THE DYNAMIC EARTH RATIONALE:
Using
this curriculum web, students will explore the various topics and themes on plate tectonics, volcanism, earthquakes and geologic
time as set forth in the Pennsylvania State Standards (see below for specific standards).
With the inception of the PSSA science assessment this year, the students must assume a larger role for their scientific
education. The role of scientific inquiry in that education has become paramount.
Students today must not only become scientifically aware, they must also become
technologically aware.
Using computers, the Internet and scientific reasoning and inquiry, students will be able to investigate, discover
and actively learn the concepts and process of the dynamic Earth. Students will
understand:
1.
The
processes that shape and reshape the Earth’s surface.
2.
Basic
computer skills to use the Internet for research and discovery.
3.
Investigate and report on various
geologic events and the hazards associated with them.
4.
Look at geologic time and the rock
record.
This curriculum web will focus on 9th grade science standards in Earth and Space science. Although most students have the basic skills necessary to investigate scientific material, they lack the
formal skills to research and discover in depth answers to probing questions. The
activities of The Dynamic Earth will allow students to focus their efforts to become better scientists and students through
inquiry, problem solving and critical thinking.
The following descriptors explain the intent of each standard
category (for specific standards, please see the teacher guide):
3.1 Unifying Themes
Unifying
themes of science and technology provide big ideas that integrate with significant concepts.
There are only a few fundamental concepts and processes that form
the framework upon which science and technology knowledges are organized - motion and forces, energy, structure of matter,
change over time and machines. These themes create the context through which
the content of the disciplines can be taught and are emphasized in each standard.
3.2. Inquiry and Design
The nature of science and technology is characterized by
applying process knowledge that enables students to become independent learners. These skills include observing, classifying,
inferring, predicting, measuring, computing, estimating, communicating, using space/time relationships, defining operationally,
raising questions, formulating hypotheses, testing and experimenting, designing controlled experiments, recognizing variables,
manipulating variables, interpreting data, formulating models, designing models, and producing solutions. Everyone can use
them to solve real-life problems. These
process skills are developed across the grade levels and differ in the degree of sophistication, quantitative nature and application
to the content.
3.5. Earth Sciences
The
dynamics of earth science include the studies of forces of nature that build the earth and wear down the earth. The understanding of these concepts uses principles from physical sciences, geography and mathematics.
3.6. Technology Education
Technology education is the use of accumulated knowledge to
process resources to meet human needs and improve the quality of life. Students develop the ability to select and correctly
use materials, tools, techniques and processes to answer questions, understand explanations and solve problems encountered
in real life situations. These overriding themes require students to design,
create, use, evaluate and modify systems of Biotechnologies, Information Technologies, and Physical technologies.
