SC12.4.2 Students will investigate the relationships among Earth's structure, systems, and processes.
geology image.jpg

*Disclaimer: Here's where my organization gets a little messier when compared to the Nebraska state standards. In geology we will really be covering SC12.4.2, 12.4.3, AND 12.4.4. The main emphasis will be on standards 2 & 4. We'll cover the rest of pieces of all three of these in meteorology!

6-8 Standards

SC8.4.2.a Describe the layers of Earth (core, mantle, crust, atmosphere)

  • Here is where working with Prezi gets fun you'll find student notes HEREE. Hopefully, you can see the potential even though I'm not that good at it, yet!

SC8.4.2.d Describe evidence of Earth's magnetic field

SC8.4.2.e Compare and contrast constructive and destructive forces (deposition, erosion, weathering, plate motion causing uplift, volcanoes, earthquakes) that impact Earth's surface

SC8.4.2.f Describe the rock cycle


9-12 Standards

SC12.4.2.b Describe how heat convection in the mantle propels the plates comprising Earth’s surface across the face of the globe (plate tectonics)

SC12.4.3 Students will investigate and describe the relationships among the sources of energy and their effects on Earth's systems.

6-8 Standards Covered in the Meteorology unit

SC12.4.3a Describe how radiation, conduction, and convection transfer heat in Earth's systems

    • this will primarily be covered in Meteorology, but will be a necessary redundancy here during plate tectonics.

SC12.4.3b Identify internal and external souces of heat energy in Earth's systems

    • this will also be covered in Meteorology(external), but internal will covered here during plate tectonics.

SC12.4.4 Students will explain the history and evolution of Earth.

SC12.4.4a Recognize that in any sequence of sediments or rocks that has not been overturned, the youngest sediments or rocks are at the top of the sequence sand the oldest are at the bottom(law of superpositiion).

    • SO FUN to teach! Great for right before a break as it is very intuitive for most students and they treat it like a puzzle/game. And they are learning, too! Who would've thought? :)

    • We introduced this activity/notes by giving students sediment tubes to play with. They can then use their observations to figure out how the sand container was built. The movie was created for students who were absent. Our focus was on five basic premises/laws of relative dating. 1. Law of superposition, 2. Principle of original horizontality, 3. Principle of lateral continuity, 4. Law of cross cutting relationships, 5. Principle of fossil correlation. (Uniformity of Process was not named for our high schoolers, but we talk about it and use gravity as an example. We then talk about how we always operate under that assumption and how it relates to that law.)
      • Notes:
      • Movie:
      • NOTE: I found that more practice is needed than what was originally provided here. I would suggest one more class period and harder guided practice/independant practice examples to go through with your classes. Our students, while confident with superposition, did not understand the difference between, or application of, original horizontality or continuity.
      • A movie to help:
      • More practice items you could use:
Relative_dating1.jpg
In what order did these events occur?


Relative_dating2.jpeg
This is a hard one! Note: same color = same layer.



One more sample set:

SC12.4.4.b Interpret Earth's history by using fossils to correlate the sequences at various locations, and using data from radioactive dating methods.


SC12.4.4.c Compare and contrast the physical and biological differences of the early Earth with the planet we live on today.