S1+Fecteau+Cameron

=Stage 1 Identify Desired Results= D2. Earth Grade 6-8 Geology Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth. f. Give examples of abrupt changes and slow changes in Earth Systems. ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: Science and Technology - D. The Physical Setting

//What understandings are desired?//
•the Water, Nitrogen, and Carbon Cycles can be slightly altered by the effects of plate movement. •the four boundary zones cause immediate changes upon the Earth's surface. ||
 * //Students will understand that:// **(U)** ||
 * •the Earth's crust has transformed since Pangea to present day, and will continue to change in the future.

//What essential questions will be considered?//
•How does plate tectonics impact the Water, Nitrogen, and Carbon Cycles? •How do the four boundary zones cause abrupt changes upon the Earth's crust? ||
 * **Essential Questions:** **(Q)** ||
 * •Why has the Earth changed overall through time?

//What key knowledge and skills will students acquire as a result of this unit?//
•Key Factual Information: the formation of immediate changes like volcanos, earthquakes, mountains, and trenches and the processes of how these boundary zones affect the cycles. •Sequence and Timelines: Pangaea, Gondwanaland, Laurasia, continental drift, ice ages, the future formation of continental and oceanic plates, precipitation, condensation, evaporation, photosynthesis, decomposers, Nitrates, Nitrites, Ammonium, and respiration. || • f. explain the specific effects that plate tectonics has on the Carbon, Nitrogen, and Water Cycles. • make sense of the processes of the Earth's systems. • create a map with cut-outs of continents showing past and present plate movement. • compare the similarities and differences of historical to present day Earth. • imagine what the Earth would be like without the four boundary zones. • recognize the various types of features of each boundary zone. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Terminology: divergent zone, subduction zone, convergent zone, and transformation zone.

2004 ASCD and Grant Wiggins and Jay McTighe