Michigan Science Benchmark Clarification, Instruction, and Assessment

Benchmark Clarification:
Maps are just one of the tools that scientists use to identify surface features of the Earth. Depending on the type of map, information given in the map’s key can be used to describe the Earth’s surface features.

Students will:

• Interpret different kinds of maps to identify local and regional landforms
• Interpret maps of the continents and maps of the ocean floor to identify global landforms, such as plateaus, mountains, plains, etc.

Key Concepts (voc.)/Tools:
Landforms:

• plains
• deserts
• plateaus
• basins
• Great Lakes
• rivers
• Continental Divide
• mountains
• mountain ranges
• valleys

Tools:

• raised relief maps:
• topographic maps

Real-World Context:

Maps showing local and regional surface features:

• Great Lakes
• local topography

Maps showing global surface features:

• continents
• ocean floors

Instructional Example SCI.IV.1.MS.1

Benchmark Question: What is the Earth’s surface like_
Focus Question: How do different types of maps help us to identify surface features of the Earth_

Students will write their personal definitions of “surface features.” Students will work together to develop one common definition. The teacher should be sure that the final definition includes both features below sea level/ocean floor features and above sea level/continental features

Once a common definition of surface features is complete, the class could brainstorm specific surface features and their locations in the world.

Working in small groups, students will use a variety of maps (i.e., satellite imaging, topographical, physical and relief to compare and contrast designated areas across the U.S. and the world. Each small group will create a model of a specific area/region showing features from various maps that may include plains, deserts, plateaus, basins, the Great Lakes, the Continental Divide, a mountain range, and a mountain chain. Each group of students will present their information to the class. In their presentations, students will describe in detail the characteristics of the surface features and compare their model to the maps they used. After their presentations, students will identify different surface features from stations of topographical maps.

Constructing: SCI.I.1.MS.1, SCI.I.1.MS.4, SCI.I.1.MS.5

Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.3, SCI.II.1.MS.5

Resources/References:

Webliography
http://mtn.merit.edu/mcf/SCI.V.1.MS.1.html

http://nationalgeographic.com/maps/map_links.html#mag

http://topozone.com/find.html

http://www.fourmilab.ch/earthview/vplanet.html

http://www.nationalgeographic.com/maps/physical.html

USGS Topographic Maps Illustrating Physiographic Features: "Use this index to select the names and locations of topographic maps that illustrate the particular physical feature of interest, such asthose resulting from glaciation, karst, tectonics, orvolcanism. The index is also organized by state."
http://rockyweb.cr.usgs.gov/public/outreach/featureindex.html

Map Finder: find 7.5 minute topographic maps by entering zip code, city, or clicking a state image map.
http://edcwww.cr.usgs.gov/Webglis/glisbin/finder_main.pl_dataset_name=MAPS_LARGE

Landforms on Topographic Maps: find examples of landforms depicted on topographic maps inclucing Geologic Structures, Igneous Activity, Mass Movement, Streams, Underground Water, Glaciers, Wind, Waves and Currents.
http://www.csus.edu/indiv/s/slaymaker/Geol10L/landforms.htm

Landform Identification: Cerritos College offers a series of tutorials using topographic maps, photos, and aerial imagery to identify glacial, coastal, volcanic, wind, fluvial, karst, tectonic, and mass wasting landforms. In some cases, exercises are present for students to test their skills in identifying landforms.
http://www2.cerritos.edu/earth-science/tutor/landform_identification.htm

Topographic Map Examples: entire quads depicting landforms and cultural features. File sizes are large.
http://www.csus.edu/indiv/s/slaymaker/Geol10L/wholemaps.htm

Color Landform Atlas of the U.S. offers shaded relief maps (large file size), county maps, black and white maps, satellite image, 1895 maps (Big: 1.92 Mb), and postscript file maps for printing of all 50 states.
http://fermi.jhuapl.edu/states/states.html

Seafloor and Land Elevation Map: spectacular 2 x 2 minute map of earth bathymetry/topography.
http://www.ngdc.noaa.gov/mgg/image/2minsurface/

Tapestry of Time and Terrain: USGS map merging topographic and geologic maps, click on maps for further information on a particular location's physiographic province and geologic age.
http://tapestry.usgs.gov/

Braus, Judy. Geology: The Active Earth. RANGER RICK’S NATURESCOPE SERIES. National Wildlife Federation, 1995.

