S.RS.06.12 E.SE.06.51 E.SE.06 - Weeblyamystacy.weebly.com/uploads/2/8/5/7/28572703/6th... · Amy...

Amy Stacy Unit Plan ED 4010

Lesson 1: Introduction to the Unit

Michigan Grade Level Content Expectation

S.RS.06.12 Describe limitations in personal and scientific knowledge. E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. E.SE.06.52 Describe how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions.

Science Learning Statements

-The lithosphere is made up of plates that move in various directions. These plates are called lithospheric plates. -Pangea is believed to have split up due to continental drift of the lithospheric plates. -Convection currents are a theory for what it is that causes the lithospheric plates to move. -Geological events are experiences such as earthquakes, volcanic eruptions, and the formation of mountains.

Safety Classroom voices

Materials

-Pre-test -Questions/Answers prepared in jeopardy PowerPoint

Structures and Accommodations

-When taking the pre-test, students with attention deficiency may go into a side room to have quiet to take the test, students who are dyslexic may have some questions read to them, students who are ESL may have some explanation of the questions in their first language if they are confused.

Learning Goals and Assessment

-Students can take a pre-test and answer each question even if they do not know the answer. -Students can participate in jeopardy appropriately I will be observing my students the entire time to be sure they are participating, as well as awarding their participation points for the week highly towards this lesson for motivation. I will also be assessing their completion of the pre-test for credit. Since this is the introduction to the unit, I do not have a set investigative question for them, but through the discussion through jeopardy and afterwards, they should be coming up with some questions of their own to further consider. The SLS’s will be touched upon through the jeopardy scenarios. Although not ever student will be able to answer each question, they should still be engaged the entire time to get the information. To determine their understanding of the new information, I will be looking through their answers to the pre-test. Since we will play jeopardy first, they may have learned new information that will help them answer some questions on the pre-test. So even though I cannot grade it like a legitimate exam, I can still look at the answers to get a clue as to where the student stands going into the unit.

Engage—

Being the first unit, I will have no metacognitive strategy to pull from the previous unit, but we will do a class game of jeopardy


to pull out any and all information the students may know. I will split them into 8 groups of 4 (desk groups) and they will be teams and we will use the jeopardy power point to play during the class. The competition of the groups will motivate the students to be engaged and involved in the process. Each category and answer/question is introducing new concepts from the unit, so the students will know what the next few weeks will be all about.

Explore Jeopardy—20-30 minutes Pre-test—20-30 minutes

The actual meta-cognitive jeopardy activity will be the hands on- minds-on experience for the students. The “big idea” concepts in this lesson are mainly the idea of plate tectonics, lithospheric plates, Pangea, geological events, and then some questions will go into more specifics of those categories. Since this in the introduction unit, I am giving the students an overview of the entire unit, so in a way all of the SLS’s and big concepts from the unit are touched upon through this one lesson. After the jeopardy session they will have a pre-test to take which is again informing them of the unit while also letting me know what they know about the unit already. The only data sheet for this lesson is their completed pre-test.

Explain

Between the jeopardy and the taking of the pre-test, the students should be engaged with each other and are encouraged to be discussing the ideas at hand. This is how they will be analyzing the information and going over everything that was just brought up during the jeopardy activity. Also during the activity we will as a class be engaged and answering questions and explaining thinking. If there are any questions that are a much higher level thinking, that have the potential to be answered through the later lessons in the unit, I will create a board in the classroom to encourage the students to ask questions. They can write them up there and as we progress through lessons, we can keep going back to it and answer them.

Evaluate

Students will be assessing themselves through this unit by being actively engaged in jeopardy (and wanting to win!) so they will be keeping track of the correct answers and encouraging their teammates to give their best guesses. While taking the pre-test they are also assessing themselves and what they already know/what they have briefly heard about/what they have no clue about. These two activities also help me to evaluate because I will be able to watch them all during jeopardy to keep track of how they interact with one another and how motivated they are. The pre-test also lets me know where they stand on this new unit and what I should expect from them.

Extend 10 minutes

Since the concept of plate tectonics is one that is an extreme real world example in and of itself, the students can relate what we are touching upon in class to what they have heard about going on in the world, like earthquakes and volcanoes. But since most of my students will most likely have never been to places that


these geological events occur, we can also relate them to movies that we have seen, hypothetical situations of if there was colliding plates in Kalamazoo, and what not. Some students may have experiences of relatives or vacations that they can draw upon to share with the class as well. The board with the questions for the unit will serve as a tool to further engage and extend the students thinking/sphere of interest, not just for this lesson but for the entire unit. -Clean up for the lesson will be to turn in their pre-tests when they are done, and to make sure their seats/desks are clean.

*This lesson plan was my idea, with the help of previous classes of mine that have started out units in

this manner.


NAME_____________

Date______________

Class______________

MULTIPLE CHOICE

1. The supercontinent that existed millions of years ago was called

a. Pandora

b. Pangea

c. Pythagorean

d. Pamela

2. When new sea floor is formed, the youngest rocks are found at the _________

a. Center of the ocean

b. Edges of the oceans

c. The north and south poles

d. Anywhere where plate boundaries exist

3. Convergent, Divergent, and Transform boundaries are places where plates move in what

directions?

a. Sideways, up, down

b. Apart, together, against each other

c. Left, right, north

d. Together, apart, against each other

4. The magma that moves slowly due to convection currents resides in which layer of the Earth?

a. Atmosphere

b. Core

c. Asthenosphere

d. Lithosphere

5. Oceanic plates are made up of __________ rock and Continental plates are made up of

__________ rock.

a. Granite, Basalt

b. Basalt, Granite

c. Iron, Limestone

d. Limestone, Iron

TRUE/FALSE

6. _____________ The two types of lithospheric plates are continental and oceanic.

7. _____________ A hard-boiled egg can be used to represent the formation of a mountain.

8. _____________ Alfred Wegner was a scientist who thought the continents could fit together

like a puzzle.

9. _____________Volcanoes always occur at Transform boundaries.

10. _____________ Mount St. Helens, Mt. Rainier, and Mt. Vesuvius are examples of mountains.

11. _____________ There are hundreds of earthquakes per year.


FILL IN THE BLANK

12. _________________________ cause the lithospheric plates to move.

13. The youngest rocks are found in the ____________ of the ocean.

14. Divergent Boundaries can cause _______________.

15. ________________ can be formed at convergent boundaries.

16. The San Andreas fault line cuts ______________ in half.

17. There are ______________ earthquakes per year.

18. When building a house, it is important to know how close your land is to a ________________.

19. A _______________ measures and records earthquakes.

20. The Theory of Plate ______________ is relatively new in the world of science, coming becoming

widely recognized within the last 50 years.

MATCHING

Each is worth 1 point

Pangea

Experiences such as earthquakes, volcanic eruptions, and the formation of mountains.

Convergent Boundary

The supercontinent that existed millions of years ago.

Convection Currents

A theory for what causes lithospheric plates to move centimeters per year.

Divergent Boundary

A scientist who believed the continents could fit together like a puzzle and named the supercontinent that existed millions of years ago.

Geological Events

A boundary where lithospheric plates move away from one another

Lithospheric Plates

A boundary where lithospheric plates move against one another.

Transform Boundary

A boundary where lithospheric plates move towards one another.

Alfred Wegener

Parts of the Earth’s crust that are broken and move across the earth.


SHORT ANSWER

Write what geological event a hard-boiled egg can represent, and how it can. (Worth 2 points)

Choose one type of boundary we have discussed, explain one geological event that is caused by

it, and draw a picture of it. (Worth 3 points)

Draw and label the cross section of a Volcano (worth 3 points)

Choose 2 of the following terms. Define the terms and write either what cause it or what it will

create. (Worth 4 points)

Divergent Boundary

Convergent Boundary

Transform Boundary

Mountain

Volcanoes

Earthquakes


Lesson 2

Michigan Grade Level Content Expectations

S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence. E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.

Science Learning Statements -The lithosphere is made up of plates that move in various directions. These plates are called lithospheric plates. -Pangea is believed to have split up due to continental drift of lithospheric plates. -Convections currents are a theory for what it is that causes the lithospheric plates to move.

Safety -When using scissors the students must be careful and not run around with them and be careful when cutting. -Since the students have large maps they will be cutting from, they need to be careful with the edges of the paper and avoid getting a paper cut.

Materials Maps for each student -climate, physical, topographic… Scissors Paper Glue

Structures and Accommodations Students will be working individual on the Pangea activity, but they are free to talk to each other during the activity. We will have a whole group discussion once everybody is done creating their Pangea. If there are any students with fine motor difficulty, they can have help cutting out the continents.

Learning Goals and Assessment ‘What is Pangea’ will be the overall investigative question for this unit. Students will cut out continents from maps and piece together what they believe Pangea may have looked like. Students will cut and paste individually. When sharing in their small groups their Pangea, the student will explain how it looks different compared to today, talking about the lithospheric plates and how they have moved. (They may not use the specific words of lithospheric plates and whatnot since they are learning them in the lesson.) I will be able to assess them on completing the actual activity, cutting and pasting, creating an example of Pangea, and their explanation of their super continent.

Engage 5 minutes

The students will watch a brief 5 minute video from YouTube to review the entire idea of plate tectonics. There will be quick notes sheet to go along with the video for them to fill out correctly for credit. The lesson will then begin with each person getting a map of the continents and a piece of construction paper. They must cut out their continents and create what they believe Pangea may have looked like.

Explore The hands on-minds on experience will be the students creating


35 minutes their Pangea models. We will briefly discuss how scientists have found that the continents fit together like puzzle pieces. The artifact the students will produce is their version of Pangea that they will create and glue onto their construction paper.

Explain 5-10 minutes

Students will then compare their Pangea models to each other and note the similarities and differences. Students will then present to the entire class their maps, only pointing out the different ones. (If in a group of 4, there are 3 people that mapped out the same formation of Pangea, they will just explain that version and the other one that was different.) By having different examples throughout the classroom, the students will generate questions naturally (and if needed by my prompts) about how the continents may have moved, how Pangea really looked, how long it took to move, questions like that.

Evaluate The students can assess their own work by comparing them to one another’s and looking at the similarities and differences (we will make a chart in class documenting those findings). I will be able to assess them on whether or not they did the activity and their motivation/participation during the following discussion and comparison of their artifacts.

Extend 5-10 minutes

Our question board from the previous lesson may have some questions that will get answered, as well as many questions that may get added to it to further extend the student’s thinking. The concept of moving continents over the world is one that could be difficult to grasp, especially for students/people that have not traveled outside of Michigan, let along their own town. So we could relate this whole idea to our town and how if Kalamazoo represented the whole earth and the lithospheric plates, millions of years ago, the library may have been where the school is today, and the land where they live may have been an ocean. We could come up with scenarios that are closer to home to show how different things could have been to then relate to on a global level of continents. -Clean-up for this lesson includes the turning in/hanging up of their Pangea creations as well as writing their questions (if any) for the question board.

*This lesson was my idea


Video Notes on Bozeman Biology

NAME_____________

Date______________

Class______________

1. Not until the _________ were scientists sure that the lithospheric plates were actually moving.

2. _______________________ was a scientist who worked in the 1920s and noticed that the

______________ fit together like a puzzle.

3. All the plates were connected at one point, and that super continent was called ___________.

4. Scientists found matches of ____________ on opposite sides of the Atlantic Ocean, which was

evidence of plate movement.

5. There is __________ underneath the ocean water.

6. The youngest rocks are found in the __________ of the ocean.

7. ______ oceanic crust is being made in the middle of the ocean.

8. The San Andreas Fault cuts _________________ in half.

9. Japan resides near 4 tectonic plates, which recently resulted in a ____________.

10. The two types of plates are _________________ and _________________.

11. Continental plates are made up of (circle one) Granite Basalt Iron

12. Oceanic plates are made up of (circle one) Granite Basalt Iron

13. The oceanic plates, which are very dense, get forced ________________ the continental plates.

14. Convergent boundaries of continental plates form ___________________. It is like when two

cars crash into each other and get crumpled.

15. ___________________ plates are pulling apart, which creates a rift or volcanoes.

16. ___________ ______________ cause the lithospheric plates to move.


Lesson 3


S.IP.06.12 Design and conduct scientific investigations. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.

Science Learning Statements -Convection currents are a theory for what it is that causes the lithospheric plates to move. -The asthenosphere’s slow moving magma results in the few centimeters of movement of the lithospheric plates above it.

Safety -Do not eat the jello -Do not eat the graham crackers -Be safe and responsible with the materials.

Materials Jello pre-made in pans for the groups Graham Crackers Science journals to write the meta-cognitive activity

Structures and Accommodations The metacognitive activity will be individual. The lesson will be set up so that the students will be working in small groups with the jello and graham crackers. The jello is red, which some color-blind students may have difficulty seeing, but it is not detrimental to their learning. Since the students will be working in small groups, student with lacking fine motor skills can be helped by their classmates with moving the graham crackers around.

Learning Goals and Assessments Students will be able to model how the lithospheric plates move across the Earth at a slow moving pace. Students will be able to assess themselves by looking back on their experiment and seeing whether or not it correctly represents the movement of the plates. Since the students will be coming up with their own hypothesis about the plate movement and then testing it with the use of the materials provided (jello, graham crackers), they will be assessing themselves by comparing their outcomes of the experiment with their hypothesis. I will be able to assess them on this process as well because they will need to write down their hypothesis and then how they conduct the experiment and the outcome, and then write about it and how it answers their hypothesis. For this lesson the independent variable is the pan of jello, as it is the same for each group of students. The dependent variable then is their graham crackers and how they move them across the ‘asthenosphere’.

Engage 3-5 minutes

The students will get out their science journals and will fill out a foursquare on Pangea. They must say what it is, is not, draw a picture, and then write the cause/creation. I will briefly talk to them about how they need to come up with a hypothesis about how they think the lithospheric plates move, speed and direction wise. They will write that down in their science journal. Each desk set then would get a pan of jello and some graham crackers.


Explore 30-35 minutes

The hands on-minds on experience for the students in this lesson is to come up with their hypothesis for how the lithospheric plates move, and then to try it out with their desk group with the crackers and pans of jello. They will have a data sheet they must fill out that starts with their hypothesis, they must draw a picture of their pan, explain what it is like to move the crackers across it, note whether or not their hypothesis was correct, and why or why not. I will ask them questions such as “While slightly pushing down on the crackers (not enough to break the jello) is it easy to move them across the pan?” “If there are 6 or 7 crackers in the pan, can they all move around without bumping into one another?” And on the data sheet they will also have to draw a picture of them creating one of the types of boundaries we have briefly touched upon (Convergent, Divergent, and Transform) and explain what is happening at the boundary.

Explain They are explaining their experiment and hypothesis findings through the worksheet, but also with each other since this is a group/partner project. They should note that the crackers/plates do not move fast over the jello/asthenosphere, which results in a few centimeters of movement a year. The questions I will be asking (in the explore section) will help to prompt the students to reach the SLS’s and may result in more questions to add to our board.

Evaluate The students can assess their own learning by going through the experiment and seeing if their hypothesis was correct or not. They also have to explain why or why not their findings match their hypothesis, so they are not just saying ‘no, I guessed wrong’ but they have to think further to see why it was incorrect. I can evaluate them by looking through their data sheet and being sure they completed the activity as well as noting that they made a hypothesis, found it to be correct or incorrect, and explained why that is.

Extend 5-10 minutes

Any questions that the students come up with during this lesson can be put up on our question board to further extend their thinking and the unit. We will also compare the convection currents to a lava lamp since that is a good, concrete example for them to relate to, I can even bring one in to keep in the class. -Clean-up for this lesson will be to throw the graham crackers away and to put the pan of jello into the center of the tables.

*I owe my ideas about this lesson to the fabulous book by Michelle O’Brien-Palmer, How the Earth

Works: 60 fun activities for exploring volcanoes, fossils, earthquakes, and more.


Lesson 3 Data Collection Sheet

NAME________________

Date_________________

Class_________________

Hypothesis:___________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________.

Draw what your pan looks like

1. Just with the crackers in it randomly

2. Draw an example of one of the types of boundaries.

What type of boundary are you portraying? What happens at this boundary?

What is it like to move the crackers across the jello?

_____________________________________________________________________________________

____________________________________________________________________________________.

Was your hypothesis correct about the plates moving over the asthenosphere? Explain why or why not.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

__________________________________________________________________________________.


Lesson 4


S.IP.06.11 Generate scientific questions based on observations, investigations, and research. S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.

Science Learning Statements -Convections currents are a theory for what it is that causes the lithospheric plates to move. -The asthenosphere’s slow moving magma results in the few centimeters of movement of the lithospheric plates above it. -Magma makes up the asthenosphere.

Safety -Be careful with the red food dye-it can stain skin and clothing

Materials -lava lamp -T-chart

Structures and Accommodations The class will participate in a whole group metacognitive activity, we will have a whole group discussion, and then we will break up individually for the activity, and then come back to whole group for the closing discussion/activity. Although the mixing of the ‘asthenosphere’ is an independent activity, if any students need help mixing, their classmates are free to help them.

Learning Goals and Assessments Students will be creating a mixture of water and cornstarch (and dyeing it red) to represent the Earth’s Asthenosphere. They will keep this in a Ziploc baggy through the unit to come back to. The mixture will help to reiterate the fact that the asthenosphere is like a solid, but liquid enough to be moving around. “For the lithospheric plates to move over Earth’s surface, what is the consistency of the asthenosphere like?” will be the guiding question for this lesson. As a whole class we will make a chart comparing how their mixture is a liquid and ways it is a solid. Since they will be able to physically hold their ‘mantle mixture’ they have a more concrete idea of the asthenosphere and with the help of the lava lamp, the idea of convection currents is much easier to understand. With the help of those two items, the students will easier understand the SLS’s. Through our discussion of the solid/liquid attributes of the ‘mantle’ I will be able to see if they understand the material and achieving the SLS’s.

Engage 10 minutes

The metacognitive strategy will be to have all the students stand up and have one side of the class be the ‘true’ side and the other is ‘false’. I will then ask a few questions on the previous lesson and they must choose either true or false to answer the question by choosing a side. I will then talk about


the lava lamp that has been plugged in all day and what they notice. (Bubbles moving up and down) and that will spark our discussion of convection currents and magma.

Explore 15-20minutes

The hands on –minds on activity for this lesson is that each student will create Earth’s ‘mantle’ or Asthenosphere. This section of the earth is a very slow moving liquid, making it seem like a solid. So each student will create a mixture of water and cornstarch to represent the mantle. They will get to keep this and reference it throughout the unit if they wish. The big idea of this lesson is to talk about how the Earth’s mantle seems to be both a solid and a liquid.

Explain 10-15 minutes

After creating their asthenosphere and playing around with it, the students need to talk with each other to come up with ideas how it seems to be a liquid/solid, which they will write down in their science journals. We will then come to whole group and they will share their ideas and we will create a T-chart together with their ideas.

Evaluate The students will be able to evaluate each other by testing out their ideas for how the ‘mantle’ is a solid or liquid with the use of their own mixture. (For example, if one student says it seems to be like a solid when help in your fist, the other students can test it out with their own mixture to see if it is a correct statement). I will be able to evaluate the students by our class discussion and creation of our chart. I will be observing them during the lesson to see their participation, but when it comes to the chart and the discussion of convection currents and the asthenosphere, I will be able to see if they understand the information by how they participate and their answers given in their science journal.

Extend 5-10 minutes

As with the other lessons, any questions that get raised through this lesson can be put onto our question board, and we can also answer any that have to do with the lesson. We can relate the idea of convection currents to previous things they have learned in science, like evaporation, and how when water gets hot it evaporates and goes up in the air, which is kind of like how the hot bubbles in the lava lamp float up and then once they cool they float back down. -Clean-up for this lesson is to be sure their baggies of the mantle are closed tight and to write their name on them and to set them on the counters on the right side of the room by the sink.




Lesson 4

T-Chart: Earth’s Mantle

In what ways is Earth’s Asthenosphere like a solid and in what ways is it like a liquid?

_____________________________________________________________________________________


Lesson 5


S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. E.SE.06.52 Explain how major geologic events (earthquakes, volcanic eruptions, mountain building) result from these plate motions.

Science Learning Statements -Convergent boundaries are where two lithospheric plates move into one another. -Divergent boundaries are where two lithospheric plates move away from each other. -Transform boundaries are where two lithospheric plates move against one another in opposite directions.

Safety -Do not eat the graham crackers before or after writing on them

Materials Ziploc bag for each student Two graham crackers for each student worksheet

Structures and Accommodations The class will do a whole group metacognitive activity, then that will turn into a whole class discussion while each student uses the graham crackers to represent the different boundaries. They will have a worksheet to complete individually, but they will be able to talk to each other about it. If any students need one on one help they may receive it.

Learning Goals and Assessment Students will be able to have a personal tool for practicing the difference of convergent, divergent, and transform boundaries. Since this is just a lesson where they create a model, I will be assessing them on whether or not they can use the graham crackers, with the arrows drawn on them to represent the boundaries and how plates move at them. Since this is kind of like an intro to the boundaries, my guiding question will be “In what way do the lithospheric plates move at a ____________ boundary?” I will also be able to assess them on their worksheet answers.

Engage 5-10 minutes

The metacognitive activity will be a whole class true/false answer session. One side of the room will be true, one will be false and the students must pick a side when asked 2-3 questions from the previous days lesson on the Asthenosphere. To then engage the students in this lesson, they will watch a quick 2min YouTube video which is a rap song about the plate tectonic boundaries. (http://www.youtube.com/watch?v=dkELENdZukI)

Explore 20 minutes

The hands on-minds on experience for the students will be using graham crackers to show how the plates move at these different boundaries, and they will keep these graham crackers in a baggy to then reference for the rest of the unit. The will have two square crackers, and draw one arrow on each one. We will then talk about how convergent plates collide into one another, so the arrows

http://www.youtube.com/watch?v=dkELENdZukI


should be pointing towards one another. At divergent boundaries they are moving apart, so the arrows should point away from each other. At transform boundaries they are sliding past each other, so the arrows should be pointing in opposite directions.

Explain 10 minutes

There will be a worksheet to go along with this activity where the students need to draw their graham crackers representing the different boundaries and write what kind of geological event they think/know occurs at the boundary. This will be an independent activity, but they should be talking to their small groups about the activity. Since the following lessons go into detail about the geological events that occur at these boundaries and into more specifics about the boundaries, this lesson is more of a catch-all/intro to the whole idea. Therefore I mainly want the students to just know that convergent collide, divergent divide, transform slide.

Evaluate Students will be able to asses themselves by comparing what the rap song taught them (convergent collide, divergent divide, transform slide) to their graham crackers and the positions they put them in. They may even want to write on their baggies that little rhyme to help them remember. While filling out the worksheet they will be able to assess themselves as well with how well they remember the info. I will be able to assess them on their participation in the class as well as on their worksheet responses.

Extend This whole lesson will get extended with the next lessons to come and our talk about mountains, volcanoes, and earthquakes. We can also relate it back to our lava lamp in our class and how it is those convection currents that are causing the plates to move in these directions. And as always, any questions that get raised can be added to our question board as well as any questions that can get answered should. -Clean-up for this lesson will be making sure their baggie are closed tight and have their name written on them. They will keep these in the classroom to be able to reference throughout the unit.

*This lesson was my own idea


Lesson 5-Worksheet

NAME_____________

Date______________

Class______________

In the boxes, draw your graham crackers representing the three different types of boundaries.

What boundary does this picture represent? __________________ What geological event occurs at this boundary? _________________




Lesson 6

Michigan Grade Level Content Expectations Common Core Writing Standards

S.RS.06.12 Describe limitations in personal and scientific knowledge. E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. E.SE.06.52 Describe how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. CCSS.ELA-Literacy.W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

Science Learning Statements -Convergent boundaries are where two lithospheric plates move into one another. -Divergent boundaries are where two lithospheric plates move away from each other. -Transform boundaries are where two lithospheric plates move against one another in opposite directions. -Geological events are experiences such as earthquakes, volcanic eruptions, and the formation of mountains. -Mountains and volcanos may occur at convergent boundaries. -Volcanoes may occur at convergent and divergent boundaries. -Earthquakes occur at transform boundaries.

Safety Warn the students that the beginning of the video says ‘naked science’ and they do not need to laugh about it being inappropriate. http://www.youtube.com/watch?v=KCSJNBMOjJs

Materials Worksheet to go along with the video

Structures and Accommodations This video will take up the whole class and will be watched as a whole class, but the students should be filling out their worksheets independently. Any students that may need some questions asked aloud, or help writing answers may ask for that help.

Learning Goals and Assessment The objectives for this lesson are for students to watch a movie and take notes on it for future reference. The video will get through a lot of information in one class period, so by taking notes they will have a greater chance of learning the information and remembering it for the unit. I will be able to assess their understanding of the video based upon their note taking. The notes sheet is not a guided notes sheet. It is a blank piece of paper upon which the students need to be writing what they find interesting, what they think is important, and anything else that they feel the need to write down. This way they cannot copy all the answers from their desk partner, they need to be paying attention and pull out what they believe are the important ideas from the video. That will also make my assessment more authentic.

Engage 1-2 minutes

The metacognitive strategy for this lesson is to have the students draw a four-square in their science journal on the topic of boundary. They need to choose one of the boundaries from the previous lesson and explain what it is, is not, draw a representation, and write what is created at that boundary. I will then pass out the

http://www.youtube.com/watch?v=KCSJNBMOjJs


video notes and we will start the video right away.

Explore 45-50 minutes (rest of class period)

The hands on-minds on experience for this lesson is just having the students actively watch the national geographic video and follow along with the note taking.

Explain They will then turn in the notes and then we will talk about the main ideas of the video and how it correlates to what we have already learned.

Evaluate The students will be able to evaluate themselves on whether or not they understand the video and are paying enough attention while filling out the notes. I will be able to assess them on their answers and ideas for what they wrote down.

Extend As usual, any questions the get raised that do not directly relate to this lesson can be put on the questions board, and any questions that may now be answered can be. We can also talk about the style of note taking I am having them do. It is prepping them for higher grades and helping them think critically with pulling out the main ideas and concepts from a lot of information. They will be determining importance and synthesizing. -Clean-up for this lesson includes the students turning in their video notes.

*This lesson was my idea, but a big thanks to YouTube and National Geographic


Lesson 6- Video notes

NAME_____________

Date______________

Class______________

This note sheet is not guided; therefore you need to actively watch the video and keep track of ideas

and concepts that you think are important, interesting, or that you just want to write down.


Lesson 7-building mountains


S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. N.ME.06.11. Find equivalent ratios by scaling up or scaling down E.SE.06.52 Describe how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions.

Science Learning Statements -Geological events are experiences such as earthquakes, volcanic eruptions, and the formation of mountains. -Convergent boundaries are where two lithospheric plates collide into each other. -Mountains and Volcanoes are formed at convergent boundaries.

Safety -do not throw or eat the modeling clay -careful with the butcher block paper, watch out for paper cuts

Materials Modeling clay Trays Butcher block paper Markers

Structures and Accommodations The metacognitive activity will be done individually, and the experience will be done in pairs. This activity is not detrimental to the experience for colorblind or deaf students. It could be good work for students with fine motor skills, but if they need help with the modeling clay, their partner can work with them (as they should be).

Learning Goals and Assessment To go along with the previous lesson (video note taking-determining importance) this lesson will have the students create a model of certain type of mountain, and then present it to the class. They can do their presentation however they wish, write a poster, write a poem, make a song, whatever they think of that they wish to do (and are appropriate and approved!) So students will be presenting information on their type of mountain to the class, as well as making a model of the mountain. I will assess them by their completion of the mountain, as well as being able to present legitimate information. Seeing as each group may be choosing a different style with which to present, we will create a rubric together as a class for what I should be grading them on. That way they can chose what they want to incorporate in their presentation, as well as letting me grade on good criteria, but letting them choose it.

Engage 10 minutes

The metacognitive strategy for this lesson will be to have the students get out their science journals and answer a question that is written on the board. “What is a geological event and what is an example of one?” I will then have a demonstration with towels to represent how a mountain is formed. By pushing the two ends together of two different towels, they meet up in the middle and crumple up, like a mountain.

Explore 40 minutes

Written on the board will be three different types of mountains, dome, fold, or block, and the students need to split up into pairs and get assigned a type of mountain (just to be sure it is evenly spread


through the class). For the activity they will use modeling clay on trays to create a model of their type of mountain. In the class will be some picture and books on those types of mountains that they may need to reference. I will be going around to each group to see how they are doing, and depending on their progress, I may need to prompt them with questions about their type of mountain and what they know/have learned about it.

Explain -Presentation will occur in the next class period-30-40 minutes

In their partnership they should be discussing together the information of their mountain to decide what they should present to the class. They will meet up in groups, like all the partners of dome, all the partners of fold, and all the partners of block to go over what information they came up with, and then from those groups they will present their models and info. Since we will have made the rubric together, they will be able to keep themselves and one another on track for understanding it.

Evaluate

We will create the rubric before they start the activity. The students will be able to evaluate themselves because they came up with the rubric. They will know what they are being graded on, so they will know what to include in their presentation/model. I will also use the rubric to grade them, as well as observing them during the work time and the creation of the rubric.

Extend Any questions from the question board that may get answered through this lesson should, and any more that the students come up with can be added to it. We can also relate this lesson to their social studies/geography lessons and how they have learned about mountains across the globe. Now they will have an understanding of how they have been created over the course of thousands of years. -Clean-up for this lesson is to set the models over on the right side of the classroom by the sink and to pick up any class that is on the tables and floor and put it away.




Lesson 8


S.IP.06.11 Generate scientific questions based on observations, investigations, and research. S.IP.06.12 Design and conduct scientific investigations. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. E.SE.06.52 Describe how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions.

Science Learning Statements -Magma makes up the Asthenosphere. -Volcanoes erupt when hot magma rises up through the earth’s crust. -Volcanoes may occur at convergent or divergent boundaries. -Convection currents are the cause of magma rising up and erupting through volcanoes.

Safety Wash hands VERY well, friends in our school have egg allergies. Pick up all pieces of the broken egg shell and throw them away.

Materials Volcano cross section/investigation worksheet Hard boiled eggs for each student

Structures and Accommodations The metacognitive strategy will be done individually, and then the cross section of a volcano activity/discussion will be done in small groups/whole groups, and then the eggs will be passed out to each student and they will use them individually, but are free to converse with one another and bounce ideas off of each other. If any students in the class have a dairy allergy and cannot be around eggs, the whole lesson may need to be scratched. Play around with different items if that is the case. Maybe something along the line of marshmallows that are dipped in something could be a replacement. Or squishy balls/fidgets that when you squeeze them; they ooze out between your fingers and whatnot. The item can be played around with until a good replacement is found.

Learning Goals and Assessment With this lesson students will be able to see a model of how lithospheric plates diverge, and with pressure and heat, magma rises up through the crust and erupts between the plates—volcanic eruption! Students will be able to tie together multiple concepts into one activity: heat rises, convection currents in the asthenosphere cause the magma to move/rotate, lithospheric plates diverge, Volcanoes erupt. “How does an egg represent a volcano?” will be the starting question for this activity. Since we will have gone over the cross section of the volcano at the start of the lesson and we have already learned about magma and the convection currents, the students will need to combine all that information to come up with how they believe an egg represents a volcano. They will have a worksheet to fill out that starts with the cross section of a volcano, and then there will just be some guiding questions to prompt them with ideas for their investigation of how an egg represents a volcano.


Engage 5 minutes

The metacognitive strategy at the start of this lesson is to have the students create a four square in their science journals. The concept will be ‘Mountain’ and they need to write what it is, is not, example/type/picture, and cause. We will then dive right into the cross section of a volcano.

Explore 40 minutes

The hands on-minds on experience for this lesson is to have the students come up with ways in which a hard-boiled egg can represent a volcano. We will go over as a class the cross section of a volcano. Although they have not technically learned it yet, they will have already learned about how mountains form, the magma in the Asthenosphere, and the convection currents that cause the magma to move, therefore moving the lithospheric plates. So by combining all that information they will be able to understand a Volcano. So we will fill out the cross section of a volcano, which is part of their worksheet, and then I will pass out hard-boiled eggs. They must then think of how the egg can represent a volcano/volcanic eruption. The worksheet will have guiding questions to prompt them in their discoveries, but they will be vague enough that multiple ideas may form. Since the main question is “how does an egg represent a volcano?” the ‘volcano’ aspect is the independent variable in this lesson, since the students need to use the cross section and description of a Volcano, and that is not changing for any group. The egg is then the dependent variable, since the groups may be coming up with different ideas of how it represents the volcano. Their egg relies on the attributes of the Volcano.

Explain While working on their ideas/worksheets, the students, although working individually with their eggs, should be discussing with one another in their small groups their ideas and any questions they are having. The prompts through the worksheet also help them explain their thinking more thoroughly.

Evaluate The students will be able to assess themselves through the lesson by working through the worksheet. They may start out with absolutely no idea of how a hard-boiled egg can represent a Volcano. Then as they work through the sheets they will start getting ideas and as they are coming up with them, they will be able to look back and think whether or not their ideas are making sense and fitting with the attributes of a volcano. I will be able to assess them on their worksheet answers/completion, as well as their ideas for how the egg represents the volcano. If their explanation fits the criteria that we learned and talked about with the cross section of a volcano, then I will know they understand the concept and idea of the lesson.

Extend As with all the other lessons, any questions raised that do not get answered through the course of this activity can be added to the question board, as well as any questions that can be, should be answered. This activity could also relate to emotions, and how some things cause our feelings to go up and down, and when there


is a sudden incidence or separation, our feelings can burst out of us and erupt. (The most connectable situation would be parents separating (like the plates separate) and that can cause very intense feelings and emotions in us to emerge and rise up, like the magma.)—to tie it in the students in a more personal way -Clean-up for this lesson is to throw away any and all pieces of the eggs that they find on the tables and on the floor. They also must wash their hands and their tables. The students also need to turn in their worksheets.

*This lesson was my idea But I do owe thanks to the many egg/earth’s core lessons that I have read

about. That gave me a spark, but then I tweaked it into my own version.


Lesson 8 Worksheet

NAME_____________

Date______________

Class______________

Draw and label a cross section of a Volcano


How can a hard-boiled egg represent a volcano?

1. What represents the magma?

___________________________________________________________

2. What represents the lithospheric plates?

__________________________________________________

3. What causes magma to move in Earth’s Asthenosphere? ____________________________________

4. What could be the cause of your egg’s “magma” to move? ___________________________________

-How is that similar to your answer to #3?

___________________________________________________________________________

Explain by writing and drawing how your egg represents a volcano.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________________________________________________________________.


Lesson 9-Volcano research


S.IA.06.11 Analyze information from data tables and graphs to answer scientific questions. S.IA.06.12 Evaluate data, claims, and personal knowledge through collaborative science discourse. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence. S.IA.06.15 Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data. S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. E.SE.06.52 Describe how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. CCSS.ELA-Literacy.W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Science Learning Statements -Geological events are experiences such as earthquakes, volcanic eruptions, and the formation of mountains. -Volcanoes may occur at convergent or divergent boundaries. -Volcanoes erupt when hot magma rises up through the earth’s crust.

Safety Quiet voices in the library Walking feet around the library Proper internet use Careful for paper cuts on butcher block paper

Materials With help from the librarians, have books and articles out that will help the students with their research. Computers Butcher block paper Markers

Structures and Accommodations The metacognitive strategy will be an independent activity, and then the lesson will take place in small groups (6 groups) down in the library. Since the students will be working in groups, those with


slower reading skills or lacking fine motor skills should be helped out by their group members. If one student has difficulty using the mouse on a computer, another student could do the computer research, or the two could help each other.

Learning Objectives and Assessment The objectives for this lesson are that students will be able to research appropriately in the school library; students will be able to determine importance through reading their research in a set amount of time; students will be able to communicate their findings/research through the use of posters and pictures to the class; and students will be able to learn from their classmates about 6 different types or examples of volcanoes. The students will also be filling out a KWL chart over the course a class period or two. There isn’t so much a guiding question for this lesson, as there is a plan. The students just need to research their type of volcano, and write down the information that they find to be the most important to then present. So their ‘question’ is “What is [a] _______________ (type or example of volcano) and why should we know about it?” I will be able to assess them on their research, citing of sources, portrayal of important facts, and listening of each other during presentations.

Engage 5 minutes

The students will need to fill out a KWL chart (just the KW sections) on Volcanoes. This will be done individually.

Explore 40 minutes

The hands on-minds on experience for this lesson is the actual research and communication of ideas onto the paper. After splitting the students up into groups I will randomly assign them a topic. -Mount St. Helens -Mt. Vesuvius -Mt. Rainier -Shield Volcanoes -Composite Cones -Caldera Since they already filled out the KW part of the KWL chart for each group topic, they will be thinking in their mind of them. Once down in the library they need to look at the books and articles and web sites to find important information on their volcano.

Explain They need to communicate their ideas and questions to each other to then decide what to write down as the most important facts about

Formatted: Not Highlight




their volcano. I will be going around to each group in the library checking in to see how they are doing and answering any questions I can that they cannot find out themselves. If a group seems to be missing an important piece of information (not that there is a rubric because I do want them to be determining importance) I may just ask a question to guide them—such as time periods (for eruptions of Vesuvius, Rainier, St. Helens) or size.

Evaluate Presentation will be held on the next day of class and will take up most of the class period. (40 minutes)

The students will be able to evaluate each other when we get back to the presentation part. Since each group will have had a KWL chart to work with and try to fill out the L side of, they can check their research and information to compare to the K section of the chart, and to see if they answered things in the W section. I will be able to assess them on their research skills, actions in the library, documentation of information and sources, and their progress through the KWL chart.

Extend Any questions that get raised can be added to our question board, and any on the board that can be answered should be. This lesson can also be extended into a conversation on safe internet practices, research skills for other classes/general use. For example, how to use the library online catalog or how to cite a book. -Clean-up for this activity includes leaving the library as neat as we found it, as well as putting caps back on the markers from filling out the KWL charts, and turning in their research/KWL charts.



KWL chart

(Will actually be on 6 large sheets of paper at each desk group-students will go around in their

seating arrangements to answer/fill in)

TYPE/EXAMPLE OF VOLCANO

Know Want to Know Learned


Lesson 10-Divergent boundaries

Michigan Grade Level Content Expectations S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.

Science Learning Statements -Divergent boundaries are where lithospheric plates move away from one another. -Volcanoes may occur at divergent boundaries. -When two plates move away from one another a vent is exposed through which magma rises, either erupting through a volcano or forming new ocean floor.

Safety Do not throw objects around the room -There are different objects at each table, still need to treat all of them with the same respect. -walking feet when moving around the desks

Materials Textbooks-2 Clay in a tray with a river running through it A model volcano Covered jello and wooden blocks Map showing plate directions The desks themselves Worksheets for each student

Structures and Accommodations The metacognitive strategy will be a whole class activity, and then the experience will be a small group activity where they go around to each desk set and do the activity. Since this is group work, students that would need an accommodation should be okay with the help of their group members.

Learning Objectives and Assessment Students will be able to represent divergent boundaries. Students will be able to explain what can occur at divergent boundaries. Students will be able to move around the classroom from desk to desk in groups and abide by a time limit. I will be assessing the students on their worksheet work, which will have them explaining how each table group somehow represents a divergent boundary or a cause of a divergent boundary. They need to draw the materials and how they represent it, as well as explain it in their own words. So they will have a packet of 6 worksheets, though each sheet will be identical.

Engage 10 minutes

The whole class will participate in a trivia game of questions about volcanoes. I will ask each desk


group 1 question, and they need to decide on an answer. I will then take the groups that answered correctly and ask them a final question, and whoever guesses first is the winning group. (Their prize will be something related to the class). Then I will have everybody put all their materials under their desks and keep out just a writing tool. -What are scientists who study volcanoes called? --Volcanologists -Volcanoes have shot fountains of fire as high up as how many feet? --300 feet -Volcanoes that might one day erupt are called? --Dormant Volcanoes -Volcanoes are found on what other planets? --Mars, Jupiter, and Venus (examples of some of the questions)

Explore 30 minutes

I will then pass out the work packet and the tools for each table, which the students should not play with just yet! I will briefly tell them that there are things at each group that have something to do with divergent boundary’s, they either represent them, or something that is created at them, or what have you. It is up to them to go around to each table group and fill out their worksheets accordingly. “How are these items related to divergent boundaries?” with the whole concept of a ‘divergent boundary’ being the independent variable, and each set of random tools and materials being the dependent.

Explain The students should be explaining their thinking with one another in their groups when discussing how the items are representative of a divergent boundary. The materials at each desk set help to explain the science learning statements for the lesson, so if the students are filling out their worksheets and understanding how the items are representative of divergent boundaries, they understand the SLS’s.

Evaluate 10minutes

The students can evaluate themselves by filling out the worksheets and keeping track of whether or not they understand what the questions are asking them. I can evaluate them by looking through their packets and seeing what they came up with as how the materials represent divergent boundaries. I also will be evaluating them on their behaviors in the class and going from table to table. If they come up with a legitimate reason for why the


items portray a divergent boundary and they explain it, I will be able to see that they understand the concept of divergent boundaries, as well as the abstract concept of using random materials to represent it.

Extend Any questions from the question board that can now get answered should get answered, as well as any questions that come up in this lesson can get added to the board. -Clean-up for this lesson is to turn in their worksheets and to put the items at each table into the center and make it look like they did at the start of class.



Lesson 10-

Worksheet Packet

NAME_______________

Date________________

Class________________

What materials are given?

How do you think these items can be used to relate to a divergent boundary?

_____________________________________________________________________________________

____________________________________________________________________________

Draw a picture representing the above description:


Lesson 11-Transform Boundaries

Michigan Grade Level Content Expectations S.IP.06.12 Design and conduct scientific investigations. S.IP.06.13 Use tools and equipment appropriate to scientific investigations. E.SE.06.52 Describe how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions.

Science Learning Statements -Transform boundaries are where lithospheric plates slide past one another -Earthquakes are a type of geological event that occur at transform fault lines.

Safety Be careful with the materials (especially the toothpicks) Do not eat the materials—marshmallows Do not throw the materials

Materials Toothpicks Marshmallows Wooden blocks Wooden dowels Paper --anything else that seems appropriate Area upon two desks that the students will be able to place their buildings when finished-site of the earthquake.

Structures and Accommodations The metacognitive activity for this lesson will be whole group true/false across the room. The building activity will then be done in pairs. Students with fine motor skills may need major help from their partner when building their structures.

Learning Objectives and Assessment Students will be able to create a structure. Students will be able to learn which type of structure seems best fit to withstand an earthquake as well as being able to decide where an appropriate spot to build a house would be when it comes to fault lines. “What kind of structure is best fit to prevent buildings from collapsing during an earthquake?” will be the main guiding question for the lesson. The independent variable will be the earthquake that their structure is trying to survive; therefore the dependent variable is their structure.

Engage 10-15 minutes

The metacognitive activity for this lesson will be true/false questions as a whole class where one side of the room is true and the other is false. The questions will be on Volcanoes. I will then have the


investigative question for the day written on the board and will ask it aloud. This question will hook the students interest as well as having a plethora of materials set out for them up front of the class. They will have a few minutes to then fill out a worksheet that gets them thinking about an idea and they need to create a hypothesis for the question. They will also list what materials they think they may want to use, as well as include a brief description of what type of structure they think they want to build. I will then tell them that they will be working in pairs, which our popsicle name sticks will decide. After I pair them up they are free to create their structures.

Explore 20-30 minutes

The hands on-minds on experience for this is the creation of their structures. In pairs they must decide on how to build what they believe is a strong structure to withstand an earthquake. If there are any other materials in the room that students really wish to use, I am open to their ideas. I will be going around to the groups and observing them, but I will not give very much input because I do not want to cloud their own ideas.

Explain The students should be discussing in their pairs their ideas and questions to build their structure. Once all the structures are built we will have our earthquake. We will test one structure at a time, first setting it off to one of the sides, and then right on the fault line. The group must record what they observe while their structure is experiencing the earthquake. They will talk amongst each other once their structure is done with the earthquake and there will still be question on their worksheet to fill out about the structure where they will need to explain what they observed and what it means.

