1. Reporting Category: Earth and Space
Plate Tectonics – 2 Lessons

2. 8.(9)B  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: relate plate tectonics to the formation of crustal features; (Readiness Standard)

3. There are three types of plate boundaries
8.(9)B  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: relate plate tectonics to the formation of crustal features; (Readiness Standard)
There are three types of plate boundaries
Convergent boundaries where two plates move TOWARDS each other
Divergent boundaries where two plates move AWAY FROM each other
Transform boundaries where two plates SLIDE PAST each other

4. Subduction zones Trenches and Mountains & Volcanoes
8.(9)B  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: relate plate tectonics to the formation of crustal features; (Readiness Standard)
Convergent boundaries where two plates move TOWARDS each other creating:
Subduction zones
Trenches and
Mountains & Volcanoes

5. rift zones/rift valleys
8.(9)B  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: relate plate tectonics to the formation of crustal features; (Readiness Standard)
Divergent boundaries where two plates move AWAY FROM each other creating:
valleys
rift zones/rift valleys

6. Transform boundaries where two plates SLIDE PAST each other creating:
8.(9)B  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: relate plate tectonics to the formation of crustal features; (Readiness Standard)
Transform boundaries where two plates SLIDE PAST each other creating:
faults and
deforming crust and other features

7. 8.(9)C  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. (Readiness Standard)

8. 8.(9)C  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. (Readiness Standard)
First, the land is surveyed; elevations readings are taken and marked on a map.
Then, contour lines are drawn to connect point of equal elevation.

9. 8.(9)C  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. (Readiness Standard)

10. Anything between 401 and 449 ft.
8.(9)C  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. (Readiness Standard)
50 feet
400
300
A hilltop
100
150
Anything between 401 and 449 ft.

11. 8.(9)C  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. (Readiness Standard)
Contour lines that are closed together indicate a steep slope.
Contour lines that are spaced farther apart indicate a gentle slope.

12. 8.(9)C  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. (Readiness Standard)
Contour lines form a “V” shape when crossing a river or stream. The apex of the “V” points upstream to the higher elevations.

13. 8.(9)C  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. (Readiness Standard)

14. 8.(9)C  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. (Readiness Standard)

15. Hint: look at the shape of the hilltops.
8.(9)C  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. (Readiness Standard)
Hint: Count the contour lines for both hilltops to compare their height.
Hint: look at the shape of the hilltops.

16. Plate Tectonics Vocabulary
Use this link to learn and study the Plate Tectonics Vocabulary terms
There are a few different ways to study these words – look around the site to see the different modes for study the vocabulary

17. Reporting Category: Earth and Space
Water – 1 Lesson

18. This area gets its water from the trinity aquifer
7.(8)C  Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to:  model the effects of human activity on groundwater and surface water in a watershed. (Supporting Standard)
A collection of
Groundwater is called an “Aquifer”
Texas has 3 main aquifers:
The ogallala – the largest
The edwards &
The trinity
This area gets its water from the trinity aquifer

19. Water found underground
7.(8)C  Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to:  model the effects of human activity on groundwater and surface water in a watershed. (Supporting Standard)
Groundwater is:
Water found underground
We usually use wells to get water out of the ground

20. Groundwater Model Fill your cup half full of crushed ice
Use the marker to draw a line (on the outside of the cup) along the top edge of the ice - this line represents the boundary between above ground and underground
above ground
underground

21. Groundwater Model
Pour some clear liquid being sure stay well below the top level of the ice
This represents the water that is underground or the groundwater
above ground
underground
groundwater

22. Groundwater Model
Pour a small amount of colored liquid into the groundwater
This represents the pollutants such as insecticides, herbicides (weed-killers), & fertilizers
Do we want this is our drinking water?
above ground
underground
groundwater

23. Groundwater Model Place a straw into the cup – this represents a well
What happens if we pull too much water out of the ground through a well?
The water level goes down & the well goes dry
above ground
underground
groundwater

24. The well cannot not reach the groundwater
Groundwater Model
What happens if we pull too much water out of the ground through a well?
The water level goes down & the well goes dry
above ground
underground
groundwater
The well cannot not reach the groundwater

25. Groundwater Model What happens if rains? The water level goes up
above ground
underground
groundwater

26. Groundwater Model Add some of the red kool-aid to your model
What happens if pesticides and insecticides are used on lawns & crops?
They get washed down into our groundwater
above ground
underground
groundwater

27. Groundwater Model
Draw lines from the words to the picture to label your “Groundwater” model:
above ground
underground
groundwater
well

28. Groundwater Model
What happens if cover the surface of the earth with too much concrete from buildings, streets, and other features?
The rain water cannot soak into the groundwater and there is flooding
above ground
underground
groundwater

29. Groundwater is part of a cycle.
7.(8)C  Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to:  model the effects of human activity on groundwater and surface water in a watershed. (Supporting Standard)
Groundwater is part of a cycle.
Precipitation such as rain, snow, & sleet soak into the ground and is stored there.

30. People remove “groundwater” with wells.
7.(8)C  Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to:  model the effects of human activity on groundwater and surface water in a watershed. (Supporting Standard)
People remove “groundwater” with wells.
If we remove too much water, the water level goes down and wells either run dry or have to be dug deeper.

31. 7.(8)C  Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to:  model the effects of human activity on groundwater and surface water in a watershed. (Supporting Standard)
If we cover the surface of the earth with roads, parking lots, etc … preventing water from soaking back into the ground:
the groundwater levels go down and
flooding occurs.

32. 7.(8)C  Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to:  model the effects of human activity on groundwater and surface water in a watershed. (Supporting Standard)
If we let pollution sink into the ground – we are polluting the groundwater, making it unsafe to use or drink.

33. Water Vocabulary
Use this link to learn and study the Water Vocabulary terms
There are a few different ways to study these words – look around the site to see the different modes for study the vocabulary

34. Sources
Convergent Boundaries:
Divergent Boundaries:
Transform boundaries:
Contour Line & Topo Maps:
How to Draw Contour Lines:
Plate Tectonics:
Groundwater:
Groundwater: