Course Profile Physical Geography: Patterns, Processes, and Interactions, Grade 11, University/College Preparation, Catholic and Public

Unit 2: Structure of the Earth

Time: 24 hours plus 2 hours ISU

Activity 2.1 | Activity 2.2 | Activity 2.3 | Activity 2.4 | Activity 2.5 | Activity 2.6 | Activity 2.7 | Activity 2.8 | Activity 2.9 | Activity 2.10

Unit Description

One of the major purposes of this unit is to explain the origin and internal structures of the earth. Natural systems operate inside the earth, as well as outside. The energy which drives these systems is responsible for the tectonic forces which attempt to “build up” the earth’s surface. As a result, students are expected to demonstrate an understanding of those physical processes which create landforms.

Students must first be exposed to the internal structure of the earth, the components of the earth’s interior, and the major rock types which make up its surface. They may then be able to analyse the origin and characteristics of the tectonic forces below the surface. Finally, they should be able to describe the formation of specific tectonic landforms which result from the activity of tectonic forces such as folding, faulting, and volcanic activity.

As well as understanding the “mechanics” of plate tectonics, students will develop an awareness of the disastrous effects which can result in regions of the world when these forces are prevalent. In addition, the Catholic school graduate should appreciate the moral obligation which others, who are more fortunate, may have to come to the aid of those whose lives are negatively affected by these forces. As well, they should recognize that tectonic forces may often bring benefits to some regions in the form of enriched natural resources. With these resources come the responsibility to use the earth's riches judiciously and with a philosophy of environmental stewardship.

Finally, the completion of this unit will allow the student to have a greater appreciation of just how the present appearance of the earth’s surface has come about. The tectonic forces “build up” landforms which are then gradually “torn down” by the gradational forces. The interaction of those two major forces results in the striking variety and beauty of the earth’s landscape.

Unit Synopsis Chart – Structure Of The Earth

Activity	Time	Expectations	Ass.	Tasks
How Is the Inside of the Earth Formed?
2.1 Inside Planet Earth	75 min	SSV.01, SSV.02, SS2.01, CGE3c	K/U, A	Students create a comparative organizer reflecting the characteristics of the inner earth, calculate the distances between the boundaries and relate the depth of the spheres to familiar distances on the surface of the earth.
2.2 Making Sense of Geological Time	150 min	SSV.01, SSV.02, UC1.01, CGE2a, CGE.3c	K/U, A, T/I, C	Students research the origin of the names of the geological periods, convert the geological occurrences on the time scale into the span of their own life, and with the use of GIS, create a spatial map of the age of the rock structures on earth.
2.3. Mineral Wealth: A Product of Geological Processes	225 min	SSV.04, SS2.02, HE1.01, CGE2a, CGE3a	K/U, A, T/I	Students apply their knowledge of elements, minerals and rocks to identity samples. Each sample is assessed for use and value. The origin of each sample is identified.
How Were The Continents Formed?
2.4. Proving the Theory of Plate Tectonics	75 min	SSV.04, GCV.01, SS1.03, SS1.07, SS2.03, CGE2b, CGE2c, CGE2d, CGE3b	K/U, T/I	Students prove the theory of Continental Drift using past and present evidence.
2.5. Plate Locations and Their Dynamic Boundaries	75 min	SSV.04, GCV.01, SS1.07, SS2.03, SS2.04, UC1.02, UC1.05, GI2.03, CGE.2b, CGE.3b	K/U, C, T/I	Students map plate boundaries, direction of plate movement and present velocity. Students use their map to project future changes in the surface of the earth.
How Do The Movement Of The Earth’s Crust And The Processes Of Diastrophism Affect Population?
2.6. Plate Movement a. Divergence	100 min	SSV.04, GCV.01, SS2.04, SS3.01, SS3.02, GI2.03, CGE.3e, CGE.2c	A, T/I, C	Students discover the nature of sea-floor spreading, produce a world map pin-pointing locations where this type of plate movement occurs and assess the impact of such movement on the formation of the continents.
b. Convergence	100 min			Students plot ocean trenches and fold mountain systems and interpret the pattern that emerges.
c. Transformation	100 min			Using a base map of California students will consult the USGS for earthquake data over the last 10 years, plot the tremor locations using graduated symbols and interpret the pattern in order to locate the San Andreas Fault.
2.7 Living With Diastrophism -Predicting, Preparing and Surviving (Lab)	375 min	HEV.04, HE1.02, HE2.01, HE2.02, GC3.03, UC3.06, GI1.02, CGE2a, CGE2b, CGE2c, CGE2d	K/U, A, T/I, C	Students learn how to read a seismograph, interpret the arrival of S and P waves and determine the relationship between the interval time and distance from a quakes epicentre. Students identify the major urban centres at risk in the scenario and report on the associated hazards of such violent tectonic movements.
How Can Volcanic Activity Be Both Destructive And Productive?
2.8 The Anatomy of a Volcano - Recognizing the Differences	100 min	HE1.02, GC1.04, CGE3c	K/U, A, C	Students use a topographic map to create a cross section and test their knowledge of the different types of volcanoes by matching descriptions with photographs.
2.9. When the Volcano Erupts - Benefits, Disruption and Terror	75 min	HEV.04, HE1.02, HE2.01, GC3.03, UC3.06, CGE.3c, CGE.7i	A, T/I, C	Students plot the active volcanoes of the world and compare the results with plate boundaries. They assess both the benefits (soil formation) and costs (community destruction) that face those that live in the shadow of an active volcano.
2.10. An Analysis Recent Tectonic Activity (Culminating Activity)	125 min	SSV.02, HE2.02, UC1.05, GC1.04, GI2.03, GI1.02, HE1.02, SS3.01, CGE3c, CGE2b	K/U, A, T/I, C	Students conduct an inquiry into an area of the world that has recently experienced an earthquake or volcanic eruption.

Activity 2.1: Inside Planet Earth

Time: 75 minutes

Description

Students are introduced to the inner workings of planet earth. A comparative organizer will be used to study the characteristics of the crust, mantle, inner core, and outer core. Using a scale diagram provided by the teacher, students calculate the distance between the boundaries and relate the depth of the spheres to familiar distances on the surface of the earth.

Strand(s): Geographic Foundations: Space and Systems

Learning Expectations

SSV.01 - explain major theories of the origin and internal structure of the earth;

SSV.02 - demonstrate an understanding of the principal features of the earth’s major components: the lithosphere, atmosphere, hydrosphere, and biosphere;

SS2.01 - describe the components of the internal structure of the earth (core, mantle, crust);

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.

Prior Knowledge & Skills

· Working with scales and calculating percentages

· Chart design

Planning Notes

· Acquire a scaled diagram of the earth’s interior, a map of the world and an Atlas

· Modelling clay (optional)

· If computers are accessible in student resource centres, it is recommended that a log of global earthquake and volcanic activity be kept for the duration of this unit. The USGS posts such activity on a daily basis. This will prove valuable for the culminating activity.

Teaching/Learning Strategies

1. Begin this section by assessing the obstacles that faced humans as they attempted to voyage to the depths of the oceans and the frontiers of space. As a class, record the difficulties and further the discussion by identifying how the obstacles were overcome. The common factor for success in both cases was the creation of a craft that supported explorers as they ventured into unknown territory. Our knowledge of the inner earth is extensive. However, to date, we must rely on technology on or near the surface for answers to our questions.

2. Introduce students to the methodology by which geologists have gathered data about the earth’s interior. With the use of a film or diagram, explain the general concept behind seismograph technology. Differentiate between the ability of a seismic wave to travel through solids and liquids.

3. From the film or text material, students create an organizer detailing the composition and features of the core, the mantle, and the crust.

4. Provide students with a diagram of the earth’s interior. Provide a scale for the diagram and have students calculate the depth of each layer. Using an atlas, relate the depth of each layer to a distance on the earth’s surface. (If you started at your home, how far and where would you be located if the distance was equal to the depth of the crust?)

5. Students may create a three-dimensional model of the earth’s interior using multi-coloured modelling clay (optional).

6. Enrichment Opportunity – Student researches the deepest diamond mines of Africa to give perspective to the depth of the earth’s crust.

Assessment & Evaluation of Student Achievement

· Evaluate calculations of depths and comparison to surface distances for accuracy.

· Organizer may be assessed for student’s ability to communicate information and ideas effectively.

Accommodations

· Peer assistance with calculations

· Both written and verbal instructions available for the teaching of seismograph technology

Resources

Text

Earth Sciences, Isler et al. Lab Inquiry Test – Diagram of the Earth – Cambridge Book Company

Smyth, Brown, Fors and Lord Physical Geography. Gage, 1980. Chapter 4, pp. 66-72.

Inch and Stone. The Physical Environment. McGraw Hill Ryerson, 1982. Chapter 4 pp. 49-53.

Stanford. Geography: A Study of Its Physical Elements. Chapter 20 pp. 203-206.

Chasmer. Earth Dynamics. Oxford University Press, 1995. Chapter 20 pp. 153-156 (update version, 2001)

Video

Films for the Humanities and Sciences - Earth Story Series

Films for the Humanities and Sciences - Planet Earth: An Explorer’s Guide

Websites

USGS – http ://www.usgs.gov/ - homepage

This Dynamic Earth - USGS - – http ://pub.usgs.gov/publications/text/dynamic.html

Vocabulary

seismograph, crust, lithosphere, asthenosphere, upper mantle, lower mantle, outer core, inner core, discontinuity, centrosphere, mesosphere, mohorovicic discontinuity

Career Profile

Geologist

Activity 2.2: Making Sense of Geological Time

Time: 150 minutes

Description

The geological time chart is to geographers, in a sense, what the periodic table is to a scientist – each depends on the resource to put order into their studies. Neither of the academics can fully utilize these tools without understanding how they were created. This activity has been designed to familiarize students with geological time and provide meaning to the eras, periods, and epochs. Most importantly, it should demonstrate to students how geological events acquire their relative position on the Geological Time Scale. Catholic school graduates should be referred to the Catechisms and be aware of the relationship between the findings of science and the teachings of the Church. Students will research the origin of the names given to each of the periods and correlate the geological events and fossil findings to their own life history. To complete this exercise students use ArcView 3.2 and Arc Canada 2.0 to create a spatial map of the world depicting the eras of geological creation and describe the pattern that emerges.

Vocabulary

relative time, absolute time, superposition, uniformitarianism, fossil correlation, Cenozoic, Mesozoic, Paleozoic, Precambrian, radiometric dating, radiocarbon dating,

Career Profile

Paleontologist

Strand(s): Understanding and Managing Change, Understanding and Managing Change

Learning Expectations

SSV.01 - explain major theories of the origin and internal structure of the earth;

SSV.02 - demonstrate an understanding of the principal features of the earth’s major components: the lithosphere, atmosphere, hydrosphere, and biosphere;

UC1.01 - describe the difference between human and geologic time scales;

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.

Prior Knowledge & Skills

· Fundamental use of ArcView 3.2

· Time line creation

· Searching the Internet

Planning Notes

· Obtain a Geological Time Chart

· Reserve computer lab for Internet Search

· Load Arc View 3.2 and Arc Canada 2.0

· Obtain video equipment

Teaching/Learning Strategies

1. Begin by discussing with students the major events that occur in the lifecycle of a human. Events within our lives are common: walking, talking, schooling, employment, and retirement. However, the specific time for each to occur cannot be pinpointed for every person. The measurement of age is absolute – 365 days always constitutes a year. However, events in our lives, although common, do not occur at exactly the same time for each human. Therefore the events are relative to each other. (Superposition, uniformitarianism and fossil correlation – relative age, earth history.)

2. Present the students with the Geological Time Scale and solidify the concept of geological time with the use of a film (see Resources). It is likely the film will provide some background into radiometric and radiocarbon dating techniques. A reading should be provided to reinforce their understanding of these measuring methods.

3. The activity is composed of three parts:

a. Students calculate the percentage of time each era occupies of total geological history. They then relate percentages to their own life history. They mark the beginning and end of each era with events in their own life (e.g., beginning of Precambrian = their birth). Students record their findings on a time line.

b. Students conduct research and briefly identify the origin of the names for either the periods or eras (see Resources).

c. The third part of the exercise requires students to be familiar with Arc View 3.2. With the use of the following files, students will be able to create a map that displays the areas of the earth that were created during the Cenozoic, Mesozoic, Paleozoic and Precambrian eras. Upon completion of the map, students describe the pattern that emerges. This exercise could be the basis for further analysis as the unit progresses.

