(9-12) F3

Science Curriculum Preview Committee Clarification of Learning Results

Revised 04/07/04

9-12

F3: Describe the impact of plate movement and erosion on the rock cycle.

Curriculum Organizing Questions

How did plate tectonics affect the types of rocks we see?

How has erosion contributed to the development of these rocks (pick a location)?

Elaboration

Specific Ideas

The formation, weathering, sedimentation, and reformation of rock constitute a continuing "rock cycle" in which the total amount of material stays the same as its forms change. Benchmark 4C2

The solid crust of the earth--including both the continents and the ocean basins--consists of separate plates that ride on a denser, hot, gradually deformable layer of the earth. The crust sections move very slowly, pressing against one another in some places, pulling apart in other places. Ocean-floor plates may slide under continental plates, sinking deep into the earth. The surface layers of these plates may fold, forming mountain ranges. Benchmark 4C4

Earthquakes often occur along the boundaries between colliding plates, and molten rock from below creates pressure that is released by volcanic eruptions, helping to build up mountains. Under the ocean basins, molten rock may well up between separating plates to create new ocean floor. Volcanic activity along the ocean floor may form undersea mountains, which can thrust above the ocean's surface to become islands. Benchmark 4C5

Interactions among the solid earth, the oceans, the atmosphere, and organisms have rsulted in the ongoing evolution evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such such as mountain buuilding and plate movements take place over hundreds of millions of years. NSES D3C pgs. 189-190

Movement of matter between resevoirs … are often accompanied by a chnage in the physical and chemical properties of the matter. carbon, for example, occurs in carbonate rocks such as limestone, in the atmopshere as carbon dioxide gas … NSES D2b p. 189

Developmental & Instructional Implications
Students, however, may show more interest in the phenomena than in the role the phenomena play in sculpting the earth. So teachers should start with students' immediate interests and work toward the science. Students may find it harder to take seriously the less-obvious, less-dramatic, long-term effects of erosion by wind and water, annual deposits of sediment, the creep of continents, and the rise of mountains. Students' recognition of those effects will depend on an improving sense of long time periods and familiarity with the effect of multiplying tiny fractions by very large numbers (in this case, slow rates by long times). Benchmarks p. 71

Examples

Back to Big Ideas Grid F Back to Standard F Back to Index

Curriculum Organizing Questions	How did plate tectonics affect the types of rocks we see? How has erosion contributed to the development of these rocks (pick a location)?
Elaboration
Specific Ideas	The formation, weathering, sedimentation, and reformation of rock constitute a continuing "rock cycle" in which the total amount of material stays the same as its forms change. Benchmark 4C2 The solid crust of the earth--including both the continents and the ocean basins--consists of separate plates that ride on a denser, hot, gradually deformable layer of the earth. The crust sections move very slowly, pressing against one another in some places, pulling apart in other places. Ocean-floor plates may slide under continental plates, sinking deep into the earth. The surface layers of these plates may fold, forming mountain ranges. Benchmark 4C4 Earthquakes often occur along the boundaries between colliding plates, and molten rock from below creates pressure that is released by volcanic eruptions, helping to build up mountains. Under the ocean basins, molten rock may well up between separating plates to create new ocean floor. Volcanic activity along the ocean floor may form undersea mountains, which can thrust above the ocean's surface to become islands. Benchmark 4C5 Interactions among the solid earth, the oceans, the atmosphere, and organisms have rsulted in the ongoing evolution evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such such as mountain buuilding and plate movements take place over hundreds of millions of years. NSES D3C pgs. 189-190 Movement of matter between resevoirs … are often accompanied by a chnage in the physical and chemical properties of the matter. carbon, for example, occurs in carbonate rocks such as limestone, in the atmopshere as carbon dioxide gas … NSES D2b p. 189
Developmental & Instructional Implications	Students, however, may show more interest in the phenomena than in the role the phenomena play in sculpting the earth. So teachers should start with students' immediate interests and work toward the science. Students may find it harder to take seriously the less-obvious, less-dramatic, long-term effects of erosion by wind and water, annual deposits of sediment, the creep of continents, and the rise of mountains. Students' recognition of those effects will depend on an improving sense of long time periods and familiarity with the effect of multiplying tiny fractions by very large numbers (in this case, slow rates by long times). Benchmarks p. 71
Examples