TDOE: Teaching & Learning: Curriculum: Science

Geology

Course Description

Geology is a course that explores the origins and the connections between the physical, chemical, and biological processes of the Earth system. The student will investigate

Maps
Matter and Minerals
Rocks and the Rock Cycle
Geologic History
Plate Tectonics
External Landform Morphology

Students will experience the content of Geology through investigations and observations both in the field and the laboratory and through open-ended problem solving via cooperative learning and individual research.

Students will focus on the physical aspects of Earth processes and cycles. The participants, will understand the importance of these processes and how they have and will continue to influence mans very existence and well being. This will enable them to make sound decisions relative to their community as well as the Earth’s environment as a whole. Geology will provide a means of connecting all disciplines of science including biology, chemistry and physics. Geology also provides many areas of opportunity for personal career choices.

Standard Number: 1.0 Maps

Standard: The student will develop map interpretation skills for topographic and geologic features.

Learning Expectations:

The student will

1.1 read and interpret topographic maps.
1.2 investigate rock types, time periods, and faults from geologic maps.
1.3 investigate technologies used to map various features.
1.4 apply maps to solve land-use problems and for planning.

Performance Indicators:

At Level 1, the student is able to

identify longitude and latitude lines.
investigate the concept of scale as it applies to maps.
identify basic map symbols and legends.
define common rock types.
define elevation.

At Level 2, the student is able to

determine latitude and longitude of specific map points.
determine scaled map distances.
determine elevations of specific points from a topographic map.
recognize basic topographic map symbols from a legend/key.
construct a 3-D representation of a topographical map or construct contour lines from a 3-D model.
construct a profile from a topographic map.
identify landforms and direction of stream flow using a topographic map.
interpret basic rock types, time periods, and faults from geologic maps.
determine and measure compass readings from selected sites.
identify practical applications for map interpretation skills.
investigate methods of remote sensing for measuring and monitoring the earth's crust.

At Level 3, the student is able to

use a GPS instrument to identify latitude, longitude, and elevation of a location.
create a topographic map of a landform from collected data.
successfully navigate an orienteering course.

Sample Task:

Fantasy Island. Using piece of blank paper, construct a topographic map of the following: an island 4.5 miles wide by 6 miles long. The island has 2 hills, one 197 ft high and the other 141-ft high. The island is steepest on the south side. A stream starts on the highest hill. The island is divided into 2 counties and contains a mine, a bridge, a swamp, and a depression. Be certain to include the contour interval, scale, polar direction, key/legend, and benchmarks. Name the island, hills, stream, counties, town, swamp, bridge, and mine. Make a profile (cross section) of your island, which crosses the peaks of both hills.

Integration/Linkages:

math, history, economics, English, art, communication, ecology, environmental science, careers, technology, technological advancements, technical writing, applications to daily lives, cartography, geography

Standard Number: 2.0 Matter and Minerals

Standard: The student will explore matter and how it relates to the formation of minerals.

Learning Expectations:

The student will

2.1 investigate the atom as the basic building block of all matter.
2.2 apply the periodic table as a learning tool.
2.3 investigate the structure, geometry, and shape of crystals.
2.4 distinguish between physical and chemical properties of minerals.
2.5 investigate the location, abundance, and use of minerals.

Performance Indicators:

At Level 1, the student is able to

classify a substance as being made of atoms or molecules given its chemical symbol or formula.
select groups of elements as being reactive or nonreactive metals, nonmetal, or gases, given the periodic table.
recognize that water is the major solvent that releases minerals from the earth.
evaluate the benefits and drawbacks of man’s use of mineral resources given a scenario.

At Level 2, the student is able to

identify characteristics of all minerals (e.g., naturally occurring, inorganic, solid, definite structure, and composition).
recognize or create a representative model of an atom, using the periodic table.
build models of the six major crystal systems.
recognize that the crystal form of minerals depends upon atomic size, method of bonding, and the environment.
identify mineral samples using simple property tests (hardness, luster, streak, cleavage/fracture, specific gravity, and other special properties) and a mineral table.
explore the role of gems as minerals and their value to man.
create a presentation on minerals including a description (specific gravity, crystalline system, chemical formula, physical properties, etc,) an illustration, mining techniques, occurrences, and uses.

At Level 3, the student is able to

classify minerals (silicates, native elements, carbonates, and sulfates), using chemical formulas.
create a brochure on the mineral resources of Tennessee.
investigate technological advances related to minerals including their excavation and use (mining and removal techniques).