GIS Alert – Arc View 3.2 - Arc Canada 2.0

· Access Arc Canada 2.0

· Refer to files in World Folder and add world 95. shp to your view screen

· Add rockunit.shp file from each of the Continent files

· Activate the world 95. shp file and use the legend editor to change the map to a single symbol and select a colour for your map

· Activate the rockunit. shp for NA (North America) – the area of North America on your map will be recreated with a series of polygons representing the time of formation

· Open the theme table for rockunit. shp use the query tool to select only those areas created during the Cenozoic era

· Repeat the process for each of the remaining continents and geological eras. With the maps complete describe the pattern that emerges

· Enrichment Opportunity – build additional queries around the distribution of rock types and global mineral distribution

Assessment & Evaluation of Student Achievement

· Assess inquiry skills process while students conduct research on geological eras.

· Evaluate time line for mathematical accuracy, innovation and professional presentation.

· Evaluate ArcView maps for the effective use of mapping essentials and layout.

Accommodations

· Provide summary notes and list of simplified terms prior to activity.

· Permit flexible timeline for completion of activity.

· Assistance with computer navigation may be required.

Resources

Text

Smyth, Brown, Fors, and Lord. Physical Geography. Gage, 1980. Chapter 14, pp. 226-228.

Inch and Stone. The Physical Environment. McGraw-Hill Ryerson, 1982. Chapter 5, p. 70.

Stanford. Geography: A Study of Its Physical Elements. Chapter 20, pp. 201-203.

Chasmer. Earth Dynamics. Oxford University Press, 1995. Chapter 19, pp. 146-152

Video

National Film Board - Evolving Earth Series - North America: Growth of a Continent

Films for the Humanities and Sciences - Earth Story Series - Dating the Earth

Websites

ESRI Canada – www.esricanada.com/k-12 - lessons and tutorials

Earth Net – http://agc.bio.ns.ca/schools/EarthNet/ - home website

Earth Net – http://www.inrs.uquebec.ca/cgq/eng/earth/datation.html - dating rock

Geological Time Machine – http://www.ucmp.berkeley.edu/help/timeform.html – recommended

Activity 2.3: Mineral Wealth: A Product of Geological Processes

Time: 225 minutes

Description

In small groups students will apply their knowledge of elements, minerals, and rocks to identify the characteristics of 10 samples. Equipped with a Rocks and Minerals Handbook, students attempt to identify five additional samples based on their observational skills developed in the first half of this activity. All 15 samples are assessed for use and value and classified as a mineral or an igneous, sedimentary, or metamorphic rock. Catholic school graduates will complete this exercise by explaining the origin of each sample and discussing the relationship between geological structure and wealth.

Vocabulary

elements, minerals, rocks, intrusive and extrusive igneous rock, lava, magma, clastic, chemical, and biogenic sedimentary rock, contact and dynamic metamorphic rock.

Samples such as – quartz, feldspar, mica, calcite, hornblende, scoria, obsidian, basalt, granite, schist, slate, quartzite, gneiss, talc, marble, sandstone, shale, arkose conglomerate and limestone

Career Profile

Mineralogist

Strand(s): Geographic Foundations: Space and Systems, Human-Environment Interactions

Learning Expectations

SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation;

SS2.02 - differentiate among the major rock types (igneous, sedimentary, metamorphic) and explain their origins;

HE1.01 - explain why certain geological formations contain rich mineral deposits;

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.

Prior Knowledge & Skills

· Group work skills

· Computer spread sheet and graphing skills

Planning Notes

· Acquire or create geological handbook

· Make copies of record sheet (see Appendix)

· Obtain film on rocks and minerals

· Acquire class set of rock and mineral sample boxes

· Acquire a class set of periodic tables

Teaching/Learning Strategies

1. Question students with regard to their knowledge of rocks and minerals. It is likely that some students possess collections at home, others may be fascinated with precious stones, or some may be wearing jewellery that has its origin deep within the earth. Depending on their response, discuss with them why people place such high value on diamonds, desire counter tops made of polished granite, or carve figures from marble. Use their initial responses to differentiate between the term’s elements, minerals and rocks.

2. Acquire a periodic table from the Science Department and have students highlight those elements that primarily compose the earth’s crust. With the use of a spreadsheet, students create a pie diagram depicting the top 10 elements in the earth’s crust and the proportion of the crust they represent.

3. At this point discussions should move to the formation and characteristics of common minerals in the earth’s crust. Homework may include identifying minerals that are of use in their home or the confines of the school. Create a class list of minerals identified.

4. Review and extend the students’ knowledge of the rock cycle by diagramming the processes of weathering, erosion and deposition at work as igneous, sedimentary and metamorphic rocks are created, destroyed and recreated. With the use of a film, slides or actual samples (see Resources) students should be able to differentiate between extrusive and intrusive igneous rock, contact and dynamic metamorphic rock and clastic, chemical, and biogenic sedimentary rock.

5. Equipped with the terminology, knowledge of classifications, and some visual experience, students now test their observational skills. It should be pointed out that in the field, rocks and minerals are not easily identified, nor are they found in a “finished” form. The geologist relies on a series of tests to identify samples. Review with students the properties used to classify minerals. Demonstrate the proper use of a streak plate and have the students complete one entry in the chart. In pairs, students should begin moving to each station to collect their data and identify the unnamed samples with the use of their rocks and minerals handbook.

Rocks And Minerals Of The World

Geological Formation And Mineral Wealth

Part A. Move to each station and describe the characteristics of the specimen.

Specimen Record Sheet – Identified Samples
Specimen	Class	Hardness	Cleavage/ Fracture	Tenacity	Streak	Texture	Grain Size	Region	Economic Use

Enrichment Opportunity

· Gis Alert – Arc View 3.2 - Arc Canada 2.0

· Open the rockunit.shp file for each of the continents in Arc Canada 2.0 (Disc 1)

· Open theme table and build a query to determine the amount and distribution of the major rock types in the world

· Refer to ArcCanada Schools and Libraries Edition - Lessons - Mining

· The activity focuses on mineral wealth in Canada; however, the extension exercises suggested are global applications

· Further activity by adding population themes and other geological features

· Queries can now be built to determine the relationship between geological structure and quality of life (tutorials are available at - www.esricanada.com/k-12)

OR

· Students conduct self-guided mineral exploration by collecting five rock samples from the local area and identifying the mineral content.

Assessment & Evaluation of Student Achievement

· Informal observation by the teacher to ensure that students are progressing through the stations - use checklist to assess thinking and inquiry skills

· Communication - evaluate pie graph for accuracy and presentation

· Assessment of specimen record sheet for students ability to transfer concepts and make predictions and connections

Accommodations

· Stations should be easily accessible to physically challenged students.

