1. The Geosphere

2. Your warm up Is at your desk Warm up

3. What do you think we are studying today?

4. How many? Earth has _______________layers. They are : 1. 2. 3. 4.

5. On a sheet of paper, measure the middle on the short side and place a mark where the middle is Use your ruler to draw a straight line from the middle mark to the opposite upper corner of the paper Use your ruler to draw a straight line from the middle mark to the opposite lower corner of the paper You should now have a large triangle on your paper. Make a model of the layers

6. Obtain a computer Go to my website Click on lithosphere unit, click on lithosphere ppt 1. Rubric and information

7. 1. Put your name on the back of the paper 2. Use a calculator to determine the depth in cm each layer should be on your slice of Earth. Use the table on the next slide. 3. Use a ruler to mark off the location of each layer on your slice 4. Label each layer: mark the location of the lithosphere and asthenosphere, and the location of convection currents in the mantle 5. Include: thickness of each layer, composition of each layer, state of matter, density of each layer on your model 6. For crust, make sure to include BOTH types of crust, thicknesses of both, composition of both, and density of both 7. On the back, include a short description of each layer and include one unique thing about each layer Rubric

8. Earth LayerActual depthScale multiplierDepth on model (cm) Crust30 km0.0045 cm/km Mantle2890 km0.0045 cm/km Outer core2260 km0.0045 cm/km Inner core1220 km0.0045 cm/km Rubric continued

9. The Crust The crust is only 3-5 miles (8 km) thick under oceans and 25 miles (32 km) thick under continents.

10. The Lithospheric Plates The crust of the Earth is broken into many pieces called plates. The plates "float" on the soft, semi- rigid asthenosphere.

11. The Lithosphere The crust and the upper layer of the mantle together make up a zone of rigid, brittle rock called the Lithosphere.

12. The Crust The crust is composed of two rocks. The continental crust is mostly granite. The oceanic crust is basalt. Basalt is much denser than the granite. Because of this the less dense continents ride on the denser oceanic plates.

13. The Mantle The Mantle is the largest layer of the Earth (2,900 kilometers (1,802 miles) ). The middle mantle is composed of very hot dense rock that flows like asphalt under a heavy weight. The movement of the middle mantle (asthenosphere) is the reason that the crustal plates of the Earth move.

14. The Asthenosphere The asthenosphere is the semi-rigid part of the middle mantle that flows like hot asphalt under a heavy weight.

15. Convection Currents The middle mantle "flows" because of convection currents. Convection currents are caused by the very hot material at the deepest part of the mantle rising, then cooling and sinking again --repeating this cycle over and over.

16. The Outer Core The core of the Earth is like a ball of very hot metals. The outer core is so hot that the metals in it are all in the liquid state. The outer core is composed of the melted metals of nickel and iron. The circulation of the outer core is thought to cause Earth’s magnetic field.

17. The Inner Core The inner core of the Earth has temperatures and pressures so great that the metals are squeezed together and are not able to move about like a liquid, but are forced to vibrate in place like a solid.

18. Do not break any of the plastic bags or containers No horseplay You will have 15 minutes for this lab Put away all supplies when your finish Lab activity: Earth’s layers lab

19. The End: Layers of the Earth exit slip 2. Which layer of the Earth is made up of tectonic plates? a.The core b.The mesosphere c.The asthenosphere d.The lithosphere 1. Imagine you could drill a hole all the way to the center of the Earth. Assuming that you drill the same speed the entire way, which layer would take the longest to drill through? a.Crust b.Mantle c.Outer core d.Inner core By which method is heat from deep in Earth’s interior transferred to the crust? A. Conduction in the ocean B. Convection in the mantle C. Radiation from the solid core D. Evaporation at mid-ocean ridges

20. Your warm up is at your desk. Warm up

21. EEn.2.1.1 Explain the rock cycle in enough detail to relate the cycling of materials - formation and destruction of the three major rock types to the forces responsible: physical and chemical weathering, heat and pressure, deposition, foliation and bedding. The forms of energy that drive the rock cycle include heat and mechanical (gravitational potential) energy NC Standard

22. The Rock Cycle

23. HOW ROCKS RECYCLE ?  The rock cycle is a general model that describes how various geological processes create, modify, and influence rocks  The origin of all rocks can be ultimately traced back to the solidification of molten magma  Magma consists of a partially melted mixture of elements and compounds commonly found in rocks  Magma exists just beneath the solid crust of the Earth in an interior zone, the mantle  The Rock Cycle shows how rocks of any rock class can be recycled into rocks of any other rock class.

24. Stages in the Rock Cycle  All rock types physically and chemically decomposed by a variety of surface processes collectively known as weathering  The debris thus created often transported by erosional processes via streams, glaciers, wind, and gravity  When this debris is deposited as permanent sediment, the processes of burial, compression, and chemical alteration over long periods of time produce sedimentary rocks  Geologic processes like tectonic folding and faulting exert heat and pressure on both igneous and sedimentary rocks, altering them physically or chemically – rocks modified in this way are termed metamorphic rocks  Any of the rock types can eventually be returned to Earth's interior by tectonic forces at areas known as subduction zones  Once in Earth's interior, extreme pressures and temperatures melt the rock back into magma to begin the rock cycle again

25. Rock Classification Igneous Rocks form due to the cooling and crystallization of magma Sedimentary Rocks form through lithification of sediments from other rocks Metamorphic Rocks form via recrystallization of other rocks due to heat, pressure, and chemical alteration

26. When we melt rocks and cool rocks we get?

27. IGNEOUS ROCKS VS

28. IGNEOUS ROCKS Texture What determines the different textures of igneous rocks? Mythbusters-which one is true?: 1. texture is determined by the minerals that make up the rock 2. texture is determined by whether the rock cooled underground or above ground (cooling rates) 3. texture is determined by the density of the rock

29. Intrusive= large grains, cooled slowly Extrusive=small grains, cooled fast Texture

30. VS

31. Igneous Rocks

32. What do you get if you: 1. weather igneous, metamorphic, or sedimentary rocks 2. transport them somewhere else 3. deposit them 4. squash them 5. cement them together?

33. Sedimentary rocks- There are 3 types: Where do you think these formed and out of what materials did they form? 1. 2. 3.

34. Subclasses of Sedimentary Rocks: 1. Clastic: form from bits and pieces of other rocks 1. Chemical: consist of minerals deposited from a solution 1. Organic: consist of organic matter such as plants and animal remains SEDIMENTARY ROCKS

35. Most sedimentary rocks are formed of layers of materials that have washed into lakes, rivers and oceans – Sedimentary rocks form strata Often layers are tilted by earth movements Sedimentary rocks contain fossils How do sediments turn into hard rock?  Through Lithification Processes:  Compaction  Cementation  Crystallization

36. Sedimentary Rocks

37. What do you get if you add heat and pressure to igneous, sedimentary or metamorphic rocks?

38. METAMORPHIC ROCKS Metamorphic rocks are rocks that have been changed in form due to heat, pressure, and chemical alteration. FOLIATED vs NONFOLIATED Slate Marble Schist Quartzite Gneiss Poll everywhere- 2 truths and a lie PICK the LIE!!!

39. Metamorphic Rocks

40. What energy drives the rock cycle?

41. Complete the candy rock cycle activity. Each person should answer questions and create the rock cycle diagram. Around the room, there are some pictures and samples of different rocks. Figure out which part of the rock cycle the pictures show Follow the directions on the sheets for the rocks. Handle rocks carefully. Do not mix up samples or move the rocks around the room. Rock cycle

42. Quizlet live Follow instructions on board Game

43. Rock cycle activity Around the room are several samples and images Samples are fragile and cannot be replaced. Handle them carefully On a sheet of paper, identify if you think the sample is igneous, metamorphic or sedimentary If it is igneous, write down intrusive or extrusive, and mafic or felsic If it is metamorphic write down foliated or non foliated If it is sedimentary identify if it is clastic, chemical, or organic For each picture, identify the stage of the rock cycle it is from

44. Which rock was your favorite? Which stage in the rock cycle is your favorite? Closure

45. Quizlet live warm up Warm up

46. Kahoot Review

47. The Rock Cycle

48. Explain how various mechanisms (mantle convection, ridge push, gravity pull) drive movement of the lithospheric plates. Infer the relationship between the type of plate boundary and the locations of various features such as ocean trenches, mountain ranges and mid-ocean ridges. (Relate to the development of the theory of plate tectonics and geologic time.) NC standard

49. Alfred Wegener-1915 Developed the idea of continental drift which inspired plate tectonics Noticed continents seemed to fit together like a puzzle He also cited other evidence including: ancient climate similarities fossil evidence (such as the fern Glossopteris and mesosaurus) and similarity of rock structures. History-the development of the Theory

50. Supercontinents have existed several times in history Time frame Supercontinent nameAge (Ma: millions of years ago) UrUr (Vaalbara)Vaalbara~3,600–2,800 Kenorland~2,700–2,100 Protopangea-Paleopangea~ 2,700-2,600 Columbia (Nuna)~1,800–1,500 Rodinia~1,250–750 Pannotia~600 Pangaea~300

51. Think About It… Look at the map below. Which two continents look like they‘d fit together?

52. Continental Drift… 1.What is the theory of continental drift?  The continents had once been joined as a single landmass that split (drifted) apart. http://rosalieee.files.wordpress.com/2009/01/pangea-continental-drift.jpg?w=596&h=489

53. Continental Drift… 2. What was Pangaea?  the ancient super- continent http://pubs.usgs.gov/gip/dynamic/historical.html

54. 3. Evidence Supporting Continental Drift… a. the puzzle-like fit continents on either side of the Atlantic Ocean http://earthscience.wordpress.com/2007/04/13/day-143-continental-drift-puzzle/

55. Evidence Supporting Continental Drift… Rocks and Fossils b. Rock formations & fossils on both sides of the Atlantic Ocean match. http://choralemaacher.lu/continental-drift-evidence-mountains

56. Evidence Supporting Continental Drift…Fossils http://abyss.uoregon.edu/~js/images/fossil_break.gif

57. c.Climate changes... Coal deposits in Antarctica (warmer and farther north) Glacial erosion in India, Africa, and Australia (colder and farther south) Evidence Supporting Continental Drift…Climate http://blue.utb.edu/paullgj/physci1417/Lectures/Gondwanaland_Glaciations.JPG

58. You will complete this activity individually Cut out the puzzle Lay the puzzle out Glue the completed puzzle in your notebook. Pangaea lab activity

59. Warm up Go to my links and click on warm up 4/18 Enter your name and last initial The passcode is 135

60. Review

65. Fold two sheets of paper hot dog style Nest them inside eachother Cut three doors Glue the uncut side onto a sheet of paper in your notebook WE will make a foldable for your notes

66. The Earth’s crust and upper mantle are broken into sections called plates Plates move around on top of the mantle like rafts What is Plate Tectonics?

69. What is the Lithosphere? The crust and part of the upper mantle = lithosphere 100 km thick Less dense than the material below it so it “floats”

70. What is the Asthenoshere? The plastic layer below the lithosphere = asthenosphere The plates of the lithosphere float on the asthenosphere

72. 2 Types of Plates Ocean plates - plates below the oceans- dense and made mostly of basalt Continental plates - plates below the continents- less dense and made mostly of granite

73. 2. Plate Boundaries a.Divergent – plates separate b.Convergent – plates are moving toward each other c.Transform – slide horizontally past each other Click here to investigate the boundaries… http://geology.com/plate-tectonics.shtml

74. Divergent Boundaries Boundary between two plates that are moving apart or rifting   RIFTING causes SEAFLOOR SPREADING

75. Sea floor spreading Ocean ridge Small volcanoes and shallow earthquakes Oceanic Oceanic divergent

76. Evidence for Seafloor Spreading… a.Ocean rocks and sediments are younger at the midocean ridges.

77. Evidence for Seafloor Spreading… b.Magnetism – Basalt provides an accurate record of ancient paleomagnetism. i.Earth has had a series of magnetic reversals or changes in its magnetic field. ii.These are recorded in the ocean floor. The magnetic pattern on either side of a midocean ridge is a mirror image. DRAW ME!!

79. Continent expands creates rift valley Shield volcanoes form Ocean intrudes (new ocean basin created) Continental continental divergent

81. East Africa Rift Valley… http://geology.com/articles/east-africa-rift.shtml

82. The Midocean Ridges http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/p_midoceanridges.html

85. Convergent Boundaries Boundaries between two plates that are colliding   There are 3 types…

86. Type 1 Ocean plate colliding with a less dense continental plate Subduction Zone: where the plate with the higher density slides under the less dense plate Composite VOLCANOES (volcanic arc) occur at subduction zones Trench

87. Convergent Boundaries: 1.Subduction is… … the process of one plate going under another. The process of subduction creates a deep-sea trench. 2.The underground edge of the subducting plate melts because… it is pulled deep into Earth’s crust. Melted crust rises to form a volcanic island arc or volcanic mountain range.

