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Dynamic Earth Unit
Grade: 5th
Content: Science
Unit Topic
Dynamic Earth - The Earth is a multilayered rock; the layers of the Earth are the inner/outer core, the
mantle and the crust. In this unit, scholars will learn about the constant motion of these layers and the
changes that have occurred to Earth’s surface throughout its history. First, Scholars will learn the ideas
behind the Theory of Continental Drift –In the past, the earth consisted of one large continent (Pangea)
and over billions of years has split up into several spread out continents. Fossils and the puzzle-like
appearance of the continents are evidence to support this theory. Second, Scholars will explore the
ideas behind the Theory of Plate Tectonics that explains why the crustal plates are constantly moving.
They will explore the cause and effect relationships of the layers of the Earth: The Core heats the mantle
which causes the mantle to become less dense and rise. The cooler upper mantle begins to sink since it
is denser than the heated Mantle. Scholars will make connections between this mixing of the interior of
the Earth, in the form of convection currents, to the exterior movement of the plates and the effects
this has at Earth’s surface- volcanoes, earthquakes, and mountains.
Unit Summary
Note: In your unit summary, please introduce your unit topic, place the unit in context within the year, outline major goals,
introduce/describe the performance assessment and identify important learning activities.
Dynamic Earth is our 2nd unit in the 5th grade. Scholars started the year with a basic scientific inquiry unit
to build their science skills. Scholars will use these skills: observations vs. inferences, making
predictions/hypothesis, analyzing data, and communicating experimental findings to help them explore
the ideas of Unit 2. There will be a constructivist theme to the unit as well. Scholars will begin unit 2 by
looking at maps of the earth over its history and predicting how the continents could have moved over
time. Each day, scholars will learn a new piece to the puzzle in order to revise their own theory of how
the earth’s surface could have changed the way that it did. By the end of the unit, the scholars will
embody scientists who are writing an essay to describe their theory and give detailed evidence to
support the theory. The important learning activities that will drive this unit are: 1) analyzing maps and
understanding the information presented (early unit lessons: pangea maps, present day maps, maps
that show the fossil evidence of pangea/ later in the unit: maps of the location of earth
quakes/volcanoes vs. maps of the earth’s plates) 2) apple model or hard boiled egg model – earth has
layers with distinct properties 3) create a clay model of the earth to compare thickness – using triple
beam balances 4) comparing the layers of the earth by analyzing data tables of their unique properties
5) exploring how heat moves -- applying this to the movement of the interior of the earth --- Convection
Currents Lab --- drawing connections between the movement in the interior of the earth to the
movement on the exterior of the earth 6) plotting locations on the map using lat/long coordinates –
comparing maps of the location of earthquakes and volcanoes to the maps of earth’s tectonic plates 7)
drawing connections between the movement in the interior of the earth to the movement on the
exterior of the earth – and the effects it has (earthquakes, mountains, volcanoes)
Stage 1: Desired Results
Established Goals (Standards, etc.):
Identifier
Standard
2.2d
Continents fitting together like puzzle parts and fossil correlations provided initial
evidence that continents were once together
2.2b
There are layers within the earth- these layers in the crust, mantle, outer core, and
inner core have distinct properties
2.1c
The rock at Earth’s surface forms a nearly continuous shell around Earth called the
lithosphere
2.1d
The majority of the lithosphere is covered by a relatively thin layer of water called the
2
2.2f
2.2a
4.2b
2.2e
S 3.2c
S 3.2f
S 1.2a
S 3.2d
?
?
?
hydrosphere
Plates collide, move apart, or slide past on another. Most volcanic activity and
mountain building occur at the boundaries of these plates, often resulting in
earthquakes.
The interior of Earth is hot. Heat flow and movement of material within Earth cause
sections of Earth’s crust to move. This may result in earthquakes, volcanic eruption,
and the creation of mountains and ocean basins.
Heat can be transferred through matter by the collisions of atoms and/or molecules
(conduction) or through space (radiation). In a liquid or gas, currents will facilitate the
transfer of heat (convection).
The Theory of Plate Tectonics explains how the solid lithosphere consists of a series of
plates that float on the partially molten section of the mantle. Convection cells within
the mantle may be the driving force for the movement of the plates.
Evaluate the original hypothesis in light of the data
Make predictions based on experimental data
independently formulate a hypothesis
formulate and defend explanations and conclusions as they relate to scientific
phenomena
Sequence Events
Cardinal Directions
Latitude/Longitude
Justification:
In the space provided, justify how the identified standards directly align with the overarching important
idea(s) of this unit and the unit topic.
Each standard is one piece of the puzzle – scholars can use information in every single lesson to either
1) further explain how/why the continents have moved over time or 2) use the information to explain
the evidence we have of this movement
Generalization(s):
In the space provided, list generalization(s) identified on Day 1.