· One-on-one assistance with calculations may be required.

· Provide simplified list of terms prior to activity.

Resources

Text

Smyth, Brown, Fors, and Lord. Physical Geography. Gage, 1980. Chapter 5, pp. 75-87.

Inch and Stone. The Physical Environment. McGraw Hill Ryerson, 1982. Chapter 6, pp. 97-115.

Stanford. Geography: A Study of Its Physical Elements. Chapter 20, pp. 206-216.

Chasmer. Earth Dynamics. Oxford University Press, 1995. Chapter 21and 22, pp. 157-169.

Supplies

Boreal Laboratories LTD. – Mineral and Rock Samples

Northwest Scientific Supply LTD. – Mineral and Rock Samples

Science Lab at School – Periodic Table

- CD-ROM - Rocks, Minerals and Fossils

Video

Film –The Rock Cycle Scott Resources Inc.

Films for the Humanities and Sciences - Mines and Minerals

Websites

ESRI Canada – www.esricanada.com/k-12 - lessons and tutorials

Activity 2.4: Proving the Theory of Plate Tectonics

Time: 75 minutes

Description

Students research the theory of “Continental Drift.” Evidence cited to support Wegener’s theory such as geological fit, fossil correlation, paleoclimatology, coastline fit, paleoglaciation, and paleomagnetism are assessed and further supported with recent evidence that our continents are in a state of motion. Students are provided the opportunity to develop their inquiry skills and expected to communicate their findings effectively.

Vocabulary

Pangaea, Laurasia, Gondwanaland, continental drift, ocean trench, subduction zone, convection currents, plates, isostasy, sial, sima

Career Profile

Archeologist

Strand(s): Global Connections, Geographic Foundations: Space and Systems

Learning Expectations

GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns;

SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation;

SS1.03 - explain the physical evidence found on the surface of the earth and at the bottom of the oceans that supports the theory of plate tectonics;

SS1.07 - describe the rates at which different physical processes occur (e.g., continental erosion, soil formation, tectonic uplift);

SS2.03 - explain the role that convection currents are believed to play in the motion of the earth’s crustal plates;

CGE2b - reads, understands and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good.

Prior Knowledge & Skills

· Research skills

· Internet skills

· Ability to differentiate between a theory and a law

Planning Notes

Students require access to the Library/Resource Centre or the Internet lab in order to conduct research

Teaching/Learning Strategies

1. Introduce students to Alfred Wegener and his controversial ideas in the early 20th century regarding the movement of continents across the earth’s surface.

2. Provide the students with a list of six pieces of evidence which eventually demonstrated Wegener’s ideas as being correct:

Paleoglaciation	Geologic fit
Fossil correlation	Paleoclimatology
Coastline fit	Paleomagnetism (sea floor spreading)

3. The students research the explanations for each piece of evidence. When their research is complete, students could order the evidence from the most convincing to the least convincing.

4. Follow up with a film featuring the theory of “Continental Drift” (see Resources). Complete the activity by having the students cite two recent occurrences that suggest our continents are in a state of change.

5. Enrichment Opportunity – Student produces overlay maps to portray the movement of the continents across the earth’s surface over time.

Assessment & Evaluation of Student Achievement

· short essay quiz to assess knowledge and understanding of various types of evidence researched

· written communication skills component suggested as part of marking scheme

Accommodations

· Arrange for peer assistance while researching.

· Provide vocabulary list prior to activity.

· Provide one-on-one student teacher conference to review concepts and terms prior to quiz.

· Adapt strategies and evaluation as recommended in IEPs.

Resources

Text

Smyth, Brown, Fors, and Lord.: Physical Geography. Gage 1980. Chapter 6, pp. 88-95.

Inch and Stone. The Physical Environment. McGraw Hill Ryerson 1982. Chapter 5, pp. 69-74.

Chasmer. Earth Dynamics. Oxford University Press, 1995. Chapter 23, pp. 170-174.

Video

National Film Board – Evolving Earth Series – “Moving Plates and Boundaries”

North America: Growth of a Continent

Films for the Humanities and Sciences – Earth Story - Continental Drift: Legacy of Fire

Films for the Humanities and Sciences – Planet Earth: An Explorer’s Guide Series

Websites

This Dynamic Earth - USGS – http://pub.usgs.gov/publications/text/dynamic.html

ESRI Canada – www.esricanada.com/k-12 - lessons and tutorials

Activity 2.5: Plate Locations and Their Dynamic Boundaries

Time: 75 minutes

Description

Students identify plate boundaries on a map of the world and apply knowledge of divergent, convergent, and transform movement to indicate the direction each plate is moving. Using the present velocity of plate movement, students project major changes to the surface of the earth in the future.

Vocabulary

continental plate, oceanic plate, plate boundaries, convergent boundary, divergent boundary, transform boundary

Career Profile

Geomorphologist

Strand(s): Global Connections, Geographic Foundations: Space and Systems, Understanding and Managing Change

Learning Expectations

SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation;

GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns;

SS1.07 - describe the rates at which different physical processes occur (e.g., continental erosion, soil formation, tectonic uplift);

SS2.03 - explain the role that convection currents are believed to play in the motion of the earth’s crustal plates;

SS2.04 - analyse the global distribution of major physical features (e.g., Ring of Fire, mountain systems, tectonic plates) and determine reasons for the observed distribution patterns;

UC1.02 - demonstrate an understanding that the world’s surface is dynamic, in that it is constantly being reshaped (e.g., mountain building, erosion);

UC1.05 - identify and describe the mechanisms of change within the lithosphere, atmosphere, hydrosphere, and biosphere;

GI2.03 - produce and interpret maps, diagrams, charts, and models;

CGE2b - reads, understands and uses written materials effectively;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good.

Prior Knowledge & Skills

· Essential mapping skills

· Ability to interpret charts and tables

Planning Notes

· Acquire base map of the world which shows location of major plates (or book GIS lab for map production).

· Provide students with information regarding plate names, direction of movement and velocity
(see Resource).

Teaching/Learning Strategies

1. With the use of a diagram the teacher should review with students the concept of isostasy, plates and convection currents and follow up with slides or a short video in order to reinforce crustal movement.

2. With the use of an atlas and information provided by the teacher, students will neatly label the plate names on a world map.

