Download PBIS “Ever-Changing Earth” Unit Plan

PBIS “Ever-Changing Earth” Unit Plan
Unit Overview: Students begin to answer the Big Question of the Unit “What processes within Earth cause geologic activity?” by familiarizing themselves with a
specific Earth structure that represents one or more of the constructive forces of different Earth processes. Students build their knowledge about Earth and the
processes that shape it through models, data collection, analysis, and information sharing throughout the Unit. They look at earthquake and volcano data in real
time, using the Internet and firsthand descriptions of the events. Students use data to explain the processes making the plates move and changing Earth’s crust.
They find patterns in earthquake and volcano data and identify the plates and the ways they are moving. They think about how these movements lead to
different kinds of changes to the crust, how earthquakes happen in different places, how volcanoes are shaped in different ways, and how the topography of the
land is different. By connecting all of the information gathered through readings, investigations, and information sharing, students are able to ultimately create
an explanation for the changes happening in the region of their Earth structures.
What’s the Big Question?
What processes within Earth cause geologic activity?
Learner Outcome: Student scientists are introduced to the purpose of the unit – analyzing and communicating about the features and formation of a specific
geologic site.
Lesson
and
Standards
What’s the
Big
Question?
Essential/Focus Question
Learner Outcomes
“Student Scientists will understand…”
What processes within Earth cause geologic activity?
Earth structures can be described by their location,
shape, geologic activity, and processes of formation.
Success Criteria
“Student Scientists will demonstrate
learning by…”
…Identifying geologic features and activity
of an Earth structure and its surrounding
region.
…Communicating about and comparing the
features of their geologic site with others.
…Creating a Project Board for the Big
Question and adding current
thinking/questions.
Key vocabulary
Volcano
Earthquake
Geology
(geologic)
Earth structure
Latitude
Longitude
Equator
Prime meridian
Considerations
and Suggestions
Begin Project
Board for unit
Equipment tip:
Get clear
transparencies for
future
investigations
(about 24/class).
Learning Set 1 – How can my region be described?
Learner Outcome: “After completing this learning set, the SWBAT…” analyze several different visualization tools (topographic maps, an Earthimaging program, and the Earth-imaging elevation profile tool) used to gather information about an Earth structure and its surrounding
region.
Lesson
and
Standards
1.1 –
Understand
the question
Thinking
about how
my region
can be
described
1.2 –
Investigate
How can my
Earth
structure be
described?
Essential/Focus Question
Learner Outcomes
“Student Scientists will understand…”
How can geologic structures be studied and described?
Scientists use a variety of tools and the data available
from these tools to study changes in Earth and Earth
structures.
Success Criteria
“Student Scientists will demonstrate
learning by…”
…Analyzing a topographical map for the
physical features of a geologic region.
… Evaluating the strengths and weaknesses
of a topographical map by comparing it to
their reading (pen pal letter).
Each type of tool allows scientists to visualize different
features, so using several different tools helps scientists
more fully understand a region’s topography and geologic
activity.
How can my Earth structure be described?
Scientists use imaging programs to examine geographic
regions of the earth.
…Using an Earth-imaging program to
examine the geographic features of Earth
regions.
Key vocabulary
Considerations
and Suggestions
Geologist
Topography
Elevation
Depth
Sea level
Topographic
map
Contour line
Scale
Use Addendum
Satellite
Use Addendum
Find revisions to
1.1 Topographic
Maps online (IAT).
Equipment Tip:
Student’s need
computers for
next lesson (1.2)
Google Earth is
the program to
use for this unit.
… Identifying the location of an Earth
region on a map.
Ever-Changing
Earth Zones folder
to be downloaded
from IAT website.
…Analyzing an elevation profile for the
physical features of a geologic region.
…Evaluating the strengths and weaknesses
of an elevation profile.
Three-page Map
…Creating a Region Project Board and
adding current thinking/questions.
My Region Project
Board page
Suggestion: use
graph paper
instead of My Grid
Profile
More to
learn
How do
topographic
maps
How do topographic maps represent Earth’s surface?
Topographic maps show the natural and human-made
shapes of the land surface of a region.
…Creating a topographic map from a threedimensional object, using contour lines to
show elevation and depth.
