Reporting Category: Earth and Space

Plate Tectonics – 2 Lessons

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)

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

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

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

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

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.(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.

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.(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

100

150

300

400

A HILLTOP

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)

Contour lines that are closed together indicate a steep slope.

Contour lines that are spaced farther apart indicate a gentle slope.

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.

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.(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.(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.

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

Reporting Category: Earth and Space

Water – 1 Lesson

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

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

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

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

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?

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

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

The well cannot not reach the groundwater

Groundwater Model

• What happens if rains?• The water level goes up

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

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

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.

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.

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.

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.

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

Sources• Convergent Boundaries: http://www.plainedgeschools.org/swells/plate_tectonics.htm

http://elearning.stkc.go.th/lms/html/earth_science/LOcanada4/403/html/3_en.htm• Divergent Boundaries: http://www.indiana.edu/~geol116/week7/week7.htm• Transform boundaries: http://www.prosser.cps.k12.il.us/Plate%20Tectonics.htm• Contour Line & Topo Maps: http://www.youtube.com/watch?v=6SkpP8QW5Ro• How to Draw Contour Lines: http://dev.nsta.org/ssc/pdf/v4-TS_39.pdf• Plate Tectonics: http://www.indiana.edu/~geol116/week7/week7.htm• Groundwater: http://microbewiki.kenyon.edu/index.php/Groundwater• Groundwater: http://www.groundwater.org/kc/whatis.html