GIS ALERT – ARC VIEW 3.2

· have students create their own plate boundary base map of the world

· from ArcCanada 2.0 (disc 1) open world folder and activate Plat_pol.shp, Plat_lin.shp and Cntry_95.shp

· open legend editor and change Cntry_95.shp to single symbol and layer over top of either the Plat_pol.shp or Plat_lin.shp

· print and apply data on velocity and direction

· add other themes to map and build queries in order to project future changes to the earth’s surface and populations

3. On the same map students delineate between convergent and divergent boundaries with the use of a colour key.

4. In addition to the colour, students need to mark on arrows to indicate the direction of movement as well as the velocity of movement (mm/yr.).

5. With the map complete, students may now project changes in the appearance of the earth’s surface from the velocity and directions data on their map (e.g., 1 million years, 10 million years, 100 million years)

6. Enrichment Opportunity – Students determine the area of the world to be most negatively affected by plate movement in the immediate future

Assessment & Evaluation of Student Achievement

· Assess application of atlas and mapping skills.

· Evaluate students’ ability to apply concepts and knowledge as they attempt to predict future continental movements.

· Assess students’ ability to think both critically and creatively.

Accommodations

· Provide scribe to assist with labelling.

· Use alternative setting for one-on-one assistance with atlas work.

· Provide opportunities to redo all or part of activity;

Resources

Text

Chasmer. Earth Dynamics. Oxford University Press, 1995. Chapter 23, p. 172.

Inch and Stone. The Physical Environment. McGraw Hill Ryerson, 1982. Chapter 5, p. 75.

Monograph – Vol. 51 Issue #4 2000 p. 8-10

Oxford School Atlas p. 1214 (Plate Tectonic map)

Smyth, Brown, Fors and Lord: Physical Geography. Gage, 1980. Chapter 6, p. 98.

Stanford. Geography: A Study of Its Physical Elements. Chapter 21, p. 219.

Video

National Film Board – The Evolving Earth Series – “Face of the Earth”

Websites

This Dynamic Earth - USGS – http://pub.usgs.gov/publications/text/dynamic.html

PBS – http ://www.pbs.org/wgbh/aso/tryit/tectonics/ - interactive activity demonstrating transform, collisional, convergent and divergent boundaries

ESRI Canada – www.esricanada.com/k-12 - lessons and tutorials

Activity 2.6: Tectonic Activity At Plate Boundaries

Time: 300 minutes

Description

This is a three part activity that allows students to work with maps, manipulate data, and determine the significance of the three fundamental movements in the earth’s crust: convergence, divergence, and transformation (lateral movement).

a. Students discover the nature of sea-floor spreading, produce a world map pin-pointing locations where this type of plate movement occurs and assess the impact of such movement on the formation of the continents.

b. Students plot ocean trenches and fold mountain systems and interpret the pattern that emerges.

c. Students consult the USGS for earthquake data in California over the last ten years. They plot the epicentre locations on a base map of California using graduated symbols. Students then interpret the pattern to locate the San Andreas Fault. Students complete their analysis by correlating the fault line with major urban centres and suggest possible consequences.

Vocabulary

Fault, epicentre, sea floor spreading, ocean trench, fold mountain, mid ocean ridge, island arc volcanoes

Career Profile

Oceanographer

Strand(s): Geographic Foundations: Space and Systems, Global Connections Methods of Geographic Inquiry

Learning Expectations

SSV.04 - explain the physical processes that create landforms, climate, soils, and vegetation;

GCV.01 - analyse the global distribution of landforms, climate, soils, and vegetation to determine reasons for the observed distribution patterns;

SS2.04 - analyse the global distribution of major physical features (e.g., Ring of Fire, mountain systems, tectonic plates) and determine reasons for the observed distribution patterns;

SS3.01 - interpret the spatial relationships between mountain ranges, occurrences of earthquakes, and tectonic plate boundaries and explain the processes believed to be at work;

SS3.02 - characterize the differences between continental and oceanic plates and demonstrate an understanding of the processes at work in the boundaries between them;

GI2.03 - produce and interpret maps, diagrams, charts, and models;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others.

Prior Knowledge & Skills

· Critical mapping skills

· Map interpretations skills

Planning Notes

· Acquire a class set of Atlases.

· Consult USGS for Seismic data-prepare table (see Monograph in Resources).

· Prepare a list of oceanic trenches, fold mountain chains, and mid-ocean ridges.

· Acquire a base map of the world and a base map of California.

Teaching/Learning Strategies

A. Plate Divergence

· Review with students the nature of plate divergence and the types of tectonic activities that occur at boundaries where this takes place.

· Provide students with a base map of the world and a list of the major ocean ridges.

· Students plot locations on a map and simulate the spreading motion by adding parallel multi-coloured stripes on either side of the ridges corresponding to the age of the sea floor (youngest to oldest).

· If time permits, students could follow up by producing a profile of a typical ocean ridge, labelling such features as the continental slope, abyssal plain and mid ocean ridge.

B. Plate Convergence

· Provide students with a base map of the world and a list of approximately twenty large fold mountain ranges and fifteen significant ocean trenches

· Using an atlas, plot the locations of these features and comment on the pattern that emerges.

C. Plate Transformation - Lateral Movement

· Equip students with a base map of California and a chart of the earthquakes that have occurred over the last five to 10 years with a magnitude of 4.0 or greater.

· Students plot all earthquake epicentres using a graduated symbol to categorize the magnitude (consult Internet for earthquake data).

· By interpreting the pattern that emerges, students will be able to plot the San Andreas Fault on the map.

· Follow up by plotting major urban centres within close proximity of the fault and suggest possible consequences.

· Enrichment Opportunity – Students research local/regional fault lines to determine the danger of quakes in their vicinity.

Assessment & Evaluation of Student Achievement

· Assessment of all maps produced for application of mapping and spatial skills

· Evaluation of follow-up questions for evidence of spatial interpretation, application of facts and terms, and students’ ability to draw conclusions regarding the three plate boundaries

Accommodations

· Adapt handouts (e.g., Monograph activity) for language and content.

· Reinforce main ideas by using the think/pair/share peer assessment strategies.

Resources

Text

Smyth, Brown, Fors, and Lord. Physical Geography. Gage, 1980. Chapter 13, pp. 194-200.

Inch and Stone. The Physical Environment. McGraw Hill Ryerson, 1982. Chapter 5, pp. 73-74.

Stanford. Geography: A Study of Its Physical Elements. Chapter 21, pp. 220-224.