Sample Task:

Research your mineral and its uses and prepare an oral presentation to include the following: name of mineral, natural color, hardness from scale, luster type, specific gravity, crystal structure, chemical composition, occurrence, uses, interesting facts. Sample guidelines might include at least 1 minute in length, be ready when called on, visual–could be poster, physical examples, or video, and use multiple references.

Integration/Linkages:

physical science, chemistry, geometry, environmental science, art, English, economics, NASA, mining, engineering, measurement, laboratory skills, models, careers, research skills, communication, computer skills, lapidary, geography

Standard Number: 3.0 Rocks and the Rock Cycle

Standard: The student will investigate the three rock classes and the rock cycle.

Learning Expectations:

The student will

3.1 identify and differentiate among the three rock classes.
3.2 examine the processes responsible for forming the three rock classes.
3.3 examine characteristics within each rock class.
3.4 analyze and interpret the rock cycle.

Performance Indicators:

At Level 1, the student is able to

distinguish among sedimentary, igneous, and metamorphic rocks.
diagram the rock cycle including the processes involved in the formation of each rock class.
recognize that rocks are composed of minerals.
identify rock uses.

At Level 2, the student is able to

distinguish between intrusive (plutonic) and extrusive (volcanic) igneous rocks.
identify common igneous rocks (e.g., granite, rhyolite, basalt, gabbro, obsidian, pumice) using physical properties and a table.
identify plutonic bodies (e.g., sill, dike, batholith, and laccolith).
understand sedimentary processes.
distinguish between clastic vs. non-clastic and detrital vs. chemical.
identify sedimentary rock features such as stratification, fossils, graded bedding, ripple marks, and mudcracks.
identify basic sedimentary rocks (e.g., sandstone, shale, limestone, coquina, coal, conglomerate) using physical properties and a table.
differentiate between foliated and non-foliated metamorphic rocks.
compare and contrast regional and contact metamorphism.
identify common metamorphic rocks (e.g., gneiss, marble, schist, slate, quartzite) using physical properties and a table.

At Level 3, the student is able to

interpret and explain Bowen’s reaction series.
explain gradational metamorphism with index minerals and metamorphic rock types using a table.

Sample Task:

Modeling metamorphic foliation. Stick 10 pennies into a ball of "Play Dough" (clay) at different orientations. All pennies should be visible. Place in a zip lock bag. Apply pressure to the top using a block of wood (or book). Record and sketch observations.

Integration/Linkages:

chemistry, physical science, economics, art, mining, industry, biology, careers, paleontology, lapidary, architecture, construction, building materials, materials engineer

Standard Number: 4.0 Geologic History

Standard: The student will explore the geologic history of the Earth and evidence of life through time.

Learning Expectations:

The student will

4.1 interpret and evaluate the nature of geologic time.
4.2 investigate the evolution of Earth.
4.3 investigate the history of life.
4.4 interpret and evaluate the fossil record for evidence of biological evolution.
4.5 demonstrate the effect of the environment in the formation and extinction of species through geologic time using fossils.

Performance Indicators:

At Level 1, the student is able to

recognize how scientists estimate the age of the Earth.
explain the law of uniformitarianism.
recognize that fossils are found in sedimentary rock.
construct mock fossils.
compare and contrast fossil forms of life to modern organisms.
recognize the difference between absolute and relative time (i.e. using a family tree.)

At Level 2, the student is able to

recognize that fossils contained in sedimentary rock provide evidence for life forms, changes in those life forms, and environmental changes.
examine the fossil record to determine the environmental adaptations of organisms.
cite and explain the evidence for plate tectonics (e.g., fossil record, mountain ranges, rock strata, paleomagnetism, paleoclimates, and configuration of the continents.).
compare and contrast the mechanisms for determining the advance of geologic history: relative and absolute dating.
construct and interpret a geologic timetable for the evolution of Earth and the history of life.
differentiate the relative age of various fossils in sedimentary rock, given a diagram of rock strata.
interpret the sequence of rock strata using superposition, cross cutting relationships, inclusions, the fossil record, and absolute data techniques.
create a diorama that depicts the ancient environment or habitat in which a particular fossil existed.

At Level 3, the student is able to

predict how environmental changes will affect the development of a new species or extinction of an existing species, given a written scenario.
describe what a geologic time traveler might see in the future of Tennessee.

Sample Task:

Students will select a geologic period and make a diorama. Students will research a geologic time period and make notes about the various life forms that were alive in that time period. Using a shoebox, students will construct representative plant and animal life figurines and a scenic background and glue them in the box.

Integration/Linkages:

biology, chemistry, physical science, math, English, art, communication, ecology, environmental science, careers, technology, technological advancements, applications to our daily lives, history, cartography, paleontology, archeology, problem-solving skills, critical thinking skills, research, writing communication, scale and model

Standard Number: 5.0 Plate Tectonics

Standard: The student will relate the theory of plate tectonics to the evidence for continental drift and seafloor spreading.