Evaluate 10 minutes

After each group has gone through the earthquake and they have finished filling out their worksheets we will talk as a whole group and evaluate the structures. We will discuss how the buildings are more likely to collapse when positioned directly at the fault line, and the farther away it is, the more likely it will stay standing. The students will be able to evaluate their own work/structure by working through the worksheet and answering the questions; if they are able to explain their thinking and comprehension of the ideas, then they know they understand. They will also evaluate whether or not their structure was strong. I will be able to


evaluate on the same things. If they are able to answer the worksheet and support their ideas/answers legitimately, I will know that they understand the concept of the lesson.

Extend As with the other lessons, any questions from the question board that can now be answered will be, as well as any questions raised from the lesson can be added to the board. We will also be able to talk about how this lesson is good for home owners and contractors and business owners (really anybody) to know where to live and/or build a house. If they are living out in California, they will want to be aware of where the fault lines are to be sure they are not building directly upon them or very close, otherwise they may need to rebuild soon. -Clean-up for this lesson is to put their structures in the center of their desks and clean up everything else and to put away any un-used items.



Lesson 11

NAME___________

Date ____________

Class ____________

*Individual section*

What kind of structure is best fit to prevent buildings from collapsing during an earthquake? Why?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________________________________________________________________.

Looking at the materials up front, what ones would you use to build a structure that will experience an

earthquake? (List them)

Why those materials?

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________________________________________________________________.

Draw a picture of the structure you are thinking of building.


*Partner section* My partner is ________________________

The structure your partner thought of is similar/different to yours in what ways?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________________________________________________________________.

After discussing it, what materials are you two deciding to use? (List)

Why?

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________________________________________________.

Draw a picture and explain the structure you and your partner are deciding to build.


Write down what you observe of your structure and how it survives the earthquake.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________________________________________________________________.

What does this tell you about buildings that are near fault lines?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________________________________________________________________.


Lesson 12-Seismograph

Michigan Grade Level Content Expectations S. IP.06.12 Design and conduct scientific investigations. S.IP.06.13 Use tools and equipment appropriate to scientific investigations. S.IP.06.14 Use metric measurement devices in an investigation. S.IA.06.11 Analyze information from data tables and graphs to answer scientific questions. E.SE.06.52 Describe how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions.

Science Learning Statements -Earthquakes are a geological event that occurs at transform fault lines. -Seismographs record earthquakes and measure them.

Safety -Careful when using materials—scissors, paper, blocks, dowels, Slinkys, whatever materials are found and used; do not throw, eat, or use in a harmful way. -Use walking feet when walking around the classroom.

Materials Paper Scissors Blocks Dowels Slinkys Paper towel tubes --any materials that may interest the students that are appropriate.

Structures and Accommodations The metacognitive strategy for this lesson is an individual foursquare in their science journals. We will then have a whole class discussion on boundaries/fault lines (because the room will look like an earthquake occurred with the desks being off center from where they originally are.) which will lead to the creation of a measuring device, which will be done in small groups. Any students that have fine motor skills lacking should be helped by their partners. Students that have sensory disorders may want to work in a side room or out in the hallway if the room gets too noise/busy.

Learning Objectives and Assessment Students will create a device that will be able to record an earthquake. Students will choose from a selection of random materials to create their device. I will be able to assess them on whether or


not they created a device for completion points. As far as achieving the learning statements, their device should record the earthquake in some measureable way, which we will then relate to real seismographs. “How can an earthquake be measured?” will be the investigative question for the lesson. Their devices will be the dependent variables and the earthquake that they will measure (me moving the desks) will be the independent variable.

Engage 5-10 minutes

The metacognitive strategy for this lesson will be to have the students create a four square in their science journal on ‘Boundary’ where they will need to choose one of the boundaries that we have learned about through the unit and they will need to write what it is, is not, give an example/draw a picture, and write a cause/creation. After that, they will probably ask about the desks. The room will be set so that one side of the room is about two feet off from normal (like at a fault line). We will create a list on the board of things that may have happened. Eventually we will discuss that it represents a transform fault line, which is where earthquakes occur.

Explore 35 minutes

The hands on-minds on experience for the students will then be to create a device using an assortment of materials provided that will be able to measure and record an earthquake. They will first need to come up with a hypothesis for how they think earthquakes are recorded. And then, after taking a moment to look at the materials provided, they will need to write down some ideas they have that they could use to create some sort of measuring device. Then they will talk in their small groups and bounce their ideas off of one another. At this point they are free to get some materials and play around with them to see what they want to use and start the building of their device. I will be going around and talking to each group, answering what questions I can that will not impact their thinking/decisions in any drastic way. I will highly suggest to them that they try their devices at their tables by setting it in the middle and moving the two tables past each other. They will have a worksheet on which they wrote their hypothesis and will need to describe their device. They will also need to write down their observations of their device experiencing the


earthquake. Did it seem like it measured efficiently? When watching it, did other ideas come to mind about different ways they could have built it? Did it work? These questions will be on their worksheet that they need to fill out.

Explain 10 minutes-into the next class period if need be.

Once we get back together and everyone’s devices have been through the earthquake, we will all share the measurements made and the devices/how they recorded the earthquake. We will make a chart on the board (and in their worksheets) of similarities and differences between the machines/recordings. With that chart the students will then decide what seem to be the characteristics of a good, efficient measuring device for earthquakes.

Evaluate Students will be able to evaluate themselves through the lesson by following the worksheets and talking things through with their group. They have their hypothesis to go back to and compare to the outcome of their activity/whole class discussion. They also, through the lesson should be able to answer the investigative question (How can an earthquake be measured) with the most efficient answer that the class came up with. I will be able to evaluate them on their thoughtful, legitimate answers to their worksheets, their creation of a device, and their participation/behavior during the lesson.

Extend This lesson can be extended by adding any questions rose during it to the question board, and answering any from the board that can be. This could also lead to a discussion of history and inventions. The whole process that people go through, of having a situation (independent variable) and wanting to create something that can help the situation, or tell us more about it. This lesson could also lead to a whole review of the science method that they have learned about. -Clean-up for this lesson will be to have the students put their devices on the right side of the room by the sink with their names either on them or next to them. They also need to be sure their desks are how they were at the start of class so that the next class has the same set-up. They also need to turn in their worksheets.

*This was my idea but I do owe a thank you to Michelle O’Brien-Palmer again for having a lesson on

seismographs, but I made it my own.


Lesson 12-Worksheets

NAME_____________

Date ______________

Class ______________

How can an earthquake be recorded?

Hypothesis:

_____________________________________________________________________________________

_____________________________________________________________________________________

After looking at the materials provided in the room, what thoughts come to mind for using them to

create a measuring device?—Feel free to list the materials too.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_________________________________________________________________________________

After discussing with your group, what did you decide on for your measuring device? How will it record

data?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________________________________________________________________

Draw a picture of your measuring device and label the parts.


While the earthquake was occurring, how did your device measure it?

Did it work? Why or why not?

While watching your device during the earthquake, did anything come to mind about how you could

have changed it?

As the class shares, write down some of the other groups measuring devices.

-

-

-

-

What was similar and different between all of the measuring devices?

After looking through this list and seeing all the other devices/recordings, what seems to be the best

way to measure an earthquake?


