Download How the Earth Changes

How the Earth Changes 5th Grade ­ Five Day Unit SOL Science 5.7 Hanna Ealey and Sarah Hunter Earth Patterns, Cycles, and Change SOL 5.7 ­ The student will investigate and understand how Earth’s surface is constantly changing. Key concepts include a) identification of rock types; b) the rock cycle and how transformations between rocks occur; c) Earth history and fossil evidence; d) the basic structure of Earth’s interior; e) changes in Earth’s crust due to plate tectonics; f) weathering, erosion, and deposition; and g) human impact. Science SOL 5.7 investigates the Earth’s surface and how it is constantly changing. The students build upon knowledge covered in SOLs 4.6 and 4.8. Among the important ideas in this standard are the rock cycle, fossil evidence and how that shows change over time, the Earth’s interior and how the energy from within the Earth causes plate tectonic movement, shifting plate tectonics that cause earthquakes and volcanoes, weathering and erosion, and human impact on the Earth’s surface. Students should actively be developing their scientific investigation skills and inquiry, reasoning, and logic skills from SOL 5.1. After making our concept map, we decided that this entire SOL was too broad and consisted of way too much information to cover in a week. We decided that our unit was going to focus on the structure of the Earth and how it affects plate tectonics that create different types of plate boundaries. This unit is supposed to be the very first introduction they have to SOL 5.7. Our unit teaches about how the inside of the Earth and it’s structure affects the movement of plate tectonics, which in turn converge or diverge into mountains, ridges, earthquakes, volcanoes, etc. We think that it’s important for students to know what makes up the Earth before they learn about rock types, weathering, erosion, and all of the other changes that happen on the surface excluding the main plate boundary results. Day 1 ­ Earth Model Art Activity Purpose​
: ● This lesson will teach the students about the different layers of the Earth, and the differences in mileage of each. This activity and lesson will set up the rest of the week that focuses on plate tectonics and the how the changes that take place on this planet are caused from the energy beneath it’s surface. ● SOL Science 5.7 ○ The Student will investigate and understand how Earth’s surface is constantly changing. Focusing on part e. changes in Earth’s crust due to plate tectonics. a) Identification of rock types; b) The rock cycle and how transformations between rocks occur; c) Earth history and fossil evidence; d) The basic structure of Earth’s interior; e) Changes in Earth’s crust due to plate tectonics; f) Weather, erosion, and deposition; and g) Human impact. ● SOL 5.7 – Fine Arts ○ The student will use size and proportion to emphasize spatial relationships in works of art. Objectives​
: ● Given colored paper, The student will build a model (flap book) that shows the main layers of the Earth and their key features (name, scale width, mileage) with 80% accuracy. ● Students will create a flap book of the Earth where they will need to stack color and describe each of Earth’s layers. They will roughly scale the layers to show the differences between the widths of each layer, and will label the mileage of each layer. ● The students will neatly cut out each layer of the model and construct the earth with corresponding descriptions of each Procedure​
: ● Introduction ○ To introduce this lesson, we will have a model of the earth pre­made from clay or model magic available. We will pass the model around the room and inquire about prior knowledge the students have about what could be inside of the earth. ○ ​
Once everyone has had a chance to inquire about what the Earth looks like inside, we will carefully cut open the clay/model magic to expose the multiple different layers of the earth and briefly go over what they’re called. ● The Core ●
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○ Inner core (green) and outer core (blue) The Mantle (yellow) ○ Lithosphere, asthenosphere, lower mantle The Crust (red) ○ Oceanic crust, continental crust ●
Development ○ Explain how geologists have used two main types of evidence to learn about Earth’s interior. See “Earth’s Interior” notes attached. (Auditory) 1. Direct evidence from rock samples – rocks drilled from deep inside the Earth allow geologists to make inferences about conditions below the surface. 2. Indirect evidence from seismic waves – Seismic waves produced by earthquakes allow scientists to measure the speed in which they travel, giving clues to the structure of the planet. ○ Flap­book (Visual) ○ Explain the activity by showing a pre­made example of the flap book. (Auditory) ○ Have students come up to a table where all materials are (Earth template and tabs) and take one of each item. (Kinesthetic) ○ Students will first cut out template of Earth with slit on the side, they will color the Earth in appropriate symbolic colors: blue for water, and green for land. They will label the continental crust and oceanic crust. (Kinesthetic) ■ Continental crust: Crust that forms the continents, consisting mostly of granite ■ Oceanic crust: Consists mostly of basalt ○ Next, they will cut out each tab and stack the biggest tab (crust) to the smallest tab (core). (Kinesthetic) ○ As we go over the different layers and definitions of each layer (in notes attached) the students will write definitions on corresponding tabs and color the tabs. (Auditory/Kinesthetic) ○ Adapted from Teachers Pay Teachers and Nitty Gritty Science ●
