. Keep in mind that the tradegy associatedwith the eruption of Nevado del Ruiz was in par due to political and economic factors that influenced the apathetic attitudetowardthe hazard map prepared for that area. Some people were afraid that the hazard map would lower property valuesin high-risk areas. | |
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Standard 2: Information Systems: KI 2 Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use. |
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3. Know what geographic regions are at risk from volcanoes | Case Study 4.3 A close Call with Mount St. Helens |
ELA Create presentations depicting which parts of "Hazard City" will be the most dangerous should "Lava Mountain" erupt. A general focus should be made on the neighborhoods of Downtown and Ralston. Indicate which of the four volcanic hazards (tephra, lahars, lava flows, volcanic gases), if any, present a risk to human life. It is important to note that answers should be based upon the danger of people being killed, and not on the danger to property. Students should also note that some hazards can present a high risk to some parts of town, while at the same time present a low risk to other parts of town. |
You are getting to take a scout troop to Hawai'I to see Kilauea volcano. Some childeren have seen documentaries of the 1980 eruption of Mount St. Helensand are afraid; others are fearless and want to try cooking on a lava flow. What will you tell the fearful scouts? Describe the safety precautions you will follow for all the scouts. | |
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Standard 2: Information Systems : KI 3 Information technology can have positive and negative impacts on society, depending upon how it is used. |
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4. Know the effects pf volcanoes and how they are linked to other natural hazards | Hazard City Activity - "Volcanic Hazard Assessments" | |||
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Standard 6: Interconnectedness Common Themes: Patterns of Change; KI 5 Identifying patterns of change is necessary for making predictions about future behavior and conditions |
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5. Recognize the potential benefits of volcanic eruptions |
www.nps.gov/havo/home.htm , www.geology.sdsu.edu/how_volcanoes_work/ , www.ssd.noaa.gov/VAAC/ , volcanoes.usgs.gov , www.volcano.si.edu/reports/usgs/ , vulcan.wr.usgs.gov/Photo/volcano_cams.html , volcano.und.edu |
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Standard 7: Interdisciplinary Problem Solving : Strategies: KI 2 Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results. |
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6. Understand how we can minimize the volcanic hazard | ||||
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Standard 4: PI 2.1l: (Earth Science) 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. |
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7. Know what adjustments we can make to avoid death and damage from volcanoes | ||||
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Standard 4 PI 2.1m (Earth Science) 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. | ||||
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Standard 4: PI 2.1 N. (Earth Science) 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. |
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UNIT 5: Flooding |
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Standard 1: Scientific Inquiry: KI 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process | ||||
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1. Understand basic river processes. | Keller & Blodgett Chapter 5 | Case Study 5.1 Flooding on the Delta of the Ventura River |
MATH Determine stream velocity while utilizing a stream table. Calculate stream discharge rates by multiplying the velocity of flow by the cross sectional area of the water in a channel. Create and analyze a hydrograph. Determine the magnitude and frequency of floods. Calculate flood insurance rates for a given area. |
You are a planner working for a community that is expanding into the headwater portions of drainage basins. you are aware of the effects of urbanization on flooding and want to make recommendations to avoid some of these effects. Outline a plan of action. |
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Standard 2 : Information Systems: KI 1 Information technology is used to retrieve, process, and communicate information as a tool to enhance learning. |
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2. Understand the process of lfooding an dthe differences between flash floods and downstream floods. | Case Study 5.2 Magnitude and Frequency of Floods |
SOCIAL STUDIES Study the Flash Flood of the 1990s in Eastern Ohio. Study The Grand Canyon Flood of 1996. |
You are working for a regional flood control agency that has been channelizing streams for many years. Although bulldozers are usually used to straighten and widen the channel, the agency has been criticized for causing extensive environmental damage. You have been asked to develop new plans for channel restoration to be implemented as a stream maintenance program. Devise a plan of action that would convince the official in charge of the maintenance program that your ideas will improve the urban stream environment and help reduce the potential flood hazard. | |
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Standard 2: Information Systems: KI 2 Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use. |
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3. Know what geographic regions are at risk from flooding. | Case Study 5.3 Flash Flood |
ELA Write a comprehensive emergency action plan for floods in your immediate area. |
Does the community you live in have a flood hazard/ If not, why not? If there is a hazard what has been done or is being done to reduce the hazard? What more could be done? | |
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Standard 2: Information Systems : KI 3 Information technology can have positive and negative impacts on society, depending upon how it is used. |