Deserts/Volcanoes. Bill Nye Video. Disney Educational. (800/295-5010).

Finding Yours Bearings. AIMS.
http://www.aimsedu.org/aimscatalog/

Through The Eyes of Explorers. AIMS.
http://www.aimsedu.org/aimscatalog/

Wetlands, Rivers & Streams. Bill Nye Video. Disney Educational. (800/295-5010).

Classroom Assessment Example SCI.V.1.E.1
Pairs of students will use topographical and ocean floor maps to create a model of a specific geographical area focusing on existing surface features and the surrounding area. They will present their models to the class. They will explain the models and their correlation to the map (See Instructional Example).

(Give students rubric before activity.)

Scoring of Classroom Assessment Example SCI.V.1.E.1

Benchmark Clarification
Forces in the Earth form rocks in different ways.

Students will:

• Describe occurrences that take place on and below Earth’s surface, as rocks continually change (recycle)
• Use the rock cycle as a guide to explain the interconnected relationships among sedimentary, metamorphic, and igneous rocks

Key Concepts (voc.)/Tools

Rock cycle processes:

• Melting, cooling, solidification (igneous rocks)
• Intense heat and pressure creates a new class of rocks(metamorphic rocks)
• Weathering, erosion, deposition, and cementation of sediments from igneous, metamorphic, or sedimentary rocks create a new class of rocks (sedimentary rocks)

Heat source is the breakdown of radioactive elements in the interior of the Earth

Materials:

• silt
• clay
• gravel
• sand
• rock
• lava
• magma
• remains of living things (bones, shells, plants)

Real-World Context
Physical environments where rocks are being formed:

• volcanoes
• ocean trenches
• ocean thermal vents
• mid-oceanic ridges
• metamorphic environments within the Earth’s crust
• caves

Depositional environments:

• ocean floor
• deltas
• beaches
• swamps
• lake bottoms

Instructional Example SCI.V.1.MS.2

Benchmark Question: How are rocks formed_
Focus Question: How is the formation of rocks related to the rock cycle_

Note: This benchmark is best taught after a volcano unit.

Students will observe a variety of rocks. They will collect data on the shape and size of crystals or mineral grains, rock color, and the presence of rock layers. The teacher will ask what is similar and different about these rocks. From these data, students will develop charts and make generalizations to determine which of the three basic groups the rocks fit into. Care must be taken to differentiate sedimentary and metamorphic rocks. Foliated (layered) metamorphic rocks like schist and gneiss often look just like sedimentary rocks

Discussions about where rocks come from will help students infer the cyclical nature of the raw recycled materials necessary to form rocks. Students will demonstrate their understanding of the classification of rocks and how they are formed by drawing a preliminary diagram of the rock cycle and communicating their rationale to the class. Students also will question the conclusions of their peers. If students don’t generate questions about incorrect rock cycles, the teacher will ask leading questions specific to the presented rock cycle. It is important that the teacher allow students to construct meaning on their own.

An accurate rock cycle should include the following ideas:

Igneous rock:

• Can be broken down to form sediments
• Can be exposed to pressure and heat to form metamorphic rock
• Can re-melt to form magma or lava
• Will form from cooled magma or lava

Sedimentary rock:

• Can be broken down to form sediments
• Can be exposed to pressure and heat to form metamorphic rock
• Can melt to form magma or lava

Metamorphic rock:

• Can melt to form magma or lava
• Can be broken down to form sediments
• Can be exposed to pressure and heat to form metamorphic rock

As a class, with teacher guidance, students will use their models and reasoning to complete a traditional rock cycle drawing.

Constructing: SCI.I.1.MS.2, SCI.I.1.MS.3, SCI.I.1.MS.5, SCI.I.1.MS.6

Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.3, SCI.II.1.MS.5

Resources/References:

Webliography.
http://mtn.merit.edu/mcf/SCI.V.1.MS.2.html

http://volcano.und.nodak.edu/

http://www.ucmp.berkeley.edu/exhibit/geology.html

Geology 202: Introduction to Geology: "This site contains notes and self-directed exercises which complement the lectures and laboratories of Geology 202, Introduction to Petrology - a course offered in the Geological Sciences Department of the University of British Columbia (UBC)."
http://www.science.ubc.ca/~geol202/

Organization of Igneous Rocks: a comprehensive guide to igneous rocks. At this easily navigated site, resources are available for igneous rock classification, keys for identification, landforms, phase diagrams, distribution, and a self test.
http://geollab.jmu.edu/Fichter/IgnRx/IgHome.html

Image Gallery: a search engine for rock imagery from UBC. A limited number of landforms images are also available.
http://www.science.ubc.ca/~eoswr/cgi-bin/db_gallery/searchframe.html

Earth’s Crust/Rocks & Soil. Bill Nye Video. Disney Educational. (800/295-5010).

Classroom Assessment Example SCI.V.1.E.2
Create a model of the rock cycle that includes the three basic types of rocks; igneous, metamorphic, and sedimentary. Present this model to the class, sharing understanding of how the rock cycle is used to explain how rocks are formed.

(Give students rubric before activity.)

Scoring of Classroom Assessment Example SCI.V.1.E.2

Benchmark Clarification
Soil formation is related to mechanical (physical) and chemical weathering (link to Glossary) that breaks down rocks and changes the surface of the Earth.

Students will:

• Explain how weathering, erosion (link to Glossary) contribute to soil formation. Note: decomposition is really chemical weathering which would be included under “weathering”
• Explain how mechanical weathering (i.e., frost action, water, and wind) and chemical weathering (i.e., acid rain and acid secretions by decomposers like fungi and lichens) change surface features

Weathering: the process by which rock and other materials at the Earth’s surface are broken down and decomposed by the action of rain, running water, oxidation, wind, and other natural, mechanical, and chemical means

Erosion: the transport of weathered materials from the Earth’s surface by running water, rain, wind, waves, downslope movment, or other natural forces

Key Concepts (voc.)
Chemical and mechanical weathering

Erosion by:

• glaciers
• water
• wind
• down-slope movement

Decomposition (Chemical Weathering) by:

• fungi
• lichens

Real-World Context

Regions in Michigan where erosion by wind, water, or glaciers have occurred:

• river valleys
• gullies
• shoreline of Great Lakes
• along the shoulders of roads
• under downspouts
• chemical weathering from acid rain
• formation of caves
• sinkholes

Physical weathering from frost action:

• potholes
• cracks in sidewalks

Physical and chemical weathering by:

• bacteria
• fungi
• worms
• rodents
• other animals

Instructional Example SCI.V.1.MS.3

Benchmark Question: How does soil determine surface changes over time_
Focus Question: What are the basic soil sample types and what characteristics do they have_

The class will examine three different types of sediments: sand, silt, and clay and compare grain size, shape, and color.

The class will collect and identify three very different types of soil samples by analyzing their components and describing their qualities.

While collecting their samples, students will need to list features of the environment – number of trees, percent of ground cover, standing water, etc.

Students will place their samples in jars with water, shake their jars, and observe them.

Students will record observations of the layers of sediment and measure the depth of each layer.

Students will estimate the percent of sand, silt, and/or clay in their soil samples. They will classify their soil samples based on these estimates.

Students will apply their gathered environmental data to hypothesize what surface changes can occur at the soil sample site due to wind, water, and erosion.

Students will present their findings and discuss their conclusions in written lab reports.

Note: This is a good activity related to soil and surface change. Students may not be able to collect three different types of sediments. Sandy, silty, and clayey soil (soil texture) may not be found on one campus (or town). The teacher may need to get these soils well ahead of time. Surface samples will have plenty of organic matter that will cloud the water so much that it will be difficult to see the sediment. Teachers should get soil samples that are relatively free of organic matter.

Also, the number of trees, percent of ground cover, standing water, etc. are not likely to be distinguished by soil type on a campus as a function of texture because other factors (perched water table, amount of humus, presence of surface impermeable surface) can mask the effect of soil textures.