Geography Labs Inc. – a division of Johnson Publications Ltd. –“The Physical Geography Series”
Phy-04 (Continental Drift), PHY-02 (Earthquakes).

Canadian Oxford School Atlas

Video

Planet Earth Series – “The Living Machine” – Episode 1 (Produced for PBS)

“Born of Fire” – National Geographic

Websites

This Dynamic Earth - USGS – http ://pub.usgs.gov/publications/text/dynamic.html

PBS – http://www.pbs.org/wgbh/aso/tryit/tectonics/ - interactive activity demonstrating transform, collisional, convergent and divergent boundaries

Activity 2.7: Unit 2 Lab: Living With Diastrophism –

Predicting, Preparing and Surviving

Time: 375 minutes

Description

On a map of a region prone to plate movement, students interpret three seismographs and use triangulation to determine the epicentre of the quake. Students then predict which local communities would have been most affected by the disturbance. As the focus of this lab students reflect upon the impact on populations that live within the range of such abrupt tectonic movements. In light of the teachings of Christ, Catholic School students are called upon to be more than impartial observers of human disaster. Students should be made aware of the active role they can play locally and internationally when tectonic forces cause destruction and death.

Vocabulary

anticline, syncline, symmetrical fold, asymmetrical fold, recumbent fold, orogenesis, normal fault, reverse fault, epicentre focus, transform fault, rift fault, block mountain, seismic wave, P-wave, Richter scale, seismography, liquefaction, tsunami

Career Profile

Seismologist

Strand(s): Human-Environment Interactions, Global Connections, Understanding and Managing Change, Methods of Geographic Inquiry

Learning Expectations

HEV.04 - demonstrate an understanding of the importance of stewardship and sustainability as guiding principles for human use of the physical environment;

HE1.02 - demonstrate an understanding of the trade-offs for humans living in areas subject to natural disruptions;

HE2.01 - explain the roles of volcanoes and river estuaries in providing fertile soils for agriculture;

HE2.02 - analyse the effects of environmental hazards (e.g., earthquakes, hurricanes, landslides) on human activities;

GC3.03 - identify geopolitical issues that face nations that share various physical regions of the world;

UC3.06 - predict both positive and negative impacts of tectonic change and climate change (e.g., earthquake risks, temperature increases) on their local community;

GI1.02 - demonstrate an understanding of the technology available for mapping, imaging, and measuring features and phenomena on the surface of the earth;

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages.

Prior Knowledge & Skills

· Essential mapping skills

· Writing and reporting

Planning Notes

· The necessary information for the completion of this activity can be obtained in one of three places:

· The Monograph - Volume 50, Issue No. 3, 1999
“The Virtual Earthquake” – http://cdl-flylab.sonoma.edu/
Arc View 3.2 - Lessons – Seismology

· It should be noted that in all three sources, the seismograph interpretation has been simplified.

· Students require a calculator and a compass if the activity is to be completed without the use of GIS.

· If a computer lab is available it is recommended that this lab be completed using GIS and the research for the follow-up report on human impact be conducted on the Internet.

Teaching/Learning Strategies

1. Students require assistance in understanding simple folds and the development of fold mountains through the process of orogenesis. Films, slides, and models can be used to help students visualize the end results of millions of years of movement.

2. Introduce students to simple faults and the landforms they create such as block mountains and rift valleys. Students should be able to differentiate between the movement and results of folding and faulting.

3. Now that students have a fundamental knowledge of the process involved, focus in on the sudden movements associated with faulting. With one student holding the end of a rope and the teacher initiating a shock wave students understand the movement of such waves through the ground are the reason for physical change and in many cases human devastation. Associating wave action with the movement of water also helps students visualize the actions that traverse the earth’s surface.

4. Introduce students to the science of seismology, the study of earthquakes and their associated hazards.

5. Students complete the Arc View activity – “Seismology in Japan.” (If computers are not available a similar activity can be found in the Monograph – Vol. 50 Issue 3, 1999 pp. 22-25.)

6. Complete activity “Trenches and Earthquakes” – Monograph – Vol. 54, 2000 pp. 11-12.

7. Write a reflective report on the impact of earthquakes on the population within close proximity to the epicentre.

8. Enrichment Opportunity – Students create an Earthquake Preparedness Video based on their research of safety measures taken in earthquake prone countries.
Safeguard – http://www.safeguard.ca/ is a good place to start.

Assessment & Evaluation of Student Achievement

· Evaluation of ability to apply seismograph information to calculation of epicentre

· Assessment of Arc View map for proper use of technology to effectively communicate

· Evaluation of written report on earthquake effects for communication and critical thinking skills

Accommodations

· Provide simplified list of terms prior to activity.

· Modify handouts in terms of content and language.

· Allow peer assistance for computer activity if required.

· Provide flexible time lines for completion of report.

Resources

Text

Smyth, Brown, Fors and Lord. Physical Geography. Gage, 1980. Chapter 6, pp. 108-120

Inch and Stone. The Physical Environment. McGraw Hill Ryerson, 1982. Chapter 5, pp. 74-76

Stanford. Geography: A Study of Its Physical Elements. Chapter 22, pp. 225-230, and Chapter 23,
pp. 241-246.

Chasmer. Earth Dynamics. Oxford University Press, 1995. Chapter 24, pp. 175-182

Monograph – Vol. 50 Issue 3, 1999, pp 22-25.

Monograph – Vol. 54, 2000, pp. 11-12.

Geography Labs Inc. – a division of Johnson Publications Ltd. – “The Physical Geography Series”
PHY-02 (Earthquakes).

Video

Scott Resources Inc. – Earth Science Series – “Faulting and Folding”

Scott Resources Inc. – Earth Science Series – “Earthquakes: Understanding the Hazards”

Films for the Humanities and Sciences - Earthquakes: Prediction and Monitoring

Websites

NEIC Earthquakes and Plate Tectonics – http ://wwwneic.cr.usgs.gov/plate_tectonics/rift_man

Nevada Seismological Lab – http ://www.seismo.unr.edu/

Safeguard – http ://www.safeguard.ca/

New Scientist – On Line Magazine – http ://www.newscientist.com/

GIS Resources

ESRI Canada Limited- - www.esricanada.com/k-12 - lessons and tutorials - Lesson – “Earthquakes” and “Seismology”

Activity 2.8: The Anatomy of A Volcano – Recognizing the Differences

Time: 150 minutes

Description

The volcano is probably one of the first tectonic processes to which students were introduced as children. Sandcastles may have been built to mimic their shape. The power of the volcano has been the focus of many a science fair project and, ranging from cartoons to Hollywood dramas, the volcano has often taken the central role. Students will test their knowledge of the different types of volcanoes by matching descriptions with photos and develop their graph-making and map-reading skills by creating a cross-section of a volcano.