89. Andes Mountains, South America

90. Type 2 Ocean plate colliding with another ocean plate The older, more dense plate slides under the younger, less dense plate Deep ocean trench Volcanic island arc Earthquakes that can cause tsunamis

92. Aleutian Islands, Alaska

93. Type 3 A continental plate colliding with another continental plate Have Collision Zones: a place where folded and thrust faulted mountains form. No subduction occurs Example: Appalachian mtns

96. Transform Fault Boundaries Boundary between two plates that are sliding past each other Strong EARTHQUAKES along faults

98. San Andreas Fault, CA

99. Questions... What are the three types of boundaries? What direction do plates go for each? Which boundary has a subduction zone…what occurs at a subduction zone?

100. Seafloor Spreading

101. Evidence for Seafloor Spreading… a.Ocean rocks and sediments are younger at the midocean ridges.

102. Evidence for Seafloor Spreading… b.Magnetism – Basalt provides an accurate record of ancient paleomagnetism. i.Earth has had a series of magnetic reversals or changes in its magnetic field. ii.These are recorded in the ocean floor. The magnetic pattern on either side of a midocean ridge is a mirror image.

103. DRAW ME!!

104. Warm up Team Kahoot

105. Describe the anatomy of an earthquake. Locate earthquakes – epicenter and focal point – and relate to different types of plate boundaries. Explain how the release of energy of various types of earthquakes relates to magnitude, and P and S waves NC standard

106. 1. Add the three types of faults to your plate boundary foldable/OR create a new 3 door foldable for notes 2. draw a diagram of an earthquake and label the focus and epicenter 2. Create a table for your notes that looks like this to organize earthquake waves For notes today Type of waveMotion (picture)Arrival timeWhat does it travel through damage

107. 3. compare and contrast magnitude and intensity for measuring earthquakes. Use a venn diagram from classroomtools.net. Take a screen shot of your diagram and mail it to Mrs. Chapel. Notes cont.

108. 3. Shear stress causes rocks to slide past each other resulting in strike-slip faults 2. Compression squeezes rock together resulting in reverse faults 1.Tension pulls rocks apart resulting in normal faults Fault Types ( Credit: U.S. Geological Survey Department of the Interior/USGS) Fault surfaces are surfaces along which rocks move under, over, or past each other. There are 3 types of stresses that cause 3 types of faults. 108 Standard 8-3.8 Table of Contents

109.  Faults caused by blocks of crust pulling apart under the forces of tension are called normal faults. Entire mountain ranges can form through these processes and are known as fault block mountains (examples: Basin and Range Province, Tetons).  In a normal fault, the hanging-wall block moves down relative to the foot-wall block.  The footwall is the underlying surface of an inclined fault plane.  The hanging wall is the overlying surface of an inclined fault plane. Faults: Normal Faults Hanging Wall Footwall Relative movement of two blocks indicating a normal fault. ( Credit: Modified after U.S. Geological Survey Department of the Interior/USGS) Diagrammatic sketch of the two types of blocks used in identifying normal faults. Hanging Wall Foot Wall Footwall block Hanging wall block 109 Table of Contents

110.  Faults caused by blocks of crust colliding under the forces of compression are called reverse faults.  Reverse faults are a prevalent feature in continent-continent collisions. Usually, there is also accompanying folding of rocks.  During reverse faulting, the hanging wall block moves upward (and over) relative to the footwall block. Faults: Reverse Faults Hanging Wall Foot Wall Footwall block Hanging wall block Relative movement of two blocks indicating a reverse fault. ( Credit: U.S. Geological Survey Department of the Interior/USGS) Diagrammatic sketch of the two types of blocks used in identifying reverse faults. Hanging Wall Footwall 110 Table of Contents

111. In the example above, the fence has been offset to the right, therefore it is called a right lateral strike-slip fault. ( Credit: U.S. Geological Survey Department of the Interior/USGS)  Strike-slip faults occur when two blocks move in horizontal but opposite directions of each other.  Depending on the direction of offset, it can be a “right-lateral offset” or a “left-lateral offset.” The photograph above displays a light- colored pegmatite vein offset to the right in a schistose matrix. Photo courtesy of K. McCarney-Castle. Faults: Strike-slip faults Right-lateral offset 111 Table of Contents

112. Earthquakes : The Focus and Epicenter of an Earthquake The point within Earth where faulting begins is the focus, or hypocenter The point directly above the focus on the surface is the epicenter

