Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. Identify the direction of plate movement given a world plate map with the different types of plates labelled with their geological features.Īgents of metamorphism-heat, pressure, chemicals The Earth’s crust is broken into plates that float on the plastic upper mantle.Ĭonvection cells in the mantle are responsible (the force) for the movement of the continents. State that the evidences of continent shape, and geological feature and fossil correlation suggest that Continental Drift did occur. Using a model, label the layers of the earth and describe the properties of each layer including temperature, pressure, and composition.ĭescribe the difference in wave behavior in different layers of the earth and what these differences signify (that there are different layers).Įxplain that movements of the crust cause layers to become faulted, folded, or displaced. Plot the location of recent earthquake and volcanic activity on a map and identify patterns of distribution How does continuous change in Earth’s surface occur?ĭefine and explain the processes behind earthquakes, volcanoes, ocean basin formation, and mountain building. Explain how sediment is transferred through the agents of gravity, wind, water, and glaciers. Describe soil formation (citing weathering) and list each of its components. Use a diagram of the rock cycle to determine geological processes that led to the formation of a rock type Identify the three classes of rocks (metamorphic, igneous, and sedimentary) and describe their formation. Explain how a fossil forms and what type of rock it is usually found in, and why. Examine several common fossils and match them to their environment of formation, and the order in which they existed throughout time (superposition). Identify mineral samples based on physical properties using identification tests- streak, hardness, cleavage and luster, and reaction to acid. Draw or make a model of the earth showing layers (lithosphere, hydrosphere, and atmosphere) What interactions between the air, water, and land function as forces to form and change rocks and minerals? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content Which MYP assessment criteria will be used? work effectively as individuals and as part of a group by collaborating with others with guidance, analyse data/information to identify trends, patterns and relationships, and use the data to convey understanding/interpretation ask questions of the type: “What will happen if?”, “Why does this happen when?”, and make predictions (“If I do this, then this will happen…”), consistent with the level of complexity of the nits of work covered. with guidance, articulate the problem or research question to be test by a scientific investigation consistent with the level of complexity of the units of work covered Which specific MYP objectives will be addressed during this unit? What will constitute acceptable evidence of understanding? How will students show what they have understood? What task(s) will allow students the opportunity to respond to the unit question? What processes are in place that cause change? The Earth is a dynamic system that is constantly changing. Geoscience processes provide resources needed by society but also cause natural hazards that present risks to society both involve technological challenges, for the identification and development of resources and for the mitigation of hazards.
How the world works/Scientific and technical innovation What are the big ideas? What do we want our students to retain for years into the future? Intercultural understanding and global engagement through these contexts build on the powerful themes of global significance that structure teaching and learning in the PYP. Global contexts provide shared starting points for inquiry into what it means to be internationally minded. Stage 1: Integrate significant concept, area of interaction and unit question Megan Bonafede and Claudia Murphy (2013-2014) Unit 3 Earth’s Systems Rocks and Minerals/Plate Tectonics Stage 2: Backward planning: from the assessment to the learning activities through inquiry.
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