Unit E: Planet Earth 

Overview: The scientific study of Earth is based on direct observation of landforms and materials that make up Earth’s surface and on the sample evidence we have of Earth’s interior. By studying this evidence, we discover patterns in the nature and distribution of Earth’s materials, and in the kinds of changes that take place. This knowledge can be used in developing models for geologic structures and processes—models that help both scientists and students enlarge their understanding of their observations, and guide further investigation and research. Focusing 

Questions: What do we know about Earth—about its surface and what lies below? What evidence do we have, and how do we use this evidence in developing an understanding of Earth and its changes? 

Key Concepts The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below. − strata − rocks and minerals − rock cycle: formation of igneous rock, metamorphism and sedimentary processes − mountain formation: folding and faulting − crustal movement/plate tectonics − geological time scale − fossil formation − weathering and erosion − sudden and gradual/incremental change − development of models based on observation and evidence Outcomes for Science, Technology and Society (STS) and Knowledge Students will: 1. Describe and demonstrate methods used in the scientific study of Earth and in observing and interpreting its component materials • investigate and interpret evidence that Earth’s surface undergoes both gradual and sudden change (e.g., recognize earthquakes, volcanoes and landslides as examples of sudden change; recognize glacial erosion and river erosion as examples of gradual/incremental change) • interpret models that show a layered structure for Earth’s interior; and describe, in general terms, evidence for such models • identify and explain the purpose of different tools and techniques used in the study of Earth (e.g., describe and explain the use of seismographs and coring drills, as well as tools and techniques for the close examination of rocks; describe methods used in oil and gas exploration) • explain the need for common terminology and conventions in describing rocks and minerals, and apply suitable terms and conventions in describing sample materials (e.g., use common terms in describing the lustre, transparency, cleavage and fracture of rocks and minerals; apply the Mohs’ scale in describing mineral hardness) 2. Identify evidence for the rock cycle, and use the rock cycle concept to interpret and explain the characteristics of particular rocks • distinguish between rocks and minerals • describe characteristics of the three main classes of rocks—igneous, sedimentary and metamorphic—and describe evidence of their formation (e.g., describe evidence of igneous rock formation, based on the study of rocks found in and around volcanoes; describe the role of fossil evidence in interpreting sedimentary rock) 28/ Grade 7 Science Unit E: Planet Earth ©Alberta Education, Alberta, Canada • describe local rocks and sediments, and interpret ways they may have formed • investigate and interpret examples of weathering, erosion and sedimentation 3. Investigate and interpret evidence of major changes in landforms and the rock layers that underlie them • investigate and interpret patterns in the structure and distribution of mountain formations (e.g., describe and interpret mountain formations of the North American cordillera) • interpret the structure and development of fold and fault mountains • describe evidence for crustal movement, and identify and interpret patterns in these movements (e.g., identify evidence of earthquakes and volcanic action along the Pacific Rim; identify evidence of the movement of the Pacific plate relative to the North American plate) • identify and interpret examples of gradual/incremental change, and predict the results of those changes over extended periods of time (e.g., identify evidence of erosion, and predict the effect of erosional change over a year, century and millennium; project the effect of a given rate of continental drift over a period of one million years) 4. Describe, interpret and evaluate evidence from the fossil record • describe the nature of different kinds of fossils, and identify hypotheses about their formation (e.g., identify the kinds of rocks where fossils are likely to be found; identify the portions of living things most likely to be preserved; identify possible means of preservation, including replacement of one material by another and formation of molds and casts) • explain and apply methods used to interpret fossils (e.g., identify techniques used for fossil reconstruction, based on knowledge of current living things and findings of related fossils; identify examples of petrified wood and bone) • describe patterns in the appearance of different life forms, as indicated by the fossil record (e.g., construct and interpret a geological time scale; and describe, in general terms, the evidence that has led to its development) • identify uncertainties in interpreting individual items of fossil evidence; and explain the role of accumulated evidence in developing accepted scientific ideas, theories and explanations Skill Outcomes (focus on scientific inquiry) Initiating and Planning Students will: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions • identify questions to investigate (e.g., How are rocks formed?) • define and delimit questions to facilitate investigation (e.g., ask a question about a sample group of rocks from a specific region, or about a specific type of rock or rock formation) • state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict where an outcrop of a given rock will appear, based on observations at nearby sites) • formulate operational definitions of major variables and other aspects of their investigations (e.g., define hardness by reference to a set of mineral samples, or by reference to the Mohs’ scale of hardness) Unit E: Planet Earth Grade 7 Science /29 ©Alberta Education, Alberta, Canada Performing and Recording Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data • carry out procedures, controlling the major variables • estimate measurements (e.g., estimate the thickness of sedimentary layers) • research information relevant to a given question (e.g., research information regarding the effect of acid rain on the rate of rock weathering) • select and integrate information from various print and electronic sources or from several parts of the same source (e.g., demonstrate proficiency in uploading and downloading text, image, audio and video files) • organize data, using a format that is appropriate to the task or experiment (e.g., use diagrams to show the shape and thickness of different layers in a rock outcrop) Analyzing and Interpreting Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations • use or construct a classification key (e.g., apply a classification key to identify a group of rocks from a local gravel yard) • interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., interpret example graphs of seismic data, and explain the lag time between data received at different locations) • predict the value of a variable, by interpolating or extrapolating from data (e.g., determine, in a stream table study, the quantity of sediment carried over a half-hour period, then extrapolate the amount that would be carried if the time were extended to a day, month, year or millennium) • identify and suggest explanations for discrepancies in data (e.g., suggest explanations for an igneous rock being found in a sedimentary formation) • identify new questions and problems that arise from what was learned (e.g., identify new questions that arise after learning about plate tectonics) Communication and Teamwork Students will: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results • work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise (e.g., each group member is assigned a task to investigate a particular mineral, and the results are pooled in a common data table) • evaluate individual and group processes used in planning, problem solving, decision making and completing a task (e.g., evaluate the relative success and scientific merits of an Earth science field trip organized and guided by themselves) 30/ Grade 7 Science Unit E: Planet Earth ©Alberta Education, Alberta, Canada Attitude Outcomes Interest in Science Students will be encouraged to: Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields (e.g., recognize potential careers related to Earth science fields; pursue interests in rocks, through museum visits, personal collections or recreational reading) Mutual Respect Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds (e.g., appreciate the idea of “Mother Earth,” and recognize different forms of this idea developed by different cultures; recognize the role of legend and myth in conveying understandings about Earth; recognize that scientific ideas about Earth have developed over time) Scientific Inquiry Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., critically evaluate inferences and conclusions, basing their arguments on facts rather than opinions; identify evidence to support ideas; take the time to accurately gather evidence and use instruments carefully) Collaboration Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g., listen to the ideas and points of view of others; consider alternative ideas and interpretations suggested by members of the group) Stewardship Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment (e.g., recognize that fossils are a part of public heritage and that they should not be defaced or removed from where they are found; consider the needs of other people and the precariousness of the environment when making decisions and taking action) Safety Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing activities (e.g., wear safety goggles when testing the cleavage or fracture of rocks; ensure the proper disposal of materials)