113. What are Seismic Waves? Response of material to the arrival of energy fronts released by rupture Two types: Body waves P and S Surface waves R and L

114. Body Waves: P and S waves Body waves P or primary waves fastest waves travel through solids, liquids, or gases compressional wave, material movement is in the same direction as wave movement S or secondary waves slower than P waves travel through solids only shear waves - move material perpendicular to wave movement

115. Surface Waves: R and L waves Surface Waves Travel just below or along the ground’s surface Slower than body waves; rolling and side-to-side movement Especially damaging to buildings

116. How many stations do you need to locate the epicenter of an earthquake? Which waves arrive first?: p waves or s waves. What kind of fault is located at a divergent boundary? Closure

117. Quizlet live Exit ticket quiz on plate boundaries Warm up

118. Describe the anatomy of an earthquake. Locate earthquakes – epicenter and focal point – and relate to different types of plate boundaries. Explain how the release of energy of various types of earthquakes relates to magnitude, and P and S waves NC state standard

119. How is an Earthquake’s Epicenter Located? Seismic wave behavior P waves arrive first, then S waves, then L and R Average speeds for all these waves is known After an earthquake, the difference in arrival times at a seismograph station can be used to calculate the distance from the seismograph to the epicenter.

120. How is an Earthquake’s Epicenter Located? Three seismograph stations are needed to locate the epicenter of an earthquake A circle where the radius equals the distance to the epicenter is drawn The intersection of the circles locates the epicenter

121. How are the Size and Strength of an Earthquake Measured? Modified Mercalli Intensity Map –1994 Northridge, CA earthquake, magnitude 6.7 Intensity subjective measure of the kind of damage done and people’s reactions to it isoseismal lines identify areas of equal intensity

122. How are the Size and Strength of an Earthquake Measured? Magnitude Richter scale measures total amount of energy released by an earthquake; independent of intensity Amplitude of the largest wave produced by an event is corrected for distance and assigned a value on an open-ended logarithmic scale

123. What are the Destructive Effects of Earthquakes? Ground Shaking amplitude, duration, and damage increases in poorly consolidated rocks

124. No roughhousing Treat materials with respect Be very careful with slinkys. Do not twist slinkys or cause them to become tangled. Follow lab directions very carefully. Lab will be collected for a grade You may hand in ONE answer sheet for each team. Lab activity

125. EEn.2.1.2 Infer the locations of volcanoes, earthquakes and faults (strike-slip, reverse and normal) from soil, geologic and topographic map studies. (Relate fault locations/types to plate boundaries.) Make predictions based on data gathered over time in conjunction with various maps NC standard

126. Causes of Plate Tectonics

127. Convection Currents Hot magma in the Earth moves toward the surface, cools, then sinks again. Creates convection currents beneath the plates that cause the plates to move.

128. Causes of Plate Movements… Definitions… c. Convection – transfer of thermal energy by the movement of heated matter d. Convection current – pattern of motion produced by warmer matter moving up and cooler matter sinking http://library.thinkquest.org/C003124/images/convect.jpg

129. Causes of Plate Movements… 3. The tectonic plates move by… a.… The rising part of the convection current spreads out as it reaches the upper mantle which lifts and splits the lithosphere at divergent plate boundaries. b.… The downward part of the convection current creates a sinking force that pulls tectonic plates downward at convergent boundaries.

130. Causes of Plate Movements… 3. The tectonic plates move by… c. … Ridge push - the force created by the weight of the uplifted ridge which pushes an oceanic plate towards a trench. (at a subduction zone) d. … Slab pull - process in which the weight of the subducting plate helps pull the trailing lithosphere into the subduction zone.

131. Causes of Plate Movements…

132. http://www.fas.org/irp/imint/docs/rst/Sect2/Sect2_1b.html

134. Closure Questions... Which earthquake waves create the most damage: primary, secondary, surface? How many seismic stations are needed to determine the epicenter of an earthquake? 1, 2, 3, 4? What causes plates to move? How is a convection current formed?