Constructing: SCI.I.1.MS.1, SCI.I.1.MS.2, SCI.I.1.MS.3, SCI.I.1.MS.4, SCI.I.1.MS.6

Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.2, SCI.II.1.MS.3, SCI.II.1.MS.5

Resources/References:

Webliography.
http://mtn.merit.edu/mcf/SCI.V.1.MS.3.html

County Soil Survey books. USDA. Dig In! Hands-On Soil Investigations. NSTA, 2001.
http://www.geology.iastate.edu

DETERMINATION OF SOIL TEXTURE IN THE FIELD: A University of Florida brochure for using the hand texture test properly.
http://hammock.ifas.ufl.edu/txt/fairs/57390

Soil Quality Information Sheets: concise, readable summaries of soil quality resource concerns like erosion, compaction, salinization, and pesticides. There is also a section on how soil quality can be judged through organic matter, pH, and infiltration.
http://www.statlab.iastate.edu/survey/SQI/sqiinfo.shtml

National Resources Conservation Service Educational Resources: an introduction for K-6 level students answering basic questions about the physical, chemical, and biological properties of soil with a special emphasis on soil conservation.
http://www.nhq.nrcs.usda.gov/CCS/squirm/skQ13.html

NASA's Soil Science Education Page: "This page contains a lot of new, exciting, funand informative material on the soil."
http://ltpwww.gsfc.nasa.gov/globe/index.htm

Classroom Assessment Example SCI.V.1.MS.3

Each student will write an essay that answers the following questions:

• How does the soil type affect the amount of water that is filtered or remains on the surface_
• How does that water contribute to surface erosion_
• How does that water contribute to the creation of landforms such as caves, gullies, etc._

Each student will create a visual aid (i.e., a picture, map, 3D model) that lists the three basic soil types and describes their characteristics.
Each student will orally present his or her essay and visual aid to the class.

(Give students rubric before activity.)

Scoring of Classroom Assessment Example SCI.V.1.MS.3

Benchmark Clarification
Fossil records are used to describe the ever-changing nature of the Earth’s surface.

Students will:

• Explain how these rocks and fossils can be used to determine and date the age of a specific rock layer

Key Concepts (voc.)

• fossils
• extinct plants and animals
• ages of fossils
• rock layers
• timelines
• relative dating

See Ancient life (SCI.III.4.E.1).

Real-World Context

Fossils found in:

• gravel
• mines and quarries
• rocks on beaches (Petoskey stones)
• museum displays
• Michigan examples of layered rocks
• specific examples of extinct plants and animals such as dinosaurs

Instructional Example SCI.V.1.MS.4

Benchmark Question: How do the Earth’s features change over time_
Focus Question: How is rock layering used to explain the age or geologic history of the Earth_

Students will discuss timelines:

• What are they_
• Who uses them_
• How could they be useful in the study of the Earth_ The teacher will display and explain a geologic timeline.

Students will:

• use a variety of maps, rocks, fossils, and visual aids/media to collect data on rock layers.
• use this information to classify various fossil types found within specific rock layers.
• interpret data and place their fossils in the appropriate geological time period.

Once this process is complete, students will apply the information to a new fossil and correctly place the new fossil in the correct geological time period.

Constructing: SCI.I.1E.1, SCI.I.1.MS.2, SCI.I.1.MS.3, SCI.I.1E.4, SCI.I.1.MS.5, SCI.I.1.MS.6
Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.3, SCI.II.1.MS.5, SCI.II.1.MS.6

Resources/References:

Webliography.
http://mtn.merit.edu/mcf/SCI.V.1.MS.4.html

Fossils, Rocks, and Time—This 24-page free booklet explains the basics of how fossils are used in establishing time sequence in geology. 94-0054

Geologic Time—“This 20-page booklet explains relative and radiometric time scales and how geologists measure the age of the Earth. It illustrates the scientific processes that are used to interpret the Earth's geologic history. 94-0121”
http://pubs.usgs.gov/gip/fossils/

Michigan Stratigraphy (rock layers): The Michigan Department of Environmental Quality (DEQ)
archives a number of maps dealing with Michigans stratigraphy.
http://www.deq.state.mi.us/gsd/freepaga.html#TOP

Dinosaurs Fact and Fiction: "contains answers to some frequently asked questions about dinosaurs, with current ideas and evidence to correct some long-lived popular misconceptions."
http://pubs.usgs.gov/gip/dinosaurs/

Geological Time Machine: The University of California at Berkeley Museum of Paleontology offers the easily navigable Geological Time Machine with sections on stratigraphy with information about deposition, nomenclature, and strata identification; ancient life with an overview of major biological events, including origin and extinction of important groups;localitieswith resources about particular fossil localities, and tectonics which discusses continental migrations, changes in global circulation, and climate change. This site also offers links to K-12 educational resources and museum exhibits.
http://www.ucmp.berkeley.edu/help/timeform.html

American Museum of Natural History.
http://www.amnh.org/

VanBurgh, Dana. How To Teach With Topographic Maps. NSTA, 1994.
http://www.amnh.org/exhibition/fossil_halls/personalities/index.html

http://www.nationalgeographic.com/

http://www.usgs.gov/

Classroom Assessment Example SCI.V.1.MS.4

Pairs of students will compose a newspaper article on a animal fossil and include the following information: the climate in which it lived, how the organism moved, what it ate, and what it looked like. Based on their understanding of that information, small groups of students will create a travel brochure showing what life was like during that time period and why people would want to visit that time period. The brochure should include information about their fossils, illustrations of their fossils, and details about the geological time period.