Unit C: Environmental Chemistry 

Overview: Environments are often viewed from a physical and biological perspective, but to fully understand how they function, it is important to view them from a chemical perspective as well. A study of environmental chemistry helps students understand that chemical substances make up the underlying fabric of the world and are part of the process in all natural cycles and changes. Through this unit, students also become aware of human-produced chemical substances that enter and interact with environments, and they investigate potential impacts of different substances on the distribution and abundance of living things. This unit builds on: • Grade 8 Science, Unit A: Mix and Flow of Matter, Unit B: Cells and Systems and Unit E: Freshwater and Saltwater Systems • Grade 9 Science, Unit B: Matter and Chemical Change This unit provides a background for: • Science 10, Unit C: Flow of Matter in Living Systems and in Science 20, Unit B: Changes in Living Systems. Focusing Questions: What substances do we find in local and global environments? What role do they play, and how do changes in their concentration and distribution affect living things? 

Key Concepts The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below. • chemicals essential to life • substrates and nutrients • air and water quality • organic and inorganic material • acids and bases • ingestion and absorption of materials • concentration and dispersal • evidence of toxicity • stability and biodegradability • hazards, probabilities and risk assessment • uncertainties in environmental monitoring and in assessing toxicity and risk Outcomes for Science, Technology and Society (STS) and Knowledge Students will: 1. Investigate and describe, in general terms, the role of different substances in the environment in supporting or harming humans and other living things • identify common organic and inorganic substances that are essential to the health and growth of humans and other living things, and illustrate the roles served by these substances (e.g., identify calcium as an essential material for bones; identify minerals that are known to enhance plant growth but that limit growth if too little or too much is available) • describe, in general terms, the forms of organic matter synthesized by plants and animals, including carbohydrates, proteins and lipids • describe and illustrate processes by which chemicals are introduced to the environment or their concentrations are changed (e.g., dilution in streams, biomagnification through food chains) • describe the uptake of materials by living things through ingestion or absorption, and investigate and describe evidence that some materials are difficult for organisms to break down or eliminate (e.g., DDT, mercury) • identify questions that may need to be addressed in deciding what substances—in what amounts—can be safely released into the environment (e.g., identify questions and considerations that may be important in determining how much phosphate can be released into river water without significant harm to living things) Unit C: Environmental Chemistry Grade 9 Science /63 ©Alberta Education, Alberta, Canada 2. Identify processes for measuring the quantity of different substances in the environment and for monitoring air and water quality • identify substrates and nutrient sources for living things within a variety of environments • describe and illustrate the use of biological monitoring as one method for determining environmental quality (e.g., assess water quality, by observing the relative abundance of various vertebrate and invertebrate species) • identify chemical factors in an environment that might affect the health and distribution of living things in that environment (e.g., available oxygen, pH, dissolved nutrients in soil) • apply and interpret measures of chemical concentration in parts per million, billion or trillion • identify acids, bases and neutral substances, based on measures of their pH (e.g., use indicator solutions or pH meters to measure the pH of water samples) • investigate, safely, and describe the effects of acids and bases on each other and on other substances (e.g., investigate and describe the reaction that results when baking powder is dissolved; describe the role of acids and bases in neutralizing each other) • describe effects of acids and bases on living things (e.g., acid rain in lakes, antacids for upset stomachs, pH in shampoos and conditioners) 3. Analyze and evaluate mechanisms affecting the distribution of potentially harmful substances within an environment • describe mechanisms for the transfer of materials through air, water and soil; and identify factors that may accelerate or retard distribution (e.g., wind speed, soil porosity) • describe mechanisms for biodegradation, and interpret information on the biodegradability of different materials • comprehend information on the biological impacts of hazardous chemicals on local and global environments, by: − interpreting evidence for environmental changes in the vicinity of a substance release − interpreting LD50 data and other information on toxicity [Note: LD50 refers to the amount of a substance found to be lethal to 50% of a population, if ingested.] − identifying concerns with the disposal of domestic wastes, such as paints and oils, and industrial wastes • describe and evaluate methods used to transport, store and dispose of hazardous household chemicals • investigate and evaluate potential risks resulting from consumer practices and industrial processes, and identify processes used in providing information and setting standards to manage these risks (e.g., interpret and explain the significance of manufacturer’s information on how wood preservatives can be safely applied; recognize that some individuals may have greater sensitivity to particular chemical substances than do others in the general population) • identify and evaluate information and evidence related to an issue in which environmental chemistry plays a major role (e.g., evaluate evidence that the use of insecticides to control mosquitoes has an effect/has no effect on bird populations) Skill Outcomes (focus on the use of research and inquiry skills to inform the decision-making process) Initiating and Planning Students will: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions • identify science-related issues (e.g., identify issues regarding the use of soil fertilizers) • identify questions arising from practical problems and issues (e.g., ask questions about the needs of different living things for nutrients and about the mechanisms by which these nutrients are obtained) 64/ Grade 9 Science Unit C: Environmental Chemistry ©Alberta Education, Alberta, Canada • state a prediction and a hypothesis about the concentration or dispersal of a chemical substance within an environment (e.g., state a hypothesis that relates the amount of oxygen in a local water sample to the presence or absence of dissolved nutrients) • select appropriate methods and tools for collecting data and information and for solving problems (e.g., design an investigation to compare the chemical characteristics of two soils)