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4. Recognize the benefits of periodic flooding. | Case Study 5.4 The Grand Canyon Flood of 1996 | |||
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Standard 6: Interconnectedness Common Themes: Patterns of Change; KI 5 Identifying patterns of change is necessary for making predictions about future behavior and conditions |
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5. Understand how people interact with and affect the flood hazard. | Case Study 5.5 Flash Floods in Eastern Ohio | |||
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Standard 7: Interdisciplinary Problem Solving : Strategies: KI 2 Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results. |
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6. Be familiar with adjustments we can make to minimize flood deaths and damage. | Professional Profile 5.6 - Eve Gruntfest-Geographer | |||
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Standard 4: PI 2.1 N. (Earth Science) 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. |
Hazard City: Assignments in Applied Geology Flood Insurance Rate Maps | |||
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Lab - Stream Tables | ||||
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www.usgs.gov/themes/flood.html ess.nrcan.gc.ca/202_2006/nher/k02_supplement_3.php www.pbs.org/wgbh/nova/flood/ www.fema.gov/hazard/flood/ www.floodsmart.gov/floodsmart/pages/index.jsp www.noaa.gov/floods.html www.ag.ndsu.nodak.edu/flood/ www.dartmouth.edu/~floods/ www.floodsafety.com/ |
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UNIT 6: Mass Wasting |
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Standard 1: Scientific Inquiry: KI 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process |
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1. Understand slope processes and the different types of landslides. | Keller & Blodgett Chapter 6 | Case Study 6.1 Landslide |
MATH Compute a safety factor of a slope defined as the ratio of the resisting forces to the driving forces. Determine topographic profiles |
Your consulting company is hired by the national park department in your region to estimate the future risk from landsliding. Develop a plan of attack that outlines what must be done to achieve this objective. |
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Standard 2 : Information Systems: KI 1 Information technology is used to retrieve, process, and communicate information as a tool to enhance learning. |
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2. Know the forces that act on slopes and how they affect the stability of a slope. | Case Study 6.2 Professional Profile: Bob Rasely, Mass Wasting Specialist |
SOCIAL STUDIES Study the LaConchita landslide disaster of 2005. Study the impacts of the Portuguese Bend landslide in Clafornia in the 1950s. |
Why do you think that few people are easily swayed by technical information concerning hazards such as landslides? Assume you have been hired by a municipality to make its citizens more aware of the landslide hazard on the steep slopes in the community. outline a plan of action and defend it. | |
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Standard 2: Information Systems: KI 2 Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use. |
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3. Know what geographic regions are at risk from landslides. | Case Study 6.3 Portuguese Bend, California |
ELA The second part of the report will be on the overall suitability of the sites for construction. In other words, which of them would be recommended for purchase and development. The recommendation should be based upon a review of the landslide hazard, plus the other important considerations such as sewage disposal, basement development, landscaping, and shrink swell potential of the underlying soils. Students are to give one site your "highest recommendation." Other worthy sites should be "recommended," and rejected sites should be designated as "unsuitable." |
The Wasatch Front in central Utah frequently experiences wildfires followed by debris flows that exit mountain canyons and flood parts of communities built next to the mountain front. You have been hired by the state emergency management office to establish a warning system for subdivisions, businesses, and highways in this area. How would you design a warning system that will alert citizens to evacuate hazardous areas? | |
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Standard 2: Information Systems : KI 3 Information technology can have positive and negative impacts on society, depending upon how it is used. |
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4. Know the effects of landslides and their linkages with other natural hazards. | Hazard City: Assignments in Applied Geology - Landslide hazard Assessment | |||
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Standard 6: Interconnectedness Common Themes: Patterns of Change; KI 5 Identifying patterns of change is necessary for making predictions about future behavior and conditions |
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5. Understand how people can affect the landslide hazard. |
landslides.usgs.gov www.fema.gov/hazard/landslide/ www.consrv.ca.gov/cgs/geologic_hazards/landslides/ www.oregongeology.com/sub/Landslide/Landslidehome.htm geosurvey.state.co.us/Default.aspx?tabid=35 www.ecy.wa.gov/programs/sea/landslides/ www.geology.enr.state.nc.us/Landslide_Info/ landslides.nrcan.gc.ca www.avalanche.org/ www.fsavalanche.org/ |
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Standard 7: Interdisciplinary Problem Solving : Strategies: KI 2 Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results. |
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6. Be familiar with adjustments we can make to avoid death and damage caused by landslides. | ||||