Learning Expectations:

The student will

5.1 recognize different types of plate boundaries (e.g., divergent, convergent, and transform including continental vs. oceanic).
5.2 interpret evidence for plate tectonics using paleomagnetism, fossil record, continental boundaries, and hot spots.
5.3 recognize that convection currents are the driving mechanisms for plate tectonics.
5.4 describe the processes associated with volcanoes, earthquakes, and mountain building.

Performance Indicators,

At Level 1, the student is able to

identify plate boundaries on diagrams.
match boundaries of continents by shape as evidence of plate tectonics.
identify the layers of the earth's structure.

At Level 2, the student is able to

identify geologic features associated with divergent, convergent, and transform (continental and oceanic) plate boundaries.
identify the evidence for plate tectonics using paleomagnetism, fossil record, continental boundaries, and hot spots.

describe how convection currents drive plate tectonics.
associate volcanoes and earthquake activity with plate boundaries using a map.
distinguish among reverse, normal, and strike-slip faults.
distinguish between anticline and syncline.
label illustrations of movement of convection cells within mantle and their relationship to convergent and divergent plate boundaries.
correlate plate movement by plotting movement of hot spots through time.

At Level 3, the student is able to

predict the location and arrangement of the continents at a specified future time.
describe the location of the Hawaiian islands at a specified future time.

Sample Task:

Dissolved Gas in a Soda--Use a can of carbonated soft drink to explore the quantity of gas dissolved in a liquid. Write a hypothesis predicting how many milliliters of gas (carbon dioxide) a can of soda contains. Devise a plan to measure the gas that escapes from a can of soda using an electric hot plate, 1-L Pyrex beaker, water, 50 cm rubber tubing, smaller beaker or bottle or plastic 250 ml graduated cylinder, plastic container (shoebox size), modeling clay, safety goggles. Draw a picture of your set up, write down your procedure, and include safety precautions. After your teacher has approved your design, set up your materials. Run your experiment. Compare your results to your hypothesis. Describe the relationship of gas dissolved in a soda to a volcano.

Integration/Linkages:

Standard Number: 6.0 Landforms

Standard: The student will investigate landforms created by many different surficial processes and their relationships to various sources of energy in the Earth System.

Learning Expectations:

The student will

6.1 investigate the hydrosphere and its effect on various relationships to landforms.
6.2 associate surface processes such as wind, glaciers, gravity, oceans, rivers, and mankind with resulting landforms.
6.3 understand the role of groundwater.

Performance Indicators,

At Level 1, the student is able to

recognize that the earth’s geologic features change.
illustrate the hydrologic cycle and distinguish among condensation, evaporation, precipitation, transpiration, groundwater, runoff, bodies of water, etc.
recognize groundwater as a major source of fresh water.

At Level 2, the student is able to

describe the landforms associated with deserts, glaciers, shorelines, and rivers.
describe the nature of groundwater and define the elements of groundwater features.
discuss stream discharge using the Tennessee River or local stream system as an example.
describe the fluvial processes of erosion, transportation, and deposition.
illustrate various drainage basin models and identify different types of drainage patterns.
relate the characteristics of a river's age with respect to its velocity, channel shape, depth, and discharge.
explain the processes by which a stream erodes and transports its load (suspension, saltation, and bedload).
identify meanders, point bars, cut bank, and cutoffs using a map (e.g., lower Mississippi River).
define a floodplain and describe the behavior of a stream channel and natural levee formation during a flood.
describe the formation of river deltas.

At Level 3, the student is able to

investigate careers associated with water systems.
investigate the influence of landforms on man’s cultural, social and economic development.

Sample Task:

Cave activity. Place a drainage fixture on the bottom of a clear plastic tube and clamp the hose. Place 2 inches of gravel in the bottom followed by 2 inches of sand. Alternate these layers several times. Add water to some powdered calcium carbonate until it has the consistency of sticky "Play Dough". Roll the carbonate into a ball and flatten it. Place the flattened disc on a precut round wire screen that fits snugly into the tube. Stick 3 or 4 toothpicks into the bottom screen, then place another screen on top of the toothpicks and slide down on top of the calcium carbonate. Place the calcium carbonate sandwiched between the 2 screens in the tube. Continue layering gravel and sand on top of the calcium carbonate. While wearing goggles, place the tube over a sink and begin pouring dilute HCl into the plastic tube. A solution cave will form. Pour several liters of water through the system to dilute the acid left in the system.

Integration/Linkages: