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1 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 3 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 4 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 5 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 7 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) 8 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 9 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 10 Resources: http://www.curriki.org/xwiki/bin/view/Coll_MickiHR/TheDynamicEarth-TeacherGuidelines 11