Curriculum Map

Teacher: Ms. Kellaris

Unit topic:Geology, Volcanoes

Enduring Understandings: The earth is dynamic and

always changing. Everything we see has a long history.

Week

Monday
Standards:
S6C1-PO2: Describe the
properties & composition of
the following major layers of
the earth: crust, mantle,
core.
Student Objectives:
-I can model and label the
major layers of the earth.
-I can explain the
composition and relative
position of the layers of the
earth.
Content:
-What are the major layers
of the earth?
-What are the defining
properties of these layers?
Activities:
-Watch short clip from
'Journey to the Center of the
Earth' and discussion: Do
you think this is possible?
-Direct instruction: seismic
waves/ how we know what's
under us
-Create a model of the earth
Assessment:
-Model with written
explanation/ justification of
construction, materials, etc.

Tuesday
Standards:
S6C1-PO1: Classify rocks
and minerals by the
following observable
properties: grain, color,
texture, hardness.
S6C2-PO2: Distinguish the
components and
characteristics of the rock
cycle for igneous,
metamorphic and
sedimentary rocks.
Student Objectives:
-I can classify a rock as
sedimentary, igneous or
metamorphic based on their
appearance
-I can sketch and label
different kinds of rocks.

Wednesday

Thursday

Friday

Standards:
S6C2-PO2: (see Tuesday)
S6C2-PO1: Explain the rock
cycle.
S6C1-PO3: Explain the
following processes in the
formation of the earth's
structure: erosion,
deposition, plate tectonics,
volcanism.
S1C3-PO2: Form a
sequence of events (e.g.
construct a cause-and-effect
chain that explains a
sequence of events)

Standards:
S6C2-PO3: Analyze the
evidence that lithospheric
plate movements occur.
S1C1-PO1: Formulate
questions based on
observations that lead to the
development of a
hypothesis.
S2C1-PO1: Identify how
diverse people have made
important contributions to
scientific innovations.

Standards:
S6C2-PO4: Explain
lithospheric plate movement
as a result of convection.

Student Objectives:
-I can explain the geologic
processes that create
different kinds of rocks.

Content:
-How can we classify rocks?
-What are observable
differences between
igneous, metamorphic &
sedimentary rocks?

Content:
-What different processes
form sedimentary, igneous
and metamorphic rocks?
-How do rocks change over
time?

Activities:
-Clay modeling
-Campus rock walk

Activities:
-Word break down
(sedimentary, metamorphic,
igneous)
-Watch animations & fill in
sequence graphic organizer
-Create a Rock Story: the
life of a rock

Assessment:
-Notebook

Assessment:
-Rock Story

Student Objectives:
-I can identify ways the
continents have changed
over time and create a
hypothesis as to why.
-I can state the evidence
used to support the theory of
continental drift.
Content:
-How have the continents
changed over time?
-What evidence is there for
continental drift?
-Who first proposed that
continents move?
Activities:
-Map study
-Create a hypothesis (Think,
Pair, Share)
-Jigsaw reading with expert
folders
Assessment:
- Small group Round Table
writing piece

Student Objectives:
-I can draw and explain
convection.
-I can relate convection to
continental drift and
lithospheric plates.
Content:
-What is convection and
where does it happen in the
earth?
-How do continents drift?
Activities:
-Watch animation
-Convection Lab
-Whole class modeling of
convection
Assessment:
-Notebook (Convection lab
data)
-Whole class convection
modeling (informal)

Standards:
S6C2-PO5: Relate plate
boundary movements to
their resulting landforms.
S6C2-PO4: Explain
lithospheric plate movement
as a result of convection
S6C1-PO3: Explain the
following processes in the
formation of the earth's
structure: erosion,
deposition, plat tectonics,
volcanism.

Standards:
S6C1-PO3: Explain the
following processes in the
formation of the earth's
structure: erosion,
deposition, plate tectonics,
volcanism.
S6C2-PO5: Relate plate
boundary movements to
their resulting landforms.

Student Objectives:
-I can map volcanoes
around the world.
Student Objectives:
-I can explain the position of
-I can identify major land
volcanoes around the world
features found on the earths in relation to plate
crust.
boundaries.
-I can map major plate
boundaries around the
Content:
world.
-How do volcanoes form
from convergent plate
Content:
boundaries?
-What land features are
-Where are volcanoes found
found on the crust?
in the world?
-What are plate boundaries?
Activities:
Activities:
-Computer lab: exploring
-Map study
and mapping a volcano of
-Small group jigsaw of text
your choosing (USGS.gov)
-Group poster on different
-Sharing volcano facts found
plate boundaries
online to whole class
-Watching animation and
Assessment:
drawing diagram
-Group poster
Assessment:
-Notebook (volcano facts &
labeled diagram)