Vocabulary

Extrusive volcanism, intrusive volcanism, caldera, cone, dyke, magma, lava, pyroclastic flow, ash, pumice, plume, island arc volcano, shield volcano, cinder cone, composite volcano, sill, batholith, laccolith

Career Profile

Volcanologist

Strand(s): Human-Environment Interactions, Global Connections

Learning Expectations

HE1.02 - demonstrate an understanding of the trade-offs for humans living in areas subject to natural disruptions;

GC1.04 - identify local, regional, and global issues related to physical geography;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.

Prior Knowledge & Skills

· Drawing profiles

· Interpret symbols and a legend

· Reading and interpreting contour lines

Planning Notes

· Obtain class set of topographic maps.

Teaching/Learning Strategies

1. Initial discussions with students regarding their knowledge of volcanic activity will likely reveal that their perception of a volcano is one of a conical shaped feature on the surface of the earth that periodically spews hot molten material. Although human, we are unique in our own ways. Similarly, there is no typical volcano.

2. With the use of diagrams and video resources, introduce the students to the variety of volcano types found around the world. Where plates converge is the cinder cone volcano. Where plates diverge is the shield volcano. Where volcanoes exhibit the characteristics of both of the previous types is the composite volcano.

3. The students are asked to match pictures/diagrams of various volcanic types to detailed descriptions.

4. Provide students with a topographic map of a volcano. Students interpret contour lines on the map and draw a cross-section. They then identify the type of volcano they have drawn.

5. Students should also be made aware of some features formed by intrusive volcanoes (optional).

6. Enrichment Opportunity – Students view recent “Hollywood movie” that portrays an active volcano and critique the movie for accuracy.

Assessment & Evaluation of Student Achievement

· Informal assessment of students’ ability to use topographic maps (grid, contour, direction, symbols)

· Assess students’ ability to apply knowledge of volcanic features

· Communication - evaluate graphing skills used to create a cross-section of a volcano

Accommodations

· Alternative activity for visually impaired

· Oral pre-planning

· Simplified written and oral instructions

Resources

Text

Smyth, Brown, Fors, and Lord. Physical Geography. Gage, 1980. Chapter 6, pp. 99-108.

Inch and Stone. The Physical Environment. McGraw Hill Ryerson, 1982. Chapter 5, pp. 87-94.

Stanford. Geography: A Study of Its Physical Elements. Chapter 22, pp. 230-239.

Chasmer. Earth Dynamics. Oxford University Press, 1995. Chapter 24, pp. 183-187.

Geography Labs Inc. – a division of Johnson Publications Ltd. –“The Physical Geography Series”
PHY – 03 “Volcanoes” (Second edition)

Monograph. “Classifying Volcanic Eruptions – A Grade XI Exercise by M. Hower

Video

Nova – “Deadly Shadow of Vesuvius” (PBS)

NFB – The Evolving Earth Series – Volcano

Films for the Humanities and Sciences - Indonesia: The Story of a Volcano

Topographic Maps

– http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/ - tutorial on how to read topographic maps

Activity 2.9: When the Volcano Erupts – Benefit, Disruption and Terror

Time: 150 minutes

Description

Students are introduced to the location of active volcanoes around the world. They will then consider the affects both beneficial and destructive to nearby populations. They also consider scientific attempts to safeguard these populations from possible harm.

Vocabulary

Biological reunification, geothermal power, eroded volcano, lahar, cryosphere, tsunami, sulfur dioxide, chlorine, fluorine

Career Profile

Pedologist

Strand(s): Human-Environment Interactions, Global Connections, Understanding and Managing Change

Learning Expectations

HEV.04 - demonstrate an understanding of the importance of stewardship and sustainability as guiding principles for human use of the physical environment;

HE1.02 - demonstrate an understanding of the trade-offs for humans living in areas subject to natural disruptions;

HE2.01 - explain the roles of volcanoes and river estuaries in providing fertile soils for agriculture;

GC3.03 - identify geopolitical issues that face nations that share various physical regions of the world;

UC3.06 - predict both positive and negative impacts of tectonic change and climate change (e.g., earthquake risks, temperature increases) on their local community;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE7i - respects the environment and uses resources wisely.

Prior Knowledge & Skills

· Operation of Arc View 3.2

· Internet research skills

· Essay writing skills

Planning Notes

· Review operation of Arc View 3.2

· Create handout with specific instructions for the task.

· Provide students with the rubric that will be used to assess their performance.

· Provide Internet access.

Teaching/Learning Strategies

1. Students use Arc View 3.2 to create a map depicting the active volcanoes on earth. Students assess the distribution of the volcanoes and briefly explain why such a pattern emerged.

GIS ALERT – ARC VIEW 3.2 – ARC CANADA 2.0

ESRI Canada Limited – Schools and Libraries Program – Lesson – “Volcanoes of the World”

2. The teacher selects one active volcano (e.g., Mt. St. Helen’s) and with the use of a case study or video have students discover:

· the history of eruption activities for the volcano;

· the population directly affected by this volcano’s activity;

· the destructive effects which have occurred due to past eruptions;

· the beneficial effects which have occurred due to past eruptions;

· the attempts taken to predict future eruptions and safeguard nearby communities.

3. Students submit a one-to two-page report on their findings and a map produced with the use of Arc View 3.2. The map should highlight the volcano studied and include the populations that would be affected.

4. Enrichment Opportunity – Students determine the financial burden of post natural disaster relief.

Assessment & Evaluation of Student Achievement

· With the use of a rubric, evaluate students’ understanding of facts, terms, and concepts (an example of rubric construction can be found with the culminating activity).

· Assess report for effective written communication skills.

· Complete the unit with pencil-and-paper test.

Accommodations

· Assist with computer navigation.

· Allow one-on-one assistance with organization of report and focus of assignment.

· Permit flexible timeline for completion of report and opportunity to revisit task as needed.

Resources

Smyth, Brown, Fors, and Lord, Physical Geography. Gage, 1980. Chapter 6, pp. 101-107

Inch and Stone. The Physical Environment. McGraw Hill Ryerson, 1982. Chapter 5, pp. 94-96

Stanford. Geography: A Study of Its Physical Elements. Chapter 22, pp. 239-240.

GIS Alert – ARC View 3.2 – ARC Canada 2.0

ESRI Canada Limited – Schools and Libraries Program – Lesson – “Volcanoes of the World”

Websites

USGS – http ://volcanoes.usgs.gov/ - up to date global activity

ESRI Canada Limited- – www.esricanada.com/k-12 - lessons and tutorials - Lesson –

Video

National Geographic - Volcano! The Eruption of Mt. St. Helens

National Geographic - The Fire Below Us - Remembering Mt. St. Helens

Activity 2.10: Culminating Activity: An Analysis of Recent Tectonic Activity

Time: 150 minutes

Description

Students select an area of the world that has recently experienced an earthquake or volcanic eruption. With the knowledge and skills acquired in this unit, they will produce a report that explains the geological reasons for the disturbance. Their report also includes an assessment of both the benefits and costs to those who live in the wake of tectonic activity as well as the international communities response to global disasters. Students are expected to present their findings in both written and map form. Every effort should be made to use GIS, access appropriate websites for information, and use technology to enhance the presentation of their report.

Strand(s): Human-Environment Interactions, Global Connections, Understanding and Managing Change

Learning Expectations

SSV.02 - demonstrate an understanding of the principal features of the earth’s major components: the lithosphere, atmosphere, hydrosphere, and biosphere;

UC1.05 - identify and describe the mechanisms of change within the lithosphere, atmosphere, hydrosphere, and biosphere;

GI2.03 - produce and interpret maps, diagrams, charts, and models;

SS3.01 - interpret the spatial relationships between mountain ranges, occurrences of earthquakes, and tectonic plate boundaries and explain the processes believed to be at work;

HE1.02 - demonstrate an understanding of the trade-offs for humans living in areas subject to natural disruptions (e.g., coastal zones, slopes of active volcanoes, regions of tectonic activity such as California and Japan);

HE2.02 - analyse the effects of environmental hazards (e.g., earthquakes, hurricanes, landslides) on human activities;

GI1.02 - demonstrate an understanding of the technology available for mapping, imaging, and measuring features and phenomena on the surface of the earth;

GC1.04 - identify local, regional, and global issues related to physical geography;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE2b - reads, understands and uses written materials effectively.

Prior Knowledge & Skills

· A complete understanding of the concepts studied and skills used in this unit will be necessary for the student to be successful in this culminating activity

· Skills developed in the use of Arc View 3.2 should be established; however, if necessary refer students to ESRI tutorials www.esricanada.com/k-12

Planning Notes

· Review with students the process necessary to conduct an effective inquiry.

· Review knowledge and concepts presented in this unit.

· Clearly outline expectations and format for reporting their findings.

· Encourage students to think reflectively and creatively.

Accommodations

· ESL students should be paired with a peer to assist them in understanding the requirements for the activity.

· Students with physical limitations should be provided with assistance in conducting and presenting their research - opportunities for an oral report in place of the written report should be made available.

Teaching/Learning Strategies

Students will begin this activity by identifying areas of the world that have recently experienced earthquake or volcanic activity. They will then select one such occurrence and, equipped with the knowledge and skills obtained in this unit, report on the:

· history of tectonic activity in the region selected;

· geological reasons for the most recent disturbance;

· methods of prediction used;

· instruments used to record the event and monitor future activity;

· attempts to safeguard local communities;

· destructive and possibly the beneficial effects of the plate movement;

· immediate effect on nearby populations;

· ability of the affected community to rebuild;

· international communities response to this disaster.

An original map produced electronically with the use of GIS displaying the location of the disturbance, the plate boundaries, as well as affected communities, will be required. Students are encouraged to use supporting visuals, graphs, charts or pictures to enhance their presentation.

Enrichment Opportunity

Students organize a program for the school that has students become active participants in a local organization that supplies aid to natural disaster prone areas of the world.

Resources

Recommended Websites

USGS – http ://volcanoes.usgs.gov/ - recent activity and research

USGS – http ://earthquake.usgs.gov/ - recent activity and research

Assessment & Evaluation of Student Achievement

Task Rubric – Assessing Recent Tectonic Activity

Criteria Expectations	Level 1 (50 – 59%)	Level 2 (60 – 69%)	Level 3 (70 – 79%)	Level 4 (80 – 100%)
Knowledge/ Understanding Demonstrates an understanding of facts and terms associated with tectonic processes.	- demonstrates limited knowledge of facts and terms	- demonstrates some knowledge of facts and terms	- demonstrates considerable knowledge of facts and terms	- demonstrates thorough knowledge of facts and terms
Demonstrates an understanding of the mechanisms of change in the earth’s crust. UC1.05	- demonstrates limited understanding of the mechanisms of change	- demonstrates some understanding of the mechanisms of change	- demonstrates considerable understanding of the mechanisms of change	- demonstrates thorough understanding of the mechanisms of change
Thinking/Inquiry Conducts an inquiry in order to explain the geological reasons for a recent earthquake or volcanic eruption.	- applies few of the skills involved in an inquiry process	- applies some of the skills involved in an inquiry process	- applies most of the skills involved in an inquiry process	- applies all or almost all of the skills involved in an inquiry process
Employs critical thinking skills when assessing human impact, prediction and preparation for tectonic disaster. GC1.04, SS3.01, HE2.02, HE1.02.	- uses critical thinking skills with limited clarity and effectiveness	- uses critical thinking skills with some clarity and effectiveness	- uses critical thinking skills with considerable clarity and effectiveness	- uses critical thinking skills with a high degree of clarity and effectiveness
Communication Uses a map to depict the location of the tectonic occurrence and details about the surrounding area	- uses map with limited effectiveness	- uses map with some effectiveness	- uses map with considerable effectiveness	- uses map with a high degree of effectiveness
Reports in writing the cause and effect of the tectonic activity. GI1.02, GI2.03	- communicates in writing with limited effectiveness	- communicates in writing with some effectiveness	- communicates in writing with considerable effectiveness	- communicates in writing with a high degree of effectiveness
Application Applies concepts and knowledge of plate movement and tectonic theory to a recent situation. SSV.02	- applies concepts and knowledge with limited effectiveness	- applies concepts and knowledge with some effectiveness	- applies concepts and knowledge with considerable effectiveness	- applies concepts and knowledge with a high degree of effectiveness

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Course Overview | Unit 1 | Course Profiles Main Menu