Grade 7: Earth and Space Systems: The Earth's Crust |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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•demonstrate an understanding of the composition of the
earth’s crust, and describe how changes in the earth’s crust result from
both internal and external processes; |
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•investigate the formation of the physical features of
the earth’s crust; |
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•identify the factors that must be considered in making
informed decisions about land use and explain their importance (e.g., environmental
impact; properties of soil). |
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Specific Expectations
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Understanding Basic Concepts |
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•describe the composition of the earth’s crust; |
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•classify rocks and minerals, using their observations,
according to their characteristics and method of formation; |
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•distinguish between rocks and minerals and describe
the differences in their composition (e.g., minerals, such as the mineral
calcite, are components of rocks such as the sedimentary rock limestone,
in which calcite is found); |
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•identify the geological processes involved in rock and
mineral formations (e.g., volcanic activity releases lava; the deep cooling
of magma produces granite); |
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•explain the rock cycle (e.g., formation, weathering,
sedimentation, and reformation); |
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•describe the process of soil formation by relating the
various meteorological, geological, and biological processes involved; |
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•describe, using simulations or models, the processes
involved in mountain formation and in the folding and faulting of the earth’s
surface (e.g., plate tectonics); |
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•analyse, through observation, evidence of geological
change (e.g., fossils, strata); |
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•describe, using simulations or models, the origin and
history of natural features of the local landscape (e.g., lakes, river
flats); |
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•explain the causes of some natural events that occur
on or near the earth’s surface (e.g., earthquakes, volcanic eruptions,
landslides) and their effects. |
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Developing Skills of Inquiry, Design, and Communication |
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•investigate the effect of weathering on rocks and minerals; |
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•formulate questions about and identify needs and problems
arising from events relating to the earth’s crust, and explore possible
answers and solutions (e.g., search print and electronic resources to gather
and record data on past and current earthquake epicentres and regions of
volcanic activity); |
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•plan investigations for some of these answers and solutions,
identifying variables that need to be held constant to ensure a fair test
and identifying criteria for assessing solutions; |
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•use appropriate vocabulary, including correct science
and technology terminology, to communicate ideas, procedures, and results
(e.g., use terms such as magma, crystallization, igneous rock, weathering,
transportation, sediments, and sedimentary rock when describing the rock
cycle); |
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•compile qualitative and quantitative data gathered through
investigation in order to record and present results, using diagrams, flow
charts, frequency tables, bar graphs, line graphs, and stem-and-leaf plots
produced by hand or with a computer (e.g., collect data on the change in
turbidity of a river after a rainfall); |
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•communicate the procedures and results of investigations
for specific purposes and to specific audiences, using media works, written
notes and descriptions, charts, graphs, drawings, and oral presentations
(e.g., prepare a model demonstrating volcanic activity; develop a chronological
model or time scale of major events in the formation of the earth; design
and build models to illustrate different mining techniques). |
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Relating Science and Technology to the World Outside
the School |
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•identify the factors that must be considered in making
informed decisions about land use (e.g., environmental impact, jobs, present
and future values of natural resources); |
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•investigate some of the ways in which humans have altered
the landscape to meet their needs (e.g., farming, urban development, roads)
and assess the environmental and economic consequences; |
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•identify earth resources used by humans to manufacture
products (e.g., iron ore is used to make steel products) and discuss what
happens to the products when they are no longer useful; |
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•explain how the characteristics of soil (e.g., water-holding
capacity, size of particles, texture) determine its use (e.g., land that
is rich in nutrients and that can hold water is used for crop growing); |
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•recognize and explain the importance of knowledge of
the different types and characteristics of soil in determining its suitability
for specific uses (e.g., choosing landfill sites and hazardous-waste disposal
sites; developing conservation projects; identifying soils suited to different
crops); |
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•assess the importance of soil conservation (e.g., economically
important to the agri-food industry; important for controlling the flow
of water; necessary for plant growth); |
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•describe how humans are affected by natural events and
how technology has helped humans adapt to these events (e.g., use of satellites
in predicting weather changes; changes in the engineering of buildings
in earthquake zones; monitoring of crop growth); |
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•identify past and present-day applications of technologies
that have contributed to the study of geology (e.g., surface observation,
core sampling, seismography, magnetometry, satellite technologies); |
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•recognize that the earth provides us with geothermal
energy. |
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Student Name: |
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