1) Scientists create theories to explain natural phenomena – scientists are continuously gathering
new information and as they gather new information, they revise their theories
2) The earth is constantly changing—Earth’s surface is constantly changing – by the end of the
unit, you will be able to describe your theory on why Earth’s surface has changed and what
evidence we have of this change
Stage 1: Desired Results continued…
Enduring Understandings (EUs): Students will know that…
Discipline-Based Understanding(s):
Unit-Based Understanding(s):
1) Earth’s surface is constantly changing
2) The earth moves in predictable patterns
3) Scientists believe in a theory that explains how the continents have moved overtime, the theory
is … it is your job to tell me! (this understanding will be unveiled at the end of the unit when
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scholars have written our their own theories.
4) Scientists are continuously gathering new information and revising their theories about the
world
Essential Question(s) (EQs):
Not sure…
How has earth’s surface changed over time?
What could the Earth’s surface look like in 5,000 years?
Knowledge, Skills, Vocabulary, and Misconceptions
Knowledge: Students will know…
The lithosphere is a layer of rock that covers Earth’s
surface.
The hydrosphere is the thin layer of water that
covers the lithosphere.
There are layers within the Earth.
Each layer is has distinct properties and vary in heat,
thickness, density, and composition
The heat of the core causes the convection currents in
the mantle ---The heat causes the lower mantle to
become less dense as it heats- causes this part of the
mantle to rise- as the material moves to the upper
mantle, it cools and becomes denser and falls back down
towards the core-- (underlying knowledge: denser
objects sink; less dense material floats/rises)
The convection currents in the mantle cause the crustal
plates to move
The crust/lithosphere is made of plates that have moved
very slowly over the earth’s history
The continents used to be connected (pangea) billions of
years ago
Fossils/mountain ranges/continents looking like puzzle
pieces are all pieces of evidence that scientists have that
the continents used to be together
Fossils are found in the crust of the earth
Many things have occurred because of plate movement:
earthquakes, mountains, and volcanoes to name a few
Earthquakes and volcanoes most commonly occur at
plate boundaries—where plates are colliding/moving
past each other
Skills: Students will be able to…
SWBAT:
-Make predictions
-Identify the three layers of the earth
-Explain how fossils are evidence that the continents
have moved over time
-Measure an object’s mass
-Plot points on a map using longitude/latitude
-Identify the layer of the Earth where fossils are found
-Illustrate the three layers of the earth
-Compare the relative thickness of the layers of the
earth
-Compare and contrast the key properties of the earth
-Make observations and inferences to compare the
model to the layers of the earth
-Explain convection currents
-Explain how heat in the interior of the earth results in
movement on the exterior of the earth
-explain how heat causes plate movement
-draw conclusions between plate boundaries and the
occurrence of mountains, volcanoes, and earthquakes
-identify what geologic features or events result from
plate movement
-explain how earthquakes, mountains, and volcanoes
are evidence of crustal plate movement
-create their own theory to explain how the
continents have moved over time:
a) write answer & three topic sentences
b)identify 3 pieces of evidence that supports pangea
c) add three details to each piece of evidence that
supports pangea,
d)explain the theory of continental drift
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Enduring Key Terms/New Vocabulary
Pangaea
Fossils
Continents
Crust
Mantle
Core
Convection currents
Lithosphere
Hydrosphere
Plates
Plate boundaries
Earthquakes
Volcanoes
Interior
Exterior
Theory
Evidence
Prediction
Supporting detail
Latitude
Longitude
Convection currents
Crustal plates
Bedrock
Rock layers
Landmasses
Cross section
Mountain ranges
Geologic features
Molten
Misconceptions
1) The continents are drifting apart randomly and
that they are not still moving today
2) The crust is 100s of km thick -3) The crust is only made up of the continents
Clarifications
1) plates are still moving today- but the change
imperceptible because the movement is so slow
2) the crust is anywhere from 5 km thick to about 30
km thick – it is only 1% of Earth’s total volume
3) the crust continues underneath the oceans—ocean
crust is denser than the continental crust
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Stage 2 – Assessment Evidence
Performance Assessment(s) :
Please address the following two questions in this section:
1) To what extent is this performance assessment aligned to this unit’s enduring understanding(s)?
2) How is this performance assessment authentic and framed within realistic challenges that adults face in the world
beyond the classroom? (Explain how your performance assessment fits within GRASPS.)
GOAL: Your goal is to embody a scientist who is writing an essay for the greater science community about a new theory that
explains how the continents have moved over earth’s history and explaining the evidence of these changes.
ROLE: You are a scientist
AUDIENCE: You will presenting your essay to the greater science community
SITUATION: You have completed hours of research to understand how the continents have moved from one continent
(Pangea) to our present day map. This research has allowed you to create your own theory of what occurred and now you
get to share this theory will your peers!