135. Quizlet live Warm up

136. Which earthquake waves create the most damage: primary, secondary, surface? How many seismic stations are needed to determine the epicenter of an earthquake? 1, 2, 3, 4? What causes plates to move? How is a convection current formed? Review

137. 1. Each person should complete the mapping plate boundaries activity 2. Once you finish, obtain the volcano research worksheet 3. Use your computer to answer all the questions 4. When you finish the volcano research, show it to Mrs. Chapel and receive your volcano planning sheets and project rubric 5. The planning sheet should be completed as a group 6. If you are waiting for group members to finish the volcano research sheet, you may research ways to build a volcano model. Agenda

138. 3. What do geologists call the earth’s crust and upper mantle? A. Asthenosphere B. Lithosphere C. Mesosphere D. Atmosphere 1. From your mapping activity, where do most volcanoes and earthquakes occur? 2. If a volcano’s magma is high in silica, the volcano will probably A. Erupt quietly B. Remain dormant C. Erupt explosively D. Produce dark colored lava Closure

139. 1.Go to my links and click on the warm up 4/22 link 2.The passcode is 135 3.When you finish, I will have the quizlet live code up here on the smartboard Warm up activities today 4/22

140. We will be studying human impact on the lithosphere through a series of short videos Each video will have an assigned activity attached Each activity will be a homework grade Complete the activities on a sheet of paper. Title each video. Human impact on the lithosphere video series

141. Urbanization https://www.youtube.com/watch?v=IHoayVYfTVU Deforestation https://www.youtube.com/watch?v=LR9Ma6gmKRA https://www.youtube.com/watch?v=M4jhjt1_eyM https://www.youtube.com/watch?v=-8qObaXKrHw http://channel.nationalgeographic.com/videos/deforestation-planet/ Agriculture https://www.youtube.com/watch?v=w9RxnuBiFbg https://www.youtube.com/watch?v=Ego6LI-IjbY Series 1

142. Agriculture https://www.youtube.com/watch?v=w9RxnuBiFbg https://www.youtube.com/watch?v=Ego6LI-IjbY https://www.youtube.com/watch?v=VerhJJUsy_g Soil salinity: https://www.youtube.com/watch?v=3QLeSReHnYY Desertification: https://www.youtube.com/watch?v=w9RxnuBiFbg https://www.youtube.com/watch?v=guTek7ipD4U Video series

143. A = Adjective: List a word or two that describes something you saw or learned. E = Emotion: Describe how a particular part of the segment made you feel. I = Interesting: Write something you found interesting about the content/topic. O = Oh!: Describe something that caused you say “Oh!” U = Um?: Write a question about something you learned or want to learn more about. AEIOU

144. 2. Begin work on the group portion of the activity Make sure your group follows the rubric All members need to participate All materials used need to be returned to where you got them 1. Complete the volcano research activity which is an individual activity You may listen to your music while you complete this activity When you finish, show the finished research sheet to me Make sure I put the grade in my gradebook Agenda

145. 3. Which would produce the most severe earthquake damage along the surface of Earth? A an earthquake with a deep focus and a magnitude of 2.5 B an earthquake with a shallow focus and a magnitude of 2.5 C an earthquake with a deep focus and a magnitude of 4.5 D an earthquake with a shallow focus and a magnitude of 4.5 1. If a volcano’s magma is high in silica, the volcano will probably A. Erupt quietly B. Remain dormant C. Erupt explosively D. Produce dark colored lava 2. What is viscosity? closure

146. Lithosphere Quizziz Warm up

147. EEn.2.2.1 Explain the need for and consequences of various types of land use such as urbanization, deforestation and agriculture. NC standard

148. Deforestation: https://www.youtube.com/watch?v=LR9Ma6gmKRA Video series continued-human impacts

149. You have 60 seconds to write down as many facts as possible After the timer goes off, turn and talk to your table partner about the facts you wrote. star or circle similar items listed in your quick write. Add any facts to your list that your partner has that you DON’T have. Now use this information to write a 3 sentence summary of the video Quick Writes

150. We will watch this video without the sound. https://www.youtube.com/watch?v=w9RxnuBiFbg https://www.youtube.com/watch?v=w9RxnuBiFbg As you watch the segment, describe what you are seeing. record responses on paper. When the segment has ended, we will discuss what we think happened in the video Next Video

151. 1. Work on the volcano planning packet and finish the packet by the end of the period 2. Make a list of required materials to build your model 3. Begin making your presentation Agenda

152. Using up to 4 words answer the following questions What is urbanization? What is deforestation? What is desertification? Closure

153. Your warm up is at your table Warm up

154. Explain the need for and consequences of various types of land use such as urbanization, deforestation and agriculture. NC standard

155. Desertification

156. Soil salinization

157. overgrazing

158. Deforestation

159. urbanization

160. Agriculture: pollution/water depletion

161. EEn.2.2.1 Explain the effects of human activity on shorelines, especially in development and artificial stabilization efforts. Explain the effects of human activity on mountainsides, especially in development and artificial stabilization efforts. NC standard