Lesson 13-Review


S.IA.06.13 Communicate and defend findings of observations and investigations using evidence. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances models, exhibits, and activities. E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. E.SE.06.52 Describe how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. CCSS.ELA-Literacy.W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples

Science Learning Statements -The lithosphere is made up of plates that move in various directions. These plates are called lithospheric plates. -Pangea is believed to have split up due to continental drift. -Convection currents are a theory for what it is that causes the lithospheric plates to move. -the asthenosphere’s slow moving magma results in the few centimeters of movement of the lithospheric plates above it. -Geological events are experiences such as earthquakes, volcanic eruptions, and the formation of mountains. -Convergent boundaries are where lithospheric plates merge into one another. -Divergent boundaries are where lithospheric plates move away from one another. -Transform boundaries are where lithospheric plates move against each other. Mountains and Volcanoes may be formed at Convergent boundaries. -Volcanoes may occur at divergent boundaries. -Earthquakes occur at transform fault lines. -Seismographs record earthquakes and measure them.

Safety Use walking feet around the room Careful for paper cuts on the butcher block paper

Materials Butcher blocks paper-8 large pieces around the room.


Markers/pens

Structures and Accommodations The metacognitive section will be done individually and then the class will split up into small groups and go around to each center and be assigned a ‘job’ to do at that center. Students with fine motor (writing) skills that are lacking should still voice their opinions in the groups, but it is okay for their group members to write for them in a time crunch.

Learning Objectives and Assessment Students will be able to recap all the information from the unit and place it accordingly into a group/category. Students will be able to follow a set of directions where they take a different ‘role’ at each center. This review will consist of 8 different large pieces of paper that are titled as -Divergent Boundary -Convergent Boundary -Transform Boundary -Mountain Formation -Volcanoes -Earthquakes -Asthenosphere/Lithospheric Plates -Theory of Plate Tectonics As the groups go around the tables to these pieces of paper, they must take on the role of one of the jobs listed, which they will go down the row in order of. -Definition -Illustration -Example -Cause -Creation -Question -Example from a lesson in class -Answer the question posed and add anything else you think belongs. So for the first round, each group will be defining their poster, and then we will rotate, and then everyone will be illustrating, but it will be of a different topic than the one they wrote a definition for. So by the end each group has gone to each piece of paper and had some sort of input. Then at the end we will hang them up around the room to use as a study tool before the exam. Through the process of this activity and the turnout of the posters I will be able to assess whether or not the students understand the big concepts and learning statements.

Engage The metacognitive strategy for this lesson is a


5 minutes + a few minutes for explaining the rotation

writing prompt written on the board that the students need to answer in their journals. -In your own words, describe the Theory of Plate Tectonics. After they are done writing, I will split them up into 8 equal groups by pulling the name popsicle sticks. In these groups I will explain about the rotation and roles (which are written on the board in the order that they should be done, as we finish a rotation, I will cross off that job.)

Explore 40 minutes

The hands on-minds-on experience for this is the rotation of the groups and filling out of the posters. This lesson is serving as a review before the exam, so I want the students to be able to describe all aspects of the main topics from the unit. If they do not understand what they are supposed to be writing/drawing, I will help explain it to them since it may be tricky for some of the topics.

Explain 10 minutes

Once all the posters are filled out we will go over them one by one and read through the information so that everybody gets a chance to hear/read what all was written. Students will be able to explain their thinking of what they were writing and will be able to ask questions if they have any. At this point I will basically be reading through the posters and if there is any discussion to follow, it will be mostly student led, with some asking questions and others answering. If some answers are way off I will step in to help out, but by letting them answer each other’s questions and helping one another, they are learning through that process.

Evaluate The students will be able to evaluate themselves and each other during the explanation section/discussion, as well as during the last rotation when their job is to add anything to the poster that they believe is missing. I will be able to assess the students by observing them through the activity and paying attention to them during the discussion. I will also be able to look at the posters to see if they understand the concepts/topics.

Extend The extension of this activity will be to answer all of the questions from the question board. We will also talk about the pre-test from the very first day of the unit and how without even looking at it, they should feel much more comfortable about it now than when they originally took it.


-Clean-up for this lesson is to be sure the caps are on all of the markers, they posters are hung up, and their desks are in the same shape as they found them in.



NAME_____________

Date______________

Class______________

MULTIPLE CHOICE

1. The supercontinent that existed millions of years ago was called

a. Pandora

b. Pange

c. Pythagorean

d. Pamela

2. When new sea floor is formed, the youngest rocks are found at the _________

a. Center of the ocean

b. Edges of the oceans

c. The north and south poles

d. Anywhere where plate boundaries exist

3. Convergent, Divergent, and Transform boundaries are places where plates move in what

directions?

a. Sideways, up, down

b. Apart, together, against each other

c. Left, right, north

d. Together, apart, against each other

4. The magma that moves slowly due to convection currents resides in which layer of the Earth?

a. Atmosphere

b. Core

c. Asthenosphere

d. Lithosphere

5. Oceanic plates are made up of __________ rock and Continental plates are made up of

__________ rock.

a. Granite, Basalt

b. Basalt, Granite

c. Iron, Limestone

d. Limestone, Iron

TRUE/FALSE

6. _____________ The two types of lithospheric plates are continental and oceanic.

7. _____________ A hard-boiled egg can be used to represent the formation of a mountain.

8. _____________ Alfred Wegner was a scientist who thought the continents could fit together

like a puzzle.

9. _____________Volcanoes always occur at Transform boundaries.

10. _____________ Mount St. Helens, Mt. Rainier, and Mt. Vesuvius are examples of mountains.

11. _____________ There are hundreds of earthquakes per year.


FILL IN THE BLANK

12. _________________________ cause the lithospheric plates to move.

13. The youngest rocks are found in the ____________ of the ocean.

14. Divergent Boundaries can cause _______________.

15. ________________ can be formed at convergent boundaries.

16. The San Andreas fault line cuts ______________ in half.

17. There are ______________ earthquakes per year.

18. When building a house, it is important to know how close your land is to a ________________.

19. A _______________ measures and records earthquakes.

20. The Theory of Plate ______________ is relatively new in the world of science, coming becoming

widely recognized within the last 50 years.

MATCHING

Each is worth 1 point

Pangea

Experiences such as earthquakes, volcanic eruptions, and the formation of mountains.

Convergent Boundary

The supercontinent that existed millions of years ago.

Convection Currents

A theory for what causes lithospheric plates to move centimeters per year.

Divergent Boundary

A scientist who believed the continents could fit together like a puzzle and named the supercontinent that existed millions of years ago.

Geological Events

A boundary where lithospheric plates move away from one another

Lithospheric Plates

A boundary where lithospheric plates move against one another.

Transform Boundary

A boundary where lithospheric plates move towards one another.

Alfred Wegener

Parts of the Earth’s crust that are broken and move across the earth.


SHORT ANSWER

Write what geological event a hard-boiled egg can represent, and how it can. (Worth 2 points)

Choose one type of boundary we have discussed, explain one geological event that is caused by

it, and draw a picture of it. (Worth 3 points)

Draw and label the cross section of a Volcano (worth 3 points)

Choose 2 of the following terms. Define the terms and write either what cause it or what it will

create. (Worth 4 points)

Divergent Boundary

Convergent Boundary

Transform Boundary

Mountain

Volcanoes

Earthquakes


Summative Assessment Continued:

After turning in the test, I will hand back the pre-tests to the students. They will then need to go to their

seats and write in their science journals for the last 10 points of the final (making it a total of 50). Since

they will have their pre-test with them, and they just took the final test, they will be able to write

whether or not they noticed an improvement, how big of one, anything that stood out to them, what

they liked/disliked about the unit. They will then turn in their science journals and pre-test again for the

final part of their test. They can write out bullet points, paragraphs, whatever they wish, as long as they

write down the items listed (which will be written on the board during the class).

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