| EARTH
HISTORY COURSE MATRIX |
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SYNOPSIS |
SCIENCE
CONCEPTS |
PROCESSES |
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1. |
Pushing
the Envelope (2 sessions)
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Students
record their observations of several postmarked envelopes. They
use the evidence to make inferences about the envelopes’
origins, travels, and destinations. They consider how the processes
of observation and making inferences contribute to answering
questions. |
•
An observation is information gathered directly by using one
or more of the five senses.
• An inference is a logical
conclusion based on observations and past experience. |
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Make observations and generate evidence to support an idea.
• Share study results with others for critical review.
• Make inferences based on evidence. |
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2. |
Into
the Grand Canyon (4–5 sessions) |
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Students
observe and compare photos and rocks from the Grand Canyon and
begin to generate questions about what they observe. They become
familiar with contemporary history of the Grand Canyon and its
environment, beginning with John Wesley Powell’s scientific
expeditions. |
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The Grand Canyon is a natural landform located on the Colorado
River.
• The Grand Canyon’s history involves both natural
phenomena and human interactions.
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Use photographic and video images of rocks and landforms to
gather data about the Grand Canyon.
• Observe, describe, and compare rocks using appropriate
tools.
• Generate questions to guide further study. |
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3. |
Grand
Canyon Rocks (4–5 sessions) |
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Students
observe and compare photographs and rocks exposed at two locations
in the Grand Canyon. They correlate similar rocks at the two
sites. They observe and compare images of the rock exposed at
a number of locations on the Colorado Plateau and consider how
differential erosion has shaped the landscape. They build the
idea that rock layers make up the landform of the Colorado Plateau. |
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Rock layers, such as those in the Grand Canyon, are three-
dimensional features.
• The sequence of rocks is the same from one location
to another along the canyon; some rock layers are exposed at
other sites on the plateau.
• Differential erosion is caused by differences in the
properties of the rock layers. |
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Observe and compare photographs and rock samples representing
two locations along the Colorado River in the Grand Canyon.
• Use acid to test for the presence of calcium carbonate
in a rock sample.
• Identify and name three sedimentary rocks: limestone,
sandstone, shale.
• Correlate the rocks from two locations along the Colorado
River.
• Investigate how differential erosion has changed the
landscape of the Colorado Plateau. |
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4. |
My
Sediments Exactly (6–9 sessions) |
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Students
investigate the processes of erosion and deposition and how
they contribute to the formation of
sedimentary rocks. They make sand and compare it to other sand
samples. They observe erosion and deposition in a stream table
and consider it in relationship to the source material for sandstone.
They make sandstone in a basin, observe shale, and add a layer
of shale to their basins. |
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Sandstone and shale are sedimentary rocks formed through processes
of weathering, erosion, and deposition.
• Sediments turn into solid rock through the process of
lithification.
• The present is the key to the past.
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Investigate how sand can be made from larger rocks.
• Identify the sediments in sandstone and shale.
• Model the formation of layers of sandstone and shale
in an ancient environment.
• Relate the process of weathering, erosion, and deposition
to the formation of sediments, sedimentary rock, and landforms. |
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page 4
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