For Advanced Students: ○ Students will have access to resources provided by their teacher (books, online tools, etc) attached in this lesson if they finish early or want to learn more about the information in the lesson. For Struggling Students: ○ Students who may be unable to physically do this activity will be given a partner to help them construct their model that will be pre­labeled by the teacher. They can use a device if they have one to type definitions as notes. Summary ●
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The lesson will end by handing out a sheet of notes to paste into their interactive notebooks (attached). These are the notes that we will have gone over in class, and the definitions that they have already written down in their flap­books. The flap­books and notes can be used as reference and study material. Major concepts are that the Earth is constructed of four major layers, all made of different material. Materials: ● Colored paper ● Markers ● Scissors ● Tape ● Clay model ○
Lesson adapted from Nitty Gritty Science ●
Evaluation A: ● To evaluate comprehension, the students will be given a worksheet with a diagram of the Earth’s layers. They must label the diagram and write a fact about each of the layers ● This will provide results on how well the lesson was understood and determine if the students are ready to progress to the next lesson. Evaluation B: ● What were the strengths of the lesson? ● What were the weaknesses? ● How would you change the lesson if you could teach it again? ● Did your lesson accommodate/address the needs of all your learners? Day 2 – Measuring Earth Models Purpose​
: ● This lesson is a continuation of the lesson on investigating and understanding how Earth’s surface is constantly changing. ● ​
It is important to include different subjects when teaching a detailed unit. This lesson incorporates math and is a great way to have students continue to focus on the layers of the Earth while practicing and understanding measuring. ● This math lesson will prepare students for the technology lesson they will have the following day. They will have the background knowledge of mileage and it will help students realize why the width of the layers are different. ● SOL Science 5.7 ○ The Student will investigate and understand how Earth’s surface is constantly changing. Focusing on part e. changes in Earth’s crust due to plate tectonics. a) Identification of rock types; b) The rock cycle and how transformations between rocks occur; c) Earth history and fossil evidence; d) The basic structure of Earth’s interior; e) Changes in Earth’s crust due to plate tectonics; f) Weather, erosion, and deposition; and g) Human impact. ● SOL Math 5.9 ○ The student will identify and describe the diameter, radius, chord, and circumference of a circle. Objectives​
: ● Students will use their Earth model measurements with 100% accuracy to calculate the diameter, radius, chord, and circumference. Procedure​
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Introduction ○ To introduce this lesson, we will show a fun video that explains the measurements of a circle. When the video ends, will ask comprehension questions and define each of the measurements as a class. (Visual/Auditory) ■ What is a diameter? ■ What is a radius? ●
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■ What is a chord? ■ What is a circumference? We will then create an example to work out on the board for the students to refer to if they are forgetting the formula for finding the measurements. (Visual) When the students understand the activity, we will let them practice finding the measurements individually. (Kinesthetic) We will let them know that they can raise their hands to ask questions if they do not understand or get stuck. (Auditory) ●
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Development ○ The students will quietly work on finding the measurements using their Earth model. (Kinesthetic) ○ They will use the Earth layer mileages that were been provided from the previous lesson to practice their math measurements. (Visual) ○ They can use their interactive notebook to find extra notes to continue comprehending Earth’s structure and how it is constantly changing. (Visual) For Advanced Students: ○ If the students quickly complete the activity, have them double the mileages and find the math measurements again. Also, ask them to write the formulas in their interactive notebook for future reference. (Kinesthetic) ●
For Struggling Students ○ If students are completely lost, have them pair up with a classmate that understands the activity or come to the teacher table for help. (Kinesthetic) ●
Summary ○ The students will have an example of finding measurements of a circle in their interactive notebook. ○ They will use this information with future lessons throughout the week to help them understand Earth’s structure. Materials​
: ● Earth Model ● Pencil ● Calculator Evaluation A​
: ● To evaluate comprehension, the students will group in pairs to review the answers they found for the diameter, radius, chord, and circumference of their Earth models. ○ Are the answers similar? ●
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Did the students understand the math measurements? ○ Was this successful in helping students understand Earth structure? When the groups have finished comparing their results, we will ask each group to call out their answers for each measurement and tally on the board how many groups got the same calculations. This will provide us with results to measure how successful the lesson was comprehended. Evaluation B​
: ● Was this lesson interesting and engaging? ● Was this lesson successful? ● What were the strengths and weaknesses of the lesson? ● How would you change the lesson if you could teach it again? ● Did your lesson accommodate/address the needs of all your learners? Day 3 ­ Plate Tectonics Interactive Technology Lab Purpose​
: ● This lesson begins our discussion of plate tectonics focusing mainly on understanding the three plate boundaries: Convergent, Divergent, and Transform. ● It is important to teach plate tectonics because it corresponds with our unit on how the Earth’s surface is constantly changing. ● This plate tectonics technology lesson will give students the opportunity to see and understand how plate tectonic boundaries play a role in changing the Earth’s surface, ● SOL Science 5.7 ○ The Student will investigate and understand how Earth’s surface is constantly changing. Focusing on part e. changes in Earth’s crust due to plate tectonics. a) Identification of rock types; b) The rock cycle and how transformations between rocks occur; c) Earth history and fossil evidence; d) The basic structure of Earth’s interior; e) Changes in Earth’s crust due to plate tectonics; f) Weather, erosion, and deposition; and g) Human impact. ● SOL C/T 3­5.9 ○ Use models and simulations to understand complex systems and processes. a) Understand the use of simulations in learning. ○ Enhance understanding of concepts and skills by explaining how a simulation differs from and is similar to real life. b) Use simulations to understand complex concepts. ○ Enhance understanding of concepts and skills by using simulations. Objectives​
: ● The students will be able to understand the concept of plate tectonics and participate in a technology lab focusing on the three plate tectonic boundaries. ○ Convergent Boundaries ■ When two tectonic plates collide. ○ Divergent Boundaries ■ When two tectonic plates are moving away from each other. ○ Transform Boundaries ■ When two tectonic plates slide horizontally past each other. Procedure​
: ● Introduction ○ To introduce this lesson, I will play a video to explain the overall concept of plate tectonics. (Visual/Auditory) ■ http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.plateint
ro/plate­tectonics­an­introduction/ ○ When the video ends, I will have a whole group discussion where I call on students to share facts that they learned about plate tectonics. (Auditory) ○ I will write these facts on the whiteboard for students to refer to while they are working on their plate tectonic interactive technology lab. (Visual) ● Development ○ The students will each have an individual laptop at their desk. To save time, I will have the interactive technology labs pulled up on the laptops in advance so that the students can begin their activity right after the introduction video and discussion is completed. (Visual/Kinesthetic) ○ The students will learn the differences between convergent, divergent, and transform boundaries by clicking on the different components of the website. (Visual/Kinesthetic) ■ http://www.learningscience.org/esc2astructureearthsystem.htm ○ After the students have been participating in the interactive technology lab for about fifteen minutes, we will play a rap video that the students can learn and sing along with to help them remember the differences between the three plate tectonic boundaries. (Visual/Auditory) ○ When this video ends, we will spend another ten minutes continuing and completing the interactive technology lab. (Visual/Kinesthetic) ● For Advanced Students: ○ For students who complete the activity quickly and understand each of the boundaries, I will have them help those who are not understanding how to complete the lab. This may involve talking classmates through the lab or even repeating part of their own lab to use as an example. This is a great way to promote communication among students who are quick learners and students who may need more time and practice when learning something new. (Visual/Auditory/Kinesthetic) ● For Struggling Students: ○ For students who do not understand the interactive technology lab, I will work closely with them and show them how one of the sections of the lab works. I will then ask advanced students to help those who are struggling. It will give them extra practice while creating a positive way for quicker learning students to practice comprehending the information further. (Visual/Auditory/Kinesthetic) ●
Summary: ○ Once the students have completed the interactive lab on plate tectonics, I will split them into table groups and have each group come up with one example of what each of the plate boundaries can form or cause to happen. ○ After five minutes of brainstorming and coming up with ideas, I will have each group share their examples aloud and tell the class how the plate boundaries form or cause these Earth changes to occur. Materials​
: ● Classroom laptops ● Introduction Video ○ Adapted from PBS Learning Media: http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.plateintro/plate
­tectonics­an­introduction/ ● Comprehension Rap Video ○ Adapted from YouTube: https://www.youtube.com/watch?v=dkELENdZukI ● Plate Tectonic Interactive Lab ○ Adapted from Learning Science: http://www.learningscience.org/esc2astructureearthsystem.htm Evaluation A​