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Standard 4 PI 2.1 U: (Earth Science) The natural agents of erosion include: • Streams (running water): Gradient, discharge, and channel shape influence a stream’s velocity and the erosion and deposition of sediments. Sediments transported by streams tend to become rounded as a result of abrasion. Stream features include V-shaped valleys, deltas, flood plains, and meanders. A watershed is the area drained by a stream and its tributaries. • Glaciers (moving ice): Glacial erosional processes include the formation of U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial features include moraines, drumlins, kettle lakes, finger lakes, and outwash plains. • Wave Action: Erosion and deposition cause changes in shoreline features, including beaches, sandbars, and barrier islands. Wave action rounds sediments as a result of abrasion. Waves approaching a shoreline move sand parallel to the shore within the zone of breaking waves. • Wind: Erosion of sediments by wind is most common in arid climates and along shorelines. Wind-generated features include dunes and sand-blasted bedrock. 1. Mass Movement: Earth materials move down slope under the influence of gravity. |
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Standard 4 PI 2.1 T (earth science) Natural agents of erosion, generally driven by gravity, remove, transport, and deposit weathered rock particles. Each agent of erosion produces distinctive changes in the material that it transports and creates characteristic surface features and landscapes. In certain erosional situations, loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness. |
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UNIT 7: Subsidence and Soils |
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Standard 1: Scientific Inquiry: KI 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process |
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1. Understand the causes and effects of subsidence and volume changes in the soil. | Keller & Blodgett Chapter 7 | Case Study 7.1 Sinkhole Drains Lake |
MATH Determine diameter of a sinkhole from a variety of photos Determine various particle names based on diameters. Determine damage caused by soil volume changes |
You are considering building a home in rural Kentucky. You know the area is underlain by limestone, and you are concerned about possible karst hazards. What are some of your concerns? What might you do (or have done) to determine where to build your home? |
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Standard 2 : Information Systems: KI 1 Information technology is used to retrieve, process, and communicate information as a tool to enhance learning. |
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2. Know the geographic regions at risk for subsidence and volume changes in the soil. | Case Study 7.2 Subsidence of the Mississippi Delta |
SOCIAL STUDIES Study the social impact of the sinking of Venice due to subsidence. Study the historical impact of the draining of Scott Lake, Florida in 1969. Analyze Karst Maps |
You have inherited a ranch house built on a concrete slab on clay soil in a suburb east of Denver, Colorado. What would you look for, or do, to determine if the house is on expansive soil? if you found that the soil was expansive, how would you minimize damage from the shrinking and swelling of the soil? | |
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Standard 2: Information Systems: KI 2 Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use. |
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3. Understand the hazards associated with karst regions. | Case Study 7.3 Professional Profile-Helen Delano, Environmental Geologist | ELA - Scenario Writing - You work in the planning department in one of the parishes (counties) close to New Orleans. What would you advocate in the long term and in the short term to protect your community from subsidence and flooding? Consider both regional and local solutions to the problem. | You, or your parents, would like to build a retirement home in a desert development in Arizona or New Mexico. What would you look for to determine if subsidence or soil volume change is a potential problem? What could you do to protect your investment? | |
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Standard 2: Information Systems : KI 3 Information technology can have positive and negative impacts on society, depending upon how it is used. |
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4. Recognize linkages between subsidence, soil expansion and contraction, and other hazards, as well as natural service functions of karst. |
www.watersheds.org/earth/karst.htm www.for.gov.bc.ca/hfp/values/features/karst/ www.karstwaters.org/ www.sinkihole.org/ www.dep.state.pa.us/dep/deputate/minres/bmr/msipage/ irc.nrc-cnrc.gc.ca/pubs/cbd/cbd184_e.html geosurvey.state.co.us/Default.aspx?tabid=109- geochange.er.usgs.gov/sw/changes/anthropogenic/subside/ water.usgs.gov/pubs/circ/circ1182/ water.usgs.gov/ogw/subsidence.html ftp://ftp-fc.sc.egov.usda.gov/NSSC/Soil_Risks/risks_print_version.pdf /gsc.nrcan.gc.ca/permafrost/index_e.php irc.nrc-cnrc.gc.ca/pubs/cbd/cbd026_e.html |
As a town council representative in a small village in New England or Ontario, Canada, you have been asked to approve a building permit on property that is partly underlain by silty glacial deposits and partly by a marsh. What questions should you ask the permit applicant regarding their planned construction the silty soil, and their proposal to drain and build on the wetland? | ||
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Standard 6: Interconnectedness Common Themes: Patterns of Change; KI 5 Identifying patterns of change is necessary for making predictions about future behavior and conditions |
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5. Understand how humans interact with subsidence and soil hazards. | ||||
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Standard 7: Interdisciplinary Problem KI 2 Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results. |
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6. Know what can be done to minimize the hazard from subsidence and volume changes in the soil. | ||||
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Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and recognize the historical development of ideas in science. KI 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. |