162. You will be creating a concrete or shape poem with information you learn from these videos After watching the video, you will draw the outline of one image, or a series of images, that represent what the main concept of the video segment was. fill in the outline of your shape(s) with facts from the video. You will do one for each of the following videos Shape poem

163. Coastal erosion methods: https://www.youtube.com/watch?v=nujYG_b8lI8 Beach nourishment: https://www.youtube.com/watch?v=EkJuI2DDHKs Video series-beach stabilization techniques

164. Mountain top removal: https://www.youtube.com/watch?v=p5RcbPZXUZo https://www.youtube.com/watch?v=c5wmUkpOCKE The last mountain: https://www.youtube.com/watch?v=6neSdVOh_BM Video series-mountaintop removal, mountain stabilization techniques

165. Examine one of these videos through the perspective of an object or person represented. Write a 3 sentence narrative (a narrative is a story) explaining what they (the object or person) see, hear, say, and/or experience from that perspective. You have 3 minutes. Quickly share your narrative with your table. You have 1 minute. Different perspectives

166. Finish volcano project packet and decide what materials you need for building Create presentation Begin building with available materials Agenda

167. What are some pros and cons of beach nourishment? What are some pros and cons of mountaintop removal? Closure

168. Desertification A. Deterioration of land to the point that it becomes desertlike. B. the accumulation of salt in the soil C. The wearing away of topsoil by wind or water D. Is a method of ridding the soil of harmful pests Salinization A. Is a method of ridding the soil of harmful pests B. Is the accumulation of salt in the soil C. Destroys the soil forever D. Is a byproduct of drought Definitions-review

169. Urbanization can be best described as A. The tendency for cities to develop large suburbs B. The decline of the inner city as residents move to the suburbs C. The revitalization of downtown areas that have fallen into decline D. The growth of cities caused by the migration of people from rural areas to the cities Overgrazing- What is a possible result of overgrazing? A. Most of the grass dies off B. The soil is eroded C. The land is invaded by shrubs or cactuses D. All of the above Definitions (review):

170. Quizlet live Warm up

171. EEn.2.2.2 Compare the methods of obtaining energy resources: harvesting (peat and wood), mining (coal and uranium/plutonium), drilling (oil and natural gas) and the effect of these activities on the environment. NC standard

172. 1. Fill out the pros and cons of harvesting, mining, and drilling worksheet-should be handed in/checked as part of the video series on Friday. 2. Work on projects- you should finish the presentation today and the packet if you haven’t already. We should have additional time tomorrow to build. 3. closure Agenda

173. 1. Use the handout about harvesting wood and peat to fill out the information about the pros and cons of peat and wood 2. Use the link titled “energy pros and cons link” to fill out the rest of the table-the link is on my site under links Worksheet directions

174. Which source of energy you looked at today seems to be the best choice for the environment? Which one is the worst? Closure

175. Harvesting peat and wood Video series

176. Mining coal Mining uranium https://www.youtube.com/watch?v=vOGPIfPngSY Video series-

177. AEIOU

178. View the video in advance and select 10-15 vocabulary words that are important to the understanding of the content. Print enough copies of your selected vocabulary list for every student to have a copy. 2. Distribute copies of the list of content-related vocabulary words. Have students cut the words out and mix them up. 3. Engage students in vocabulary development activities to review terms: In small groups, have students discuss which words are familiar and share their understanding of the meanings. As a whole group, briefly have students share and review the words and their meanings. 4. Explain to students that, as the video segment plays, they will work with a partner to place the vocabulary words in order as they are heard in the segment. 5. Play the video. 6. After the video segment concludes, have students discuss the sequence of topics from the segment, using the order identified for the vocabulary words and discuss how they were used in context.