: ● I will access the students knowledge by having each student create an illustration of the three plate boundaries. After this lesson, they should be comfortable with what directions the plate boundaries shift. They should be able to draw the arrows and write one example of what each plate boundary can form or cause to happen. ○ For example: ■ A Convergent Boundary can form a mountain. ■ A Divergent Boundary can cause an earthquake. ■ A Transform Boundary can form a fault. Evaluation B​
: ● What went well during this lesson? ● How could you make improvements for next time you teach it? ● Did the students enjoy this lesson? ● What were the strengths and weaknesses of the lesson? Day 4 ­ Plate Tectonics Graham Cracker Lab Purpose​
: ● This lesson is a continuation of learning focusing on the three plate tectonic boundaries: Convergent, Divergent, and Transform. ● The students will participate in an interactive lab on plate tectonics boundaries using graham crackers to show and understand the concept of plate tectonics. ● It is important to teach this lesson because it provides students with the opportunity to learn through a hands on lesson. The concept of plate tectonic boundaries is important when understanding why the Earth’s surface is constantly changing. ● SOL Science 5.7 ○ The Student will investigate and understand how Earth’s surface is constantly changing. Focusing on part e. changes in Earth’s crust due to plate tectonics. a) Identification of rock types; b) The rock cycle and how transformations between rocks occur; c) Earth history and fossil evidence; d) The basic structure of Earth’s interior; e) Changes in Earth’s crust due to plate tectonics; f) Weather, erosion, and deposition; and g) Human impact. Objectives​
: ● The student will be able to understand the differences between the three plate tectonic boundaries: Convergent, Divergent, Transform. Procedure​
: ● Introduction ○ We will introduce this lesson by reviewing the interior of the Earth and the three types of plate boundaries using a technology simulation. (Visual/Auditory) ○ When the conversation is complete and I can see that everyone is comprehending or starting to comprehend the differences between the three plate tectonic boundaries, I will explain the instructions for the lab and introduce the materials that will be used to complete it. (Auditory) ○ Students will then go to their desks and wait to be called on to come to the front table and get the materials they will need. (Auditory) ■
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Each student will need one paper plate, two graham crackers, and three small scoops of whip cream. Development ○ Once the students have their materials, they will wait until I am ready to demonstrate the plate tectonic boundary activity. ○ When all of the students have their materials, I will tell them to begin by breaking their two graham crackers into fours. This will leave them with eight pieces and they only need six so I will give them the opportunity to either eat or throw away the extra two pieces. (Auditory/Kinesthetic) ○ I will tell the students to place three sets of two pieces of the graham cracker beside one another and use their plastic spoon to put whip cream in between each of the two pieces. (Auditory/Kinesthetic) ○ We will begin with convergent boundaries and before physically performing our activity we will discuss what this plate tectonic boundary does. (Auditory) ○ Once the students have successfully answered this questions, we will push our graham crackers together and watch the whip cream flow above the graham crackers. This is an example of how a convergent plate boundary could form a mountain range. (Visual/Auditory/Kinesthetic) ○ We will then demonstrate divergent boundaries and push the graham crackers away from one another, seeing that the whip cream will stay in the middle of the crackers. This is an example of how a divergent plate boundary could form a crack in the earth or ocean to create something like the mid atlantic ridge. (Visual/Auditory/Kinesthetic) ○ Finally, we will demonstrate transform boundaries and slide the graham crackers horizontally against each other to find that the whip cream will seep through the edges. This is an example of how a transform plate boundary could form a fault. (Visual/Auditory/Kinesthetic) ●
Summary ○ Once the students have completed the graham cracker lab, we will have a whole group discussion on what we learned. I will write the students’ responses on chart paper while the students write them on in their interactive notebook. These notes will be a resource to use when reviewing the unit on plate tectonics. ●
For Advanced Students: ○ For students who understand the activity, I will have them write the definitions of the three plate boundaries and then illustrate an example of what each of them can form or cause to happen. ■ For example, a convergent boundary can form a mountain range, so students could draw a convergent boundary with two arrows pointing to one another and then draw mountains on top of them. ●
For Struggling Students: ○ For students who do not understand the activity, I will walk around and show the students my example again. This time, I will ask them to do the activity with me using their own graham crackers. If students cannot see the differences in the boundaries, I will have them take out a piece of paper and help them draw the arrows of the directions the plate boundaries shift. This should make it easier to visually see what to do to complete the graham cracker lab activity. Materials​