PRODUCT/PERFORMANCE: write an essay stating your theory and describing 3 pieces evidence to support your theory. Each
piece of evidence should include sufficient supporting detail. Diagrams and pictures a must! ☺
Evaluation Criteria:
In the space provided, please do/answer the following:
1. List Evaluation Criteria: See performance task rubric
Theory
(understanding of
what happened in
earth’s history)
Evidence #1,
Supporting Details
(understanding of
key evidence that
is aligned with and
supports the
theory- supported
with factual
details)
Evidence #2,
Supporting Details
(understanding of
key evidence that
is aligned with and
supports the
theory- supported
with factual
details)
Evidence #3,
Supporting Details
(understanding of
key evidence that
is aligned with and
supports the
theory- supported
Exceeds Expectations
20-19
Meets Expectations
18-16
Approaches
Expectations
15-13
Overall theory is
somewhat clear- missing
key pieces to make it
coherent and clear.
Does NOT Meet
Expectations
12-0
Theory is not accurate or
theory does not at all
connect to the topics.
Thoughtful and coherent
explanation of the theory
that explains the difference
between Pangea and the
current world. An attempt
to name the theory.
Paragraph 1 has a clear topic
sentence that describes a key
piece of evidence and is
supported by more than 3
factual details with
additional information and
visuals.
Thoughtful and coherent
explanation of the theory
that explains the difference
between Pangea and the
current world.
Paragraph 1 has a clear
topic sentence that
describes a key piece of
evidence and is supported
by 2-3 factual details that
help support the theory
(visuals acceptable).
Paragraph 1 has a clear
topic sentence that
describes a key piece of
evidence and is supported
by fewer than 2-3 factual
details. No visuals.
Paragraph 1 does not
have a clear topic
sentence that describes a
key piece of evidence and
is not supported by fewer
than 2-3 factual details.
No visuals.
Paragraph 2 has a clear topic
sentence that describes a key
piece of evidence and is
supported by more than 3
factual details with
additional information and
visuals.
Paragraph 2 has a clear
topic sentence that
describes a key piece of
evidence and is supported
by 2-3 factual details that
help support the theory
(visuals acceptable).
Paragraph 2 has a clear
topic sentence that
describes a key piece of
evidence and is supported
by fewer than 2-3 factual
details. No visuals.
Paragraph 2 does not
have a clear topic
sentence that describes a
key piece of evidence and
is not supported by fewer
than 2-3 factual details.
No visuals.
Paragraph 3 has a clear topic
sentence that describes a key
piece of evidence and is
supported by more than 3
factual details with
additional information and
Paragraph 3 has a clear
topic sentence that
describes a key piece of
evidence and is supported
by 2-3 factual details that
help support the theory
(visuals acceptable).
Paragraph 3 has a clear
topic sentence that
describes a key piece of
evidence and is supported
by fewer than 2-3 factual
details. No visuals.
Paragraph 3 does not
have a clear topic
sentence that describes a
key piece of evidence and
is not supported by fewer
than 2-3 factual details.
No visuals.
SCORE
6
with factual
details)
Conclusion
(understanding of
how all the
evidence and
supporting details
align with the
theory)
Presentation
(effective written
and visual
communication;
grammatically and
scientifically
correct
explanations)
visuals.
Conclusion restates theory,
provides key pieces of
evidence as support and
makes clear connections
between theory and
evidence. Goes above and
beyond with coherence and
connections of ideas.
Final report is well-written,
error free. Visuals are clear
and informative. Adequate
attention to details (labeling,
etc) and sense of audience.
Conclusion restates the
theory and provides the
key pieces of evidence as
support. Clear connection
between theory and
evidence.
Conclusion restates
theory but does not make
entirely clear connections
between evidence and
theory.
Final report is well-written,
error free. Visuals are clear
and informative, if
provided. Adequate
attention to details
(labeling, etc) and sense of
audience.
Final report is written,
but has several errors.
Visuals are not entirely
clear and attention to
detail is not apparent.
Conclusion does not
restate theory and does
not make clear
connections between
theory and evidence.
Final report is written, but
has an unacceptable
amount of errors. Visuals
are not clear (or do not
exist) and no attention to
detail.
TOTAL
Other Evidence of Student Mastery:
Other
Assessments
Exit tickets
Revising
theory
Weekly Friday
quiz – short (5
questions)
IA
OE
Knowledge and Skills
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Stage 3 – Learning Plan (Part 1)
Learning Activities
In the space below, describe your learning plan designed to help your students reach the goals and EUs laid
out in Stage 1. Be sure to describe how you are previewing the unit for your students, the hook for the unit
and summarize major learning experiences that will meet the different learning needs of your students.