179. Natural gas Fracking oil Video series-drilling

180. Select 3 video segments that explain your content or topic visually, as you will be muting the audio. 2. Print the video transcripts. (Look for the transcript under related materials or the button on the video tool bar.) 3. Distribute the transcript to students and provide time for them to quickly skim through the content. 4. Prepare students to carefully examine the visual context clues of the video to match them to the written context clues provided in the text. 5. Play the video without audio. 6. After segment has concluded, have students guess which transcript was correct and provide supporting evidence by highlighting or circling words they felt were represented in the video. 7. Allow time for students to do a quick pair share stating which video segment they feel matches the text and provide evidence to support their answer. 8. Provide the correct answer to which text is being represented. Replay segment without audio to allow students to try and follow along with the text. 9. Repeat this process for additional videos. 10. On a subsequent day, have students watch the segment(s) again and include

181. Closure

182. Warm up

183. Summarize the major events in the geologic history of North Carolina and the southeastern United States. Explain how current geologic landforms developed such as Appalachian Mountains, fall zone, shorelines, barrier islands, valleys, river basins, etc. using the geologic time scale. NC standard

184. Use the program: Capzles http://www.capzles.com Using the information on this powerpoint and the rubric you were provided, create a timeline on the site Capzles. You will need to create an account When you finish, share your completed product with me. This will be a graded assignment Make a Timeline

185. Closure

186. Mountain top removal http://e360.yale.edu/feature/leveling_appalachia_the_legacy_of_mou ntaintop_removal_mining/2198/http://e360.yale.edu/feature/leveling_appalachia_the_legacy_of_mou ntaintop_removal_mining/2198/ https://www.youtube.com/watch?v=UvKe2LYy5pk https://www.youtube.com/watch?v=p5RcbPZXUZo Beach rejuvinati https://www.youtube.com/watch?v=jT79fmq_KNw https://www.youtube.com/watch?v=ZIpyxJY2Cd8 Series 2

187. https://www.youtube.com/watch?v=-8qObaXKrHw https://www.youtube.com/watch?v=ZPvLb2NaoP8 https://www.youtube.com/watch?v=BgZaN2f0gLk

188. Activity 1: Milky Way tectonic plates Activity 3: Seafloor spreading Activity 4: Mapping plate tectonic boundaries Activity 5: Earthquake and faulting lab Activity 6: Volcano research, model, presentation lab activities

189. Infer the locations of volcanoes, earthquakes and faults (strike-slip, reverse and normal) from soil, geologic and topographic map studies. (Relate fault locations/types to plate boundaries.) Make predictions based on data gathered over time in conjunction with various maps. NC standards

190. No horseplay Everyone will participate in the lab SOMEHOW Questions at the end MUST be answered together Questions for the ternary diagram MUST be answered together Non participation or horseplay will result in -10 points on the lab When you finish dump soil out the window Dump test tube contents in the yellow container on the sink Put the lab supplies on the table up front Expectations

191. Get a computer Pick a piece of construction paper from the bin on the table Create a DETAILED diagram of the rock cycle You may enter your diagram in the competition Keep the diagram in your notebook for the notes and activity we will do later AFTER LAB

192. List 1 thing that you learned today. List 1 question you have for today. What are you doing over the weekend? Closure

193. Around the room there are various photos that relate to our new unit of study. Number your paper 1- Listen to where your group/table is assigned to start. When the music starts go to your first location. Write down what you think the image shows/answer the question. When the music stops, move clockwise to the next location. When the music begins, write down what you think the image shows/answer the question. Movement will continue, until you are back to the number you began at. Return to your seat when you reach that location. Gallery walk

194. The Layers of the Earth © Copyright 2006. M. J. Krech. All rights reserved.

195. Felsic/silicic= made of light colored minerals Mafic= made of dark minerals Composition

196. Look in your bag and find the rocks in the bag that you think are sedimentary rocks. What made you think they are sedimentary? Sedimentary rocks

197. Why aren’t ocean basins bigger/continents farther apart if new ocean floor is constantly being made?

198. Select one image or video. It is best if the video or image has many components, as students will be responsible for pulling out several details and different perspectives. 2. Have students examine the image through the perspective of an object or person represented. 3. Ask students to write a narrative explaining what they see, hear, say, and/or experience from that perspective. 4. Allow students to share their stories with other people who wrote from the same perspective and/or different perspectives, to compare and contrast details. Video-multiple perspectives (monoculture vs crop rotation) billy bob etc

199. Explain to students that they will be creating a concrete or shape poem with information they learn from a piece of media. 2. Share with students a video segment from Discovery Education. Tell students they will be asked to recall as much information as they can about the video segment’s content. 3. After viewing the video, instruct students to draw the outline of one image, or a series of images, that represent what the main concept of the video segment was. 4. Students fill in the outline of each shape with facts they learned from the watching the video. 5. After finishing their work, have students share their images in small groups. 6. Display student images in a classroom space to create a mini-mural of concrete poems about one topic or concept. Video series soil salinization/overgrazing