: ● Graham Crackers ● Whip Cream ● Paper Plates ● Plastic Spoon ● Napkins ● Paper ● Introduction Plate Tectonic Boundary Technology Simulation ○ Adapted from kidsgeo.com: http://www.kidsgeo.com/geology­for­kids/0044­plate­boundaries.php ● Foldable Book Worksheet ○ Adapted from Pinterest: https://www.pinterest.com/pin/479844535268304080/ Evaluation A​
: ● I will assess the students knowledge by having them complete a plate boundaries foldable book. This will involve the students cutting three different pictures or facts that describe each plate boundary and placing them in the correct category. Not only will this have students practice the place boundaries further but it will be an extra study guide to place in the interactive notebook used for the entire unit plan. Evaluation B​
: ● What were the strengths of this lesson? ● Were the students engaged throughout the lesson? ● What accommodations were made? ● Would you teach this lesson again? Why or why not? Day 5 ­ Physical Education Relay Race Purpose​
: ● The purpose of this lesson is to see what the students have learned throughout the week through a physically challenging relay race. ● This lesson is important because incorporating different physical skills in a relay race is not only good for the students bodies, but is also good as a preparation to get their brains more prepared for their evaluation at the end of the race. ● Science SOL 5.7 The student will investigate and understand how Earth’s surface is constantly changing. Key concepts include a) Identification of rock types; b) The rock cycle and how transformations between rocks occur; c) Earth history and fossil evidence; d) The basic structure of Earth’s interior; e) Changes in Earth’s crust due to plate tectonics; f) Weathering, erosion, and deposition; and g) Human impact. ● Physical Education SOL 5.1 ­ The student will demonstrate proficiency in movement skills and skill combinations in complex movement activities. a) Demonstrate proficiency in locomotor, non­locomotor, and manipulative skill combinations in more complex environments and modified sports activities. b) Perform educational gymnastic sequences, including travel, roll, balance, and weight transfer,with smooth transitions and changes of direction, shape, speed, and flow. c) Perform different types of rhythm/dance sequences including American and international dances. Objectives​
: ● The students will be able to categorize different plate boundaries, layers of Earth, and other true false facts taken from notes they have received throughout the week in a group relay setting with 80% accuracy. ● The objective to this game is to see what they have learned in the past week, and give every child the opportunity to show what they know individually. ● The students will be able to dribble a basketball, crab walk, lunge, and control a soccer ball to reach the cards in the race. Procedure​
: ● Introduction ○ The class will have to be moved to an open space, like the gym or outside, or the classroom must be configured so that the students can safely run back and forth without running into anything. ○ The students will be broken up into teams of three or four, these numbers depend on how big your class size is. Count students off by three or four so that the groups are diverse. ● Development ○ On one end, the students will be in their groups, on the other end, pictures, vocabulary words, descriptions, and general true/fact statements will be categorized together in four separate hoola hoops. ○ The objective of this game is for every group to get one of each set of vocabulary words and facts back to their other partners and correctly match them to their corresponding pictures and descriptions. ○ There will be four different ways to get down and back from a card. Teams should alternate which method they use in this order: ■ Crab walk ■ Dribbling a basketball ■ Controlling a soccer ball between their feet ■ Walking lunges ○ The vocabulary words and facts will be posted on the smartboard or projector so that the students can check if they’re missing anything during their relay. ○ The students are only allowed to pick up one piece of paper at a time, and must organize or categorize them before the next team mate runs to grab another piece of paper. ○ Once a team has attained every matching set and facts, they will sit down until the other teams are done ● For Advanced Students: ○ Advanced students will get paired with students who may need a little extra help with the material. Only if the struggling student is extremely stuck with the advanced student be able to help their teammate out in placing the paper in the right category. This way, the information will get reinforced for the advanced student and they can teach the struggling student what they may have missed during instruction. ● For Struggling Students: ○ Students who cannot physically move to get the pieces of paper will have a substitute runner from their team to help them get the paper from the other end of the room, but will not receive help categorizing and organizing the paper once their substitute runner gets back with it. ●
Summary:
○ This lesson will act as a review to check for comprehension before the students go home to work on their brochures over the weekend. Materials: ● Basketball ● Soccer Ball ● Four Hoola Hoops ● Vocabulary, Description, Picture, and Fact Cards Evaluation Part A​