Lastly, describe any learning experiences that will help your students self-reflect and self-assess their
understanding.
The important learning activities that will drive this unit are: 1) analyzing maps and understanding
the information presented (early unit lessons: pangea maps, present day maps, maps that show
the fossil evidence of pangea/ later in the unit: maps of the location of earth quakes/volcanoes
vs. maps of the earth’s plates) 2) apple model or hard boiled egg model – earth has layers with
distinct properties 3) create a clay model of the earth to compare thickness – using triple beam
balances 4) comparing the layers of the earth by analyzing data tables of their unique properties
5) exploring how heat moves -- applying this to the movement of the interior of the earth --Convection Currents Lab --- drawing connections between the movement in the interior of the
earth to the movement on the exterior of the earth 6) plotting locations on the map using
lat/long coordinates – comparing maps of the location of earthquakes and volcanoes to the maps
of earth’s tectonic plates 7) drawing connections between the movement in the interior of the
earth to the movement on the exterior of the earth – and the effects it has (earthquakes,
mountains, volcanoes)
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Stage 3 – Learning Plan (Part 2)
Use the calendar below to sequence lesson objectives for the unit to maximize learning opportunities and to maintain student interest in the unit.
Day 1
Day 2
Day 3
Day 4
SWBAT predict why the
earth’s surface has
changed over its history
Day 5
No Science
Vocabulary: Pangea,
Continents, prediction,
inference
No science
SWBAT identify key
ideas/expectations of the
end of unit performance
assessment
SWBAT use the rubric to
construct level 3, 2, and
1responses.
SWBAT illustrate the three
layers of the earth and
describe where fossils are
found on Earth
vocabulary: rock layers,
bedrock, lithosphere,
SWBAT describe how
scientists use fossils as
evidence to explain how
the continents have
moved over time
SWBAT explain evidence
using details
SWBAT identify the three
layers of the earth using a
model
No science
vocabulary: core, mantle,
crust, interior, exterior
Vocabulary: Evidence,
Theory, supporting details
vocabulary: rock layers,
bedrock, lithosphere,
fossils, landmasses, cross
section
*can split this up this
material up between three
days
SWBAT predict which
objects have more mass
Learn how to use a triple
beam balance
SWBAT use triple beam
balances to measure the
mass of different objects
SWBAT compare the
thickness of the layers of
the earth by creating a clay
model
vocabulary: core, mantle,
crust, interior, exterior,
vocabulary: core, mantle,
crust, interior, exterior,
SWBAT compare and contrast the
key properties of the Earth
Vocabulary: thickness, density,
volume, core, mantle, crust,
interior, exterior, model
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fossils, landmasses, cross
section
model
model
SWBAT explain how heat
in the interior of the earth
results in movement on
the exterior of the earth
SWBAT plot locations of
earthquakes and volcanoes
on a map using latitude
and longitude coordinates
Vocabulary: mass, triple
beam balance,
SWBAT write a short story
describing a trip to the
center of the earth!
SWBAT describe three
details of each layer
SWBAT make observations
and inferences to compare
the model to the layers of
the earth
SWBAT explain convection
currents
Vocabulary:
Crust, mantle, convection
currents, plates, interior,
exterior, molten
SWBAT explain how
SWBAT write answer &
earthquakes, mountains,
three topic sentences for
and volcanoes are evidence Performance Task
of crustal plate movement
Vocabulary:
latitude/longitude
coordinates, cardinal
directions: north, south,
east, west, geologic
features, plates, plate
boundaries, magma,
crustal plates, mantle,
crust
Vocabulary: topic
sentence, theory,
predictions, evidence,
supporting details
SWBAT explain how heat
causes plate movement.
Vocabulary:
Crust, mantle, convection
currents, plates, interior,
exterior, molten, magma
Vocabulary:
latitude/longitude
coordinates, cardinal
directions: north, south,
east, west, geologic
features, magma
SWBAT draw conclusions between
plate boundaries and the
occurrence of
mountains/volcanoes/earthquakes
SWBAT identify what geologic
features or events result from
plate movement.
Vocabulary: latitude/longitude
coordinates, cardinal directions:
north, south, east, west, geologic
features, plates, plate boundaries,
magma
SWBAT identify 3 pieces
of evidence that supports
Pangea
SWBAT add three details to SWBAT explain the Theory of
each piece of evidence that Continental Drift and the Theory
supports Pangea
of Plate Tectonics.
Vocabulary: topic
sentence, theory,
predictions, evidence,
supporting details
Vocabulary: topic
sentence, theory,
predictions, evidence,
supporting details
Vocabulary: topic sentence,
theory, predictions, evidence,
supporting details
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Resources:
http://www.curriki.org/xwiki/bin/view/Coll_MickiHR/TheDynamicEarth-TeacherGuidelines
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