(Give students rubric before activity.)

Scoring of Classroom Assessment Example V.1.MS.4

Benchmark Clarification
Human activities such as mining, logging, farming, and building houses, malls, and highways have changed the surface of the Earth.

Students will:

• Investigate how humans have caused positive and negative changes to the surface of the Earth

Key Concepts (voc.)

Types of human activities:

• surface mining
• construction and urban development
• farming
• dams
• landfills
• restoring natural areas

Real-World Context

• local example of surface changes due to human activities listed in the Key Concepts
• local examples of negative consequences of these changes:
  • groundwater pollution
  • destruction of habitat and scenic land
  • reduction of arable land
  • soil erosion
  • flooding due to the increase in impermeable surfaces
• Local examples of positive consequences:
  • soil conservation
  • reforestation
  • restoring habitats: forests, wetlands, prairies

Instructional Example SCI.V.1.MS.5

Benchmark Question: How has technology changed the surface of the Earth_
Focus Question: What is the effect of interactions between humans and technology in your local area_

Through student discussion groups, field trips, and inquiry-based activities, students will observe the positive and negative effects associated with a technological society. Students will collect data through the use of observations and measurements on a variety of environmental effects linked to humans’ use of automobiles, industry, agriculture, construction, sewage disposal, and manufacturing. Students will then use concept maps to visually connect these relationships.

Students will develop real-world connections by producing a plan for their local community that will address one of the above issues and communicating that plan to an appropriate agency or government body. Students could also use this information to write a letter to the editor of a local newspaper.

Constructing: SCI.I.1.MS.1, SCI.I.1.MS.3, SCI.I.1.MS.5, SCI.I.1.MS.6

Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.3, SCI.II.1.MS.4, SCI.II.1.MS.5

Resources/References:

Webliography.
http://mtn.merit.edu/mcf/SCI.V.1.MS.5.html

Land and People: Finding a Balance—for reference and the brighter student: “This teaching packet for high school challenges students to examine current environmental issues in three different regions and helps them prepare to find a balance between humans and the environment in the future. It contains a teaching guide, a colorful poster, and separate activities. The student materials include a reading about each region, a focus question that leads to role-playing activities, and scientific data about the region. 97-0350”
http://www.usgs.gov/education/learnweb/LandPeople/

Guide to Environmental Issues: “The Guide offers basic information on numerous environmental topics. Frequently asked questions are answered in plain English, and an extensive glossary gives nonbureaucratic definitions for more than 200 environmental terms. The Guide includes synopses of federal environmental laws and six pages of telephone numbers and Hotlines.”
http://www.epa.gov/students/guide_to_environmental_issues.htm

Terms of Environment “defines hundreds of terms in non-technical language the more commonly used environmental terms appearing in EPA publications, news releases, and other Agency documents available to the general public, students, the media, and Agency employees.
http://www.epa.gov/students/terms_of_environment.htm

U.S. EPA Student Center: designed for the K-12 audience, a complete guide to environmental issues relating to air, water, and land.
http://www.epa.gov/students/text.htm

River Cutters. GEMS.
http://www.lhs.berkeley.edu/GEMS/

Wright, Russell. Gold Rush! Rocks & Minerals Module. NSTA, 1996.

Wright, Russell. Oil Spill! Oceanography Module. NSTA, 1995.

Classroom Assessment Example SCI.V.1.MS.5

Each student will create a concept map that connects the relationships of positive and negative effects associated with a technological society and will develop a written plan that identifies and explains one of the identified issues. Each student will show cause and effect relationships with arrows on the concept map to support his or her claims. Each student will write a letter to the editor and propose solutions that offset the negative effects of this technology.

(Give students rubric before activity.)

Scoring of Classroom Assessment Example V.1.MS.5