Topographic
map
Contour line
Use Addendum
Equipment Tip:
We have clear
“lids,” not clear
clipboards
represent
Earth’s
surface?
Back to the
big question
What
processes
within Earth
cause
geologic
activity?
What processes within Earth cause geologic activity?
Scientists describe the topography of Earth structures
and compare them to other earth structures.
… Synthesizing their geologic ideas by
illustrating and connecting geologic terms
using a Picture Map.
Use Addendum
…Recording, illustrating, comparing, and
presenting about their Earth structures.
…Updating project boards with new
ideas/understandings/questions/evidence
about Earth structures.
Learning Set 2 -- What is the structure of Earth?
Learner Outcome: “After completing this learning set, the SWBAT…” describe and explain the processes within Earth’s internal structure that
scientists use to explain the changes observed on Earth’s surface.
Lesson
and
Standards
2.1 –
Understand
the challenge
Think about
the structure
of Earth
2.2 – Explore
A model of
Earth’s
structure
Essential/Focus Question
Learner Outcomes
“Student Scientists will understand…”
Is Earth’s surface one continuous and unbroken piece or is
it broken into pieces that shift and move?
The Earth’s surface is not one continuous covering, but
consists of many breaks.
How can you use a model to show the layers of the earth
and plate tectonics?
Scientists use models to simulate and learn about natural
processes; for example, processes that are too difficult
(too big/small/fast/slow) or too dangerous to examine in
real life (e.g. too costly).
Scientists evaluate models for their strengths and
limitations.
Success Criteria
“Student Scientists will demonstrate
learning by…”
…Analyzing and communicating changes to
Earth’s surface resulting from geologic
events, using evidence to support claims.
Key vocabulary
Suggestions
Equipment Tip:
Need boiled eggs
for next lesson
(2.2)
…Updating the Project Board with new
ideas/understandings/questions/evidence
about Earth structure.
… Evaluating the “egg” model in terms of
its representation of Earth’s structure.
Model
Crust
Plates
Plate tectonics
Mantle
Core
Emphasize
analysis of model
(strengths and
limitations)
Equipment Tip:
Need Mystery
Boxes for next
lesson (2.3)
2.3 – Explore
How do scientists “know” what is below Earth’s surface?
Making
observations
and
inferences
Scientists use evidence from reliable observations to
make inferences about phenomena that they cannot
directly observe (e.g. what lies beneath Earth’s surface).
2.4 – Read
What do scientists know about Earth’s surface and
interior?
What do
scientists
know about
Earth’s
surface and
interior?
More to
Learn
Density
2.5 – Explore
Modeling
Earth’s
structure
… Making inferences based upon
observations.
Observations
Inference
Infer
Observations and
Inference page
… Describing scientists’ current
understanding of Earth’s composition.
Composition
Seismology
Seismic waves
(earthquake
waves)
Density
Meteor
Meteorite
Plate boundary
Energy
Fault
Fold
Fault-block
mountains
Oceanic crust
Continental
crust
Lithosphere
Asthenosphere
Outer core
Molten
Inner core
Edit Alert: On
p.77, change the
mantle density
from 3.3-5.0
g/cm3 to 3.3-5.7
g/cm3
Scientists have used seismic and other data to determine
that the Earth consists of three main layers – crust,
mantle and core. The layers are distinguished from one
another by their unique properties.
How is “density” related to Earth’s structure?
…Relating properties of various liquids to
their relative densities.
Less dense substances will rise above more dense ones.
So, less dense layers of the Earth will rise above (i.e. float
on) more dense layers.
…Comparing the density of investigated
materials to Earth’s layers.
What are the strengths and weaknesses of the hardboiled egg model for Earth?
…Composing an analysis of the hard-boiled
egg model of Earth’s structure.
Scientists modify models as evidence indicates.
…Creating and comparing studentgenerated models of Earth’s structure.
Use Addendum
Density Column
page
More to
Learn
Earth
systems
Back to the
big question
What
processes
within Earth
cause
geologic
activity?
How do the various systems of our planet work together?
…Identifying how the four main systems of
Earth work together.
Scientists identify four main systems for Earth: the
atmosphere, biosphere, hydrosphere, and geosphere.
Understanding these systems helps scientists study Earth.
What processes within Earth cause geologic activity?
... Scientists use evidence from reliable observations to
make inferences about phenomena that they cannot
directly observe (e.g. what lies beneath Earth’s surface);
as scientists make further observations, they revise their
explanations to reflect the new data/information.
Atmosphere
Biosphere
Hydrosphere
Geosphere
…Synthesizing their geologic ideas by
illustrating and connecting geologic terms
using a Picture Map.
Create Your
Explanation page
… Constructing a scientific explanation for
how processes in Earth’s layers are causing
changes at Earth’s surface.
…Updating the Project Board with new
ideas/understandings/questions/evidence
about Earth structures.
Learning Set 3 -- What happens at plate boundaries?
Learner Outcome: “After completing this learning set, the SWBAT…” describe how plate movements can cause earthquakes and identify the
location of Earth’s plates and plate boundaries.
Lesson
and
Standards
3.1 –
Understand
the question
Think about
what
happens at
plate
boundaries
3.2 – Read
What causes
earthquakes
Essential/Focus Question
Learner Outcomes
“Student Scientists will understand…”
What happens at Earth’s plate boundaries?
The rocky surface (crust) of the Earth is broken into
pieces (plates). The breaks between the pieces (plate
boundaries) are areas of strong forces, movement, and
geologic activity.
Plate boundaries are areas where multiple forces act on
the Earth’s crust, resulting in changes to Earth’s surface.
Success Criteria
“Student Scientists will demonstrate
learning by…”
…Analyzing a model of plate boundary
interactions (connect observations to
topography and geologic activity of Earth’s
surface).
Key vocabulary
Simulating Plate
Interactions page
Equipment Tip:
Put wax paper
down for students
to work on with
the clay.
…Updating the Project Board with new
ideas/understandings/questions/evidence
about plate boundary interactions.
What causes earthquakes and what happens when they
occur?
…Explaining the relationship between plate
interactions and earthquakes.
Earthquakes result from the effect of strong forces,
…Describing how the energy of
Suggestions
Tsunami
Stress
Focus
Vibrations
and what
happens
when they
occur?
causing the Earth’s crust to move, bend, and break.
earthquakes travels through Earth.
Epicenter
Body waves
Surface waves
P (primary)
waves
S (secondary)
waves
Longitudinal
wave
Transverse
wave
How do scientists collect and evaluate data from
earthquakes?
…Explaining how seismographs measure
earthquakes.
Scientists use seismographs to monitor and record
vibrations in Earth’s surface.
…Comparing the Richter and Modified
Mercalli Intensity Scales and relating the
impact/damage of earthquakes to these
scales.
Seismogram
Magnitude
(earthquake)
Richter scale
Intensity
Modified
Mercalli
intensity scale
Theory
Reading support:
How do
scientists
measure the
strength of an
earthquake?
How do
scientists
measure an
earthquake’s
effects?
Triangulation
Finding the
Epicenter page
How does the energy from an earthquake travel through
Earth?
The energy built up between Earth’s plates (stress) is
released during an earthquake. This energy travels
through Earth in the form of vibrations (seismic waves).
3.3 – Read
How do
scientists
collect and
evaluate data
from
earthquakes?
3.4 – Explore
Reading support:
How do scientists measure the strength of an
earthquake?
How do scientists measure an earthquake’s effects?
How do scientists find the epicenter of an earthquake?
How do
Scientists use data from multiple sources to determine
scientists find the epicenter of an earthquake.
the epicenter
of an
earthquake?
3.5 – Explore
What can
earthquake
What can earthquake data tell you about the location of
plate boundaries?
Scientists make inferences based upon observable data
…Determining the epicenter of an
earthquake using seismographic data
(triangulation).
Equipment Tip:
Student’s need
computers for
next lesson (3.5).
If you can’t get
student
computers, you
can print out data
ahead of time to
give to them.
…Collecting and analyzing earthquake
patterns to infer the location of Earth’s
plate boundaries.
data tell you
about the
location of
plate
boundaries?
3.6 –
Investigate
(the location of Earth’s plate boundaries can be inferred
from earthquake activity data).
…Updating their Region Project Boards
with new
ideas/understandings/questions/evidence
about Earth’s plate boundaries.
How can one year of earthquake data help you better
identify plate boundaries?
…Analyzing a map to determine the
necessary and sufficient amount of data
needed to infer the location of Earth’s
plate boundaries with confidence.
How can one Scientists must identify the correct amount of data
year of
needed for answering different questions.
earthquake
data help you
better
identify plate
boundaries?
3.7 – Explore
Where are
plate
boundaries
located
across the
entire Earth?
Back to the
big question
What
processes
within Earth
cause
geologic
activity?
Where are plate boundaries located across the entire
Earth?
Scientists share their findings with others to improve
their claims.
There are many plate boundaries and they are located all
over the surface of Earth.
What processes within Earth cause geologic activity?
Scientists agree that movements of Earth’s layers are
causing changes in Earth regions.
Use Addendum
…Updating their Region Project Boards
with new
ideas/understandings/questions/evidence
about Earth’s plate boundaries.
…Updating the Project Board with new
ideas/understandings/questions/evidence
about plate boundary interactions.
…Analyzing the claims and evidence of
other student scientists.
Use Addendum
…Synthesizing evidence from multiple
sources (groups) to identify Earth’s plate
boundaries, solving disagreements through
further research and data analysis.
…Synthesizing their geologic ideas by
illustrating and connecting geologic terms
using a Picture Map.
… Constructing a scientific explanation for
how processes in Earth’s layers are causing
changes at Earth’s surface.
…Updating the Project Board with new
ideas/understandings/questions/evidence
about causes of earthquakes and how
Earth’s processes result in different kinds
of earthquake patterns.
Create Your
Explanation page
Learning Set 4 -- What causes Earth’s plates to move?
Learner Outcome: “After completing this learning set, the SWBAT…” explain the processes that cause Earth’s plates to move.
Lesson
and
Standards
4.1 –
Understand
the question
Think about
why Earth’s
plates move
4.2 –
Investigate
What causes
Earth’s
mantle to
move?
Essential/Focus Question
Learner Outcomes
“Student Scientists will understand…”
Why do Earth’s plates move?
OR
What tremendous forces are capable of moving the giant
blocks of rock that make up Earth’s plates?
Earth’s plates move, resulting in different types of
geologic activity. A tremendous amount of force is
needed to move Earth’s plates.
What causes Earth’s mantle to move?
As material in the mantle becomes warmer, it rises, and
as it cools, it sinks. The movements in the mantle cause
Earth’s plates to move.
Success Criteria
“Student Scientists will demonstrate
learning by…”
…Analyzing the ideas of others about why
Earth’s plates move.
Key vocabulary
Equipment Tip:
Need one empty
2L bottle per
group for next
lesson (4.2)
…Updating the Project Board with new
ideas/understandings/questions/evidence
about why Earth’s plates move.
…Describing how warm and cold water
move during simulations of Earth’s mantle.
Viscous liquid
…Analyzing the strengths and weaknesses
of the water model of Earth’s mantle.
…Updating the Project Board with new
ideas/understandings/questions/evidence
about what causes Earth’s mantle and
plates to move.
4.3 – Read
Why does the mantle move the way it does?
Why does
the mantle
move the
way it does?
The heating and cooling of mantle material changes the
density of the material. This causes convection currents
within the mantle that moves Earth’s plates. Two other
forces that drive plate movement are ridge push and slab
pull.
…Explaining how changes in heat energy
affect the density of Earth’s mantle
material to create convection currents.
…Describing factors that drive plate motion
and how they work together to move
Earth’s plates.
Suggestions
Convection
Convection
current
Plume
Mid-ocean
ridge
Lava
Ocean-floor
spreading
Ridge push
Slab pull
Mantle Simulation
page
Back to the
big question
What
processes
within Earth
cause
geologic
activity?
What processes within Earth cause geologic activity?
Scientists agree that convection currents, ridge push, and
slab pull are factors that drive plate motion.
…Synthesizing their geologic ideas by
illustrating and connecting geologic terms
using a Picture Map.
