| Students explore varieties of rocks which illustrate the rock cycle, and learn how exposures of crustal igneous rocks can provide clues to Earth’s interior. They also examine data from recorded seismic waves, which can provide evidence on the structure and materials of the Earth’s interior. Students build models of Earth’s interior matching them to the known distribution of seismic wave types mapped on the Earth’s surface. Students analyze the strengths and weaknesses of the leading models of mantle convection as it relates to plate motion and develop an understanding that plate tectonics is the central organizing theory of geology. They follow the example of 20th Century scientists as they analyze and describe the global distribution patterns and characteristics of earthquakes, volcanoes, ocean crust and continental mountain ranges to understand the progression of ideas and discoveries that led to the formation of the plate tectonic theory. Students hypothesize plate boundary type from an analysis of earthquake and volcano characteristics and patterns and use the rules of logic and techniques that address one of the central purposes of geologic inquiry: to discern Earth history. They comprehend and apply stratigraphic and relative age dating principles (original horizontality, superposition, cross-cutting relationships, inclusions) to infer a sequence of events in geology history. They use index fossils to bracket ages and correlate rock layers. Students understand the atomic processes that allow radiometric isotopes to be used to discern absolute ages. They apply absolute age dating techniques in combination with relative age dating techniques to discern the sequence of geologic events. Students also use rate-time-distance equations to calculate average rates of plate motion of geologic features offset or moved by plate motion. |
| STANDARD E1: INQUIRY, REFLECTION, AND SOCIAL IMPLICATIONS Students will understand the nature of science and demonstrate an ability to practice scientific reasoning by applying it to the design, execution, and evaluation of scientific investigations. Students will demonstrate their understanding that scientific knowledge is gathered through various forms of direct and indirect observations and the testing of this information by methods including, but not limited to, experimentation. They will be able to distinguish between types of scientific knowledge (e.g., hypotheses, laws, theories) and become aware of areas of active research in contrast to conclusions that are part of established scientific consensus. They will use their scientific knowledge to assess the costs, risks, and benefits of technological systems as they make personal choices and participate in public policy decisions. These insights will help them analyze the role science plays in society, technology, and potential career opportunities.
E1.1 Scientific Inquiry E1.1D Identify patterns in data and relate them to theoretical models. E1.1E Describe a reason for a given conclusion using evidence from an investigation. E1.1i Distinguish between scientific explanations that are regarded as current scientific consensus and the emerging questions that active researchers investigate. E1.2 Scientific Reflection and Social Implications E1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information. E1.2i Explain the progression of ideas and explanations that lead to science theories that are part of the current scientific consensus or core knowledge. E2.2 Energy in Earth Systems E2.2C Describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation. E3.1A Discriminate between igneous, metamorphic, and sedimentary rocks and describe the processes that change one kind of rock into another. E3.1B Explain the relationship between the rock cycle and plate tectonics theory in regard to the origins of igneous, sedimentary, and metamorphic rocks. E3.2 Interior of the Earth E3.2A Describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated. E3.2B Explain how scientists infer that the Earth has interior layers with discernable properties using patterns of primary (P) and secondary (S) seismic wave arrivals. E3.2C Describe the differences between oceanic and continental crust (including density, age, composition). E3.2d Explain the uncertainties associated with models of the interior of the Earth and how these models are validated. E3.3 Plate Tectonics Theory E3.3A Explain how plate tectonics accounts for the features and processes (sea floor spreading, mid-ocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges) that occur on or near the Earth's surface. E3.3B Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with the cooling and sinking of aging ocean plates that result from their increased density. E3.3C Describe the motion history of geologic features (e.g., plates, Hawaii) using equations relating rate, time, and distance. E3.4 Earthquakes and Volcanoes E3.4A Use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries. E3.4B Describe how the sizes of earthquakes and volcanoes are measured or characterized. E5.3 Earth History and Geologic Time E5.3B Describe the process of radioactive decay and explain how radioactive elements are used to date the rocks that contain them. E5.3C Relate major events in the history of the Earth to the geologic time scale, including formation of the Earth, formation of an oxygen atmosphere, rise of life, Cretaceous-Tertiary (K-T) and Permian extinctions, and Pleistocene ice age. E5.3D Describe how index fossils can be used to determine time sequence. E5.3g Identify a sequence of geologic events using relative-age dating principles. Copyright © 2001-2015 State of Michigan | |