Standards:
S1C2-PO5: Keep a record of
observations, notes,
sketches, questions and
ideas.
S1C4-PO2: Display data
collected from a controlled
investigation.
Student Objectives:
-I understand the
relationship between
viscosity and silica content.
Content:
-What is viscosity?
-What is the relationship
between viscosity and silica
content?
Activities:
-Direct instruction (with
overhead visuals and
animation)
-Make a prediction
statement (Think, Pair,
Share)
-Timing marbles
Assessment:
-Notebook (timing marbles
data and questions)

Standards:
S6C1-PO1: Classify rocks
and minerals by the
following observable
properties: grain, color,
texture, hardness.
S1C2-PO5: Keep a record of
observations, notes,
sketches, questions and
ideas.
Student Objectives:
-I can identify a rock's
relative silica content based
on its appearance.
Content:
-How can we identify a
rock's relative silica content
based on its appearance?
Activities:
-Powerpoint of rock
formations
-Rock Identification Lab
Assessment:
-Notebook (Rock ID lab &
sketches)
-Standing up game
(closure activity)

Standards:
S6C1-PO2: Describe the
properties & composition of
the following major layers of
the earth: crust, mantle,
core.
S6C1-PO3: Explain the
following processes in the
formation of the earth's
structure: erosion,
deposition, plate tectonics,
volcanism.
Student Objectives:
-I can represent the major
hotspots of the world on a
map.
-I can distinguish between
hotspots and other features
formed by divergent and
convergent plate boundaries
Content:
-What is a hotspot and
where are they located
around the world?
-What formations do
hotspots create?
Activities:
-Direct instruction
-Mapping hotspots
-Sentence creation
-Watch animation
Assessment:
-Ticket to leave

Standards:
S6C1-PO2: Describe the
properties & composition of
the following major layers of
the earth: crust, mantle,
core.
S6C2-PO3: Analyze the
evidence that lithospheric
plate movements occur.

Standards:
S6C1-PO3: Explain the
following processes in the
formation of the earth's
structure: erosion,
deposition, plate tectonics,
volcanism.

Standards:
S1C3-PO5: Formulate a
conclusion based on data
analysis.
S1C2-PO5: Keep a record of
observations, notes,
sketches, questions and
ideas.
Student Objectives:
S1C4-PO2: Display data
-I can define 'shield volcano' collected from a controlled
Student Objectives:
-I can explain the formation investigation.
-I understand how the
of a shield volcano.
S1C4-PO5: Communicate
Hawaiian Islands were
-I understand the role of
the results and conclusion of
formed.
viscosity in shield volcano
the investigation.
-I can explain what hotspots formation.
S6C1-PO3: Explain the
can tell us about plate
following processes in the
movement.
Content:
formation of the earth's
-What is a shield volcano
structure: erosion,
Content:
and how are they formed?
deposition, plate tectonics,
-How were the Hawaiian
-What makes shield
volcanism.
Islands formed?
volcanoes unique?
-What can hotspots tell us
Student Objectives:
about plate movement?
Activities:
-I can describe the
-Defining shield volcano
relationship between
Activities:
and vocabulary sort to
viscosity and volcano
-Watch animation
review terms from unit so far formation.
-Drawing & answering
-Individual text reading
-I can compare the relative
questions
-Round table discussion to
viscosity of Hawaiian
-Graphic organizer
answer questions about
volcanoes to other
shield volcanoes
volcanoes around the world.
Assessment:
-Notebook
Assessment:
Content:
-Graphic organizer
-Notebook
-How does viscosity affect
-Group self-assessment of
volcano formation?
round table discussion
-What is the relative
viscosity of shield volcanoes
in Hawaii?
Activities:
-Erupting Volcanoes Lab
Assessment:
-Notebook (lab data &
questions)

Standards:
S2C2-PO1: Describe how
science is an on-going
process that changes in
response to new information
and discoveries.
S2C2-PO2: Describe how
scientific knowledge is
subject to change as new
information and/or
technology challenges
prevailing theories.
Student Objectives:
-I can give an example of
how science has changed
over time.
-I can make a prediction of
how our understanding of
the earth may change in the
future and why.

Standards:
S6C1-PO3: Explain the
following processes in the
formation of the earth's
structure: erosion,
deposition, plate tectonics,
volcanism.
Student Objectives:
-I can name at least 2
volcanoes in Arizona.
-I can distinguish a shield
volcano from other types.
Content:
-What volcanoes are found
in Arizona?
Activities:
-Small group brainstorm of
AZ land formations, followed
by whole class listing
-Whole class review game

Content:
-Why does science change
over time?
Assessment:
-How has our understanding -Prepared questions &
of hotspots and plate
participation in review game
movement changed over
time?
Activities:
-Guest speaker (geologist)
-Post-presentation
discussion (What surprised
you/ What did you know
already/ What was most
interesting/ What would you
like to know more about?)
Assessment:
-Written question for guest
speaker
-Participation during
discussion