Create Your
Explanation page
Equipment Tip:
Student’s need
computers for
next lesson (5.1).
… Constructing/revising a scientific
explanation for how processes in Earth’s
layers are causing changes at Earth’s
surface.
…Updating the Project Board with new
ideas/understandings/questions/evidence
about the factors that drive plate motion.
Learning Set 5 -- What can volcanoes tell you about plate interactions?
Learner Outcome: “After completing this learning set, the SWBAT”… explain the geologic processes that form volcanoes and what volcanoes tell
scientists about plate interactions.
Lesson
and
Standards
5.1 –
Understand
the question
Think about
what
volcanoes
can tell you
about plate
interactions
5.2 – Explore
How do the
volcanoes in
your region
compare to
those around
the world?
Essential/Focus Question
Learner Outcomes
“Student Scientists will understand…”
What do volcanoes tell us about plate interactions?
Volcanic activity provides evidence for where the Earth’s
plates and plate boundaries are located. Volcanoes and
earthquakes often occur near one another.
How do the volcanoes in your region compare to those
around the world?
Scientists classify volcanoes based on shape and structure
of the cone, style of eruption, and the type of material
that is emitted. Different types of volcanoes occur in
different places on Earth.
Success Criteria
“Student Scientists will demonstrate
learning by…”
…Analyzing regional volcanic activity data
and comparing it to the regional
earthquake activity data.
…Updating the Project Board with new
ideas/understandings/questions/evidence
about the relationship between patterns in
the locations of volcanoes and
earthquakes.
…Comparing the different types of
volcanoes to the volcano in their region in
order to classify their volcano.
…Updating the Project Board with new
ideas/understandings/questions/evidence
about different types of volcanoes and how
they erupt.
Key vocabulary
Cinder cone
volcano
Shield volcano
Stratovolcano
Suggestions
Use Addendum
5.3 – Read
What is a volcano?
What is a
volcano?
A volcano is a place on Earth’s surface where material
from the mantle escapes through the crust. Also, an
Earth structure formed by the build-up of lava and other
volcano materials is a volcano. The type of volcano (and
how it erupts) depends on the type of material that is
ejected from it.
…Describing and comparing the different
ways volcanoes erupt and form.
… Relating the formation of different types
of volcanoes to plate movements.
…Revisiting their classification of their
region’s volcanoes using new evidence.
…Updating their Region Project Boards
with new
ideas/understandings/questions/evidence
about volcanoes in their region.
More to
learn
What geologic structures can be produced by
underground volcanic activity?
Underground
volcanic
activity
5.4 - Explore
Not all volcanic activity occurs above Earth’s surface.
What can the
volcanoes in
my region
tell me about
how the
plates are
moving?
Back to the
big question
What
processes
within Earth
cause
geologic
activity?
What can the volcanoes in my region tell me about how
the plates are moving?
Each type of volcano erupts as a result of different kinds
of plate movement. Scientists can infer how plates are
moving in an area based on the types of volcanoes found
there.
What processes within Earth cause geologic activity?
Scientists use volcanic activity to make inferences about
Earth’s plates and plate movements.
Patterns in earthquake and volcano activity are related to
each other.
…Examining how an igneous intrusion is
formed.
Volcanic field
Active volcano
Dormant
volcano
Extinct volcano
Magma
chamber
Vent
Summit crater
Caldera
Volcanic
eruption
Nuée ardent
Volcanic ash
Hot spots
Volcano Table
page
Igneous
intrusion
Igneous rock
….Inferring how Earth’s plates are moving
in their geographic region based on the
types of volcanoes found there.
…Updating the Project Board with new
ideas/understandings/questions/evidence
about plate movements.
…Synthesizing their geologic ideas by
illustrating and connecting geologic terms
using a Picture Map.
… Constructing/revising a scientific
explanation for how processes in Earth’s
layers are causing changes at Earth’s
surface.
Create Your
Explanation page
…Updating the Project Board with new
ideas/understandings/questions/evidence
about the geologic activity that causes
volcanoes.
More to
learn
The rock
cycle
What is the rock cycle?
Earth’s rocks are continually changing from one type to
another through geologic processes.
…Examining how Earth’s crust is constantly
changing through very slow or rapid
processes to form each rock type.