: ● I will assess the student’s knowledge by walking around to check and see if every student is participating equally. I will also be checking at the end if their descriptions, pictures, vocab, and facts match up correctly. ● After the students get back to their seats, I will have a fill in the blank sheet for them to fill out to check and see how much the retained in the activity. They will complete this worksheet individually. Evaluation Part B​
: ● Did the students meet your objectives? ● How do you know? ● Did your lesson accommodate/address the needs of all your learners? ● What were the strengths of the lesson? ● What were the weaknesses? ● How would you change the lesson if you could teach it again? Unit Evaluation: The student will complete a brochure over the weekend containing information about Earth’s structure and plate tectonics. This assignment will be used to evaluate how well the unit was comprehended by the students. The brochure should include: ­ Colorful and creative cover page related to Earth structure or plate tectonics ­ An accurate diagram of Earth’s structure, labeled with the four main layers, each with at least three facts learned from class ­ At least eight vocabulary words taken from class notes ­ All three types of plate boundaries named, given a definition, a diagram to show how the plates move, an example of where to find that type of boundary on Earth, and a personal picture that helps the student remember what the plate boundary is Directions: ­ The students will start by creating a detailed cover page illustrating Earth’s structure, plate tectonics, or plate tectonic boundaries. ­ After the cover is completed, they will flip to the left inside flap of the brochure and draw Earth’s interior, labeling the four main layers. ­ Once the layers have been labeled, the students will write at least three facts that they learned about the layers in class. ­ After completing the section on the Earth’s interior, students will look at the middle inside flap of the brochure and write and define at least eight vocabulary words they learned during the unit on Earth’s surface and plate tectonics. ­ Once these words are written and defined, the students will look at the right inside flap and name and define one of the three plate boundaries. They will then draw a diagram showing what the boundary does and then name an example of where this boundary could be found on Earth. ­ They will then flip to the back of the brochure and name, define, and draw the remaining two plate boundaries on the left and middle flap. They will also name a place on Earth where these boundaries can be found. ­ On the final right flap, the students will draw a personal picture that helps them remember what a plate tectonic boundary is. Materials needed: ­ Plain White Paper ­ Pencil ­ Crayons, Colored Pencils, Markers Brochure Rubric: 1 2 3 4 Brochure Information Brochure does not contain a diagram of the Earth structure, or labels and definitions of each layer. Brochure contains less than three vocabulary words, and does not include all plate boundaries and features required. Includes an incomplete diagram of the structure of the Earth. The inner core, outer core, mantle, and crust are all labeled and color coded. Labels include one fact about each layer. Brochure contains four vocabulary words taken from class notes. Brochure may not include all four types of plate boundaries and two of the features required: definition, an example of where that type of boundary appears on Earth, a diagram of how that plate boundary moves, and a picture that helps the student remember what it is Includes an accurate diagram of the structure of the Earth. The inner core, outer core, mantle, and crust are all labeled and color coded. Labels include two facts about each layer. Brochure contains six vocabulary words taken from class notes. Brochure also includes all four types of plate boundaries and three of the features required: definition, an example of where that type of boundary appears on Earth, a diagram of how that plate boundary moves, and a picture that helps the student remember what it is Includes an accurate diagram of the structure of the Earth. The inner core, outer core, mantle, and crust are all labeled and color coded. Labels include three or more facts about each layer. Brochure must contain at least eight vocabulary words taken from class notes. Brochure also includes all four types of plate boundaries all all of the features required: definition, an example of where that type of boundary appears on Earth, a diagram of how that plate boundary moves, and a picture that helps the student remember what it is. Creativity Brochure is not relevant to Earth structure or plate tectonics. Brochure includes little to no color, Brochure is unorganized Brochure includes a cover page that represents something about the Earth. Brochure includes some color. Brochure is somewhat unorganized. Brochure includes a cover page that represents either the Earth surface or plate tectonics. Brochure is colorful and organized Brochure includes a creative and colorful cover page that represents either the Earth structure or plate tectonics. Brochure is color, organized, and very easy to follow. Total Unit Resources: See Inside Planet Earth By: Katie Daynes and Peter Allen ● The is a great interactive flap book that delves deep into the mysteries about the Earth’s geography. Includes information about the Earth structure, climate, environments, and reveals information about how human impact is affecting the world we live in. Book also includes internet sites for students to explore more information if they stay curious. ●
PBS Learning Media ● This resource has many great videos and lesson plans to reference when teaching the concept of plate tectonics. It has everything from introductory videos to flash interactive simulators. We used the introductory video for our technology lesson on plate tectonics and found it to be very engaging for fifth graders. The flash interactive labs are a great tool to use and create a visual example of the differences between what and where plate tectonic boundaries are formed. Overall, this PBS website is a great resource when creating lessons in a unit. ○ http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.lp_platetectoni
cs/plate­tectonics/ National Oceanic and Atmospheric Administration ● When looking for examples of what tectonic plate boundaries can form, we found this website to be very helpful. The first thing that caught our eyes was a photograph of a volcano about to explode right at the top of the page. Below it is information regarding the three types of plate tectonic boundaries and what they form and create. We used this resource for our plate tectonics interactive lab lesson. If you click “major types of plate tectonic boundaries,” the website take you to a page with a labeled diagram of convergent, divergent, and transform boundaries. It is a great resource for teachers to use when gathering ideas for a lesson on plate tectonic boundaries, ○
http://oceanexplorer.noaa.gov/facts/tectonic­features.html Annenberg Learner ● The main thing we found helpful about this resource was the moving images modeling how plate tectonic boundaries shift. For example, for convergent boundaries, the arrows are point towards each other, for divergent boundaries, the arrows are point away from each other, and for transform boundaries, the arrows are pointed opposite directions and are shifting horizontally past each other. We think the arrows constantly moving could help kids see the difference between the way each of the boundaries work and why they create the changes in Earth that they do. This resource helped us when writing our lesson plan for the plate tectonics technology lab. ○ https://www.learner.org/interactives/dynamicearth/plate.html Science­Class ● This website is a great resource for teachers who are looking for examples of science lessons. It has the exact plate tectonic graham cracker lab that we chose to do for day 4 of our unit lesson. This website has examples of activities and labs, slideshows, online quizzes, warm ups and bell ringers, interactive and resource websites, and so much more. We highly recommend looking into all of the great resources this website has available! ○ http://science­class.net/archive/science­class/Geology/plate_tectonics.htm Kids Geo ● This kids geology website is a great resource to use in the classroom. We were looking for something to use as an introduction to our graham cracker lab and found that this technology simulation is a great review of the technology lab that the students did the day before. There is a lot of useful information on this website and we really like that there is a diagram with each definition being shown. Pictures, photographs, and diagrams are all engaging tools to use when getting students excited about learning. ○ http://www.kidsgeo.com/geology­for­kids/0044­plate­boundaries.php Incredible Plate Tectonics Comic: The Adventures of Geo Vol. 1 ● This is a comic book series about Geo and his robot dog, Rocky.They travel back in time to explore what the Earth used to look like before the plate tectonics moved enough to form the continents we know today. This is a great tool to have in the classroom because it’s a different medium of text than a textbook. Kids will love exploring science with Geo and his dog, and since it’s a series, there are more volumes about all typed of science related topics. These will be great characters to have in your classroom. ●
Earth Structure Exploration ● This is a fun way for students to explore the different layers of the Earth going further into depth than what we cover in class. The visuals include pictures of the materials each layer is made of. This is an asset for students who may want to learn more about the different layers and their composition. ○ http://www.scootle.edu.au/ec/viewing/L3067/index.htm​
l National Geographic ­ Volcanoes ● Since this lesson only briefly touches on volcanoes, I think it’s important to have literature in the classroom that explains into greater detail the science behind them and how they are formed. National Geographic kids magazines are a great subscription to have in the classroom because they are extremely informative and have great pictures that kids will love. ●
The Island That Moved By: Meredith Hooper and Lucia DeLeiris ● The illustrations in this book will take children on a journey through time. They will get to see how the Earth used to look, with diagrams about how the surface has been constantly changing since the beginning of the planet.This book goes through all different kinds of plate boundaries and gives vivid imagery to how those results look.There is a great diagram of how the continents have shifted over millions of years and the effect that these boundary changes have on our lives now.