Sediment
Sedimentary
rock
Fossils
Metamorphic
rock
Rock cycle
Edit Alert: The
rock pictured on
p.214 is not
obsidian, it is
pumice (An
igneous rock that
can float on water;
formed when
gasses trapped in
the lava escape
quickly as the lava
cools).
Learning Set 6 -- What geologic activity happens at plate boundaries?
Learner Outcome: “After completing this learning set, the SWBAT…” analyze plate interactions in terms of plate movement, type of crust
involved, resulting geologic activity (earthquakes, volcanic eruptions, creation/destruction of crust) and type of Earth structures produced.
Lesson
and
Standards
6.1 –
Understand
the question
Think about
what
geologic
activity
happens at
plate
boundaries
6.2 – Read
Essential/Focus Question
Learner Outcomes
“Student Scientists will understand…”
What geologic activity happens at plate boundaries?
The ways that Earth’s plates interact and the resulting
geologic activity depend on several factors, including how
the plates are moving and the type of crust involved.
Success Criteria
“Student Scientists will demonstrate
learning by…”
…Analyzing animations of plate
interactions (plate movement, action at
plate edges, type(s) of crust involved, how
magma reaches Earth’s surface).
Key vocabulary
Suggestions
Plate Interactions:
Animations page
…Simulating plate interactions (via flip
books) and relating plate interactions to
earthquake and volcano activity.
…Updating the Project Board with new
ideas/understandings/questions/evidence
about how plate interactions relate to
geologic activity.
How do scientists describe the interactions between
…Comparing the movements and resulting
Convergent
Use Addendum
moving plates?
How do
scientists
describe the
interactions
between
moving
plates?
Plate movements and the type of crust involved
determine the geologic activity in an area. Different
types of plate interactions produce characteristic
patterns of geologic activity and Earth structures.
geologic activity/Earth structures
associated with different types of plate
interactions (convergent subduction,
convergent buckling, divergent rift,
transform).
…Summarizing their learning of plate
interactions by collaboratively creating a
poster and revising their plate interaction
simulations (flip books).
…Updating their Region Project Boards
with new
ideas/understandings/questions/evidence
about plate movement in their region.
More to
learn
Magma
Why do some volcanoes erupt quietly and others
explosively?
boundary
Converge
Subduction
zone
Buckling zone
Divergent
boundary
Diverge
Rift zone
Transform
boundary
Trench
Rifting
Rift valley
Plate Interactions:
Boundaries and
Zones page
…Relating the type of magma to the type of Basaltic magma
crust in a region and its resulting volcanic
Andesitic
activity.
magma
Use Addendum
…Collecting and analyzing data to make
inferences about how plates are moving in
their Earth regions.
Use Addendum
…Synthesizing their geologic ideas by
illustrating and connecting geologic terms
using a Picture Map.
Create Your
Explanation page
Different types of magma form at different plate
boundaries. The type of magma determines how
volcanoes in the region will erupt.
Equipment Tip:
Student’s need
computers for
next lesson (6.3).
Scientists analyze eruption patterns and types of magma
to make inferences about Earth’s interior.
6.3 Investigate
What type of plate boundaries and interactions are found
in your region?
What type of
plate
boundaries
and
interactions
are found in
your region?
Scientists collect and analyze data to make inferences
about the how plates are moving in different Earth
regions.
Back to the
big question
What processes in Earth cause geologic activity?
Scientists collect and analyze data to make inferences
What
processes
within Earth
cause
geologic
activity?
about the types of plate boundaries and plate
interactions in Earth regions.
… Constructing/revising a scientific
explanation for how processes in Earth’s
layers are causing changes at Earth’s
surface.
…Updating the Project Board with new
ideas/understandings/questions/evidence
about the types of plate boundaries and
plate interactions in Earth regions.
Answer the Big Question
What processes within Earth cause geologic activity?
Lesson
and
Standards
More to
learn
How do
scientists
answer the
big question?
Essential/Focus Question
Learner Outcomes
“Student Scientists will understand…”
How do scientists answer the big question?
Scientists collect and analyze data from multiple sources
over time to develop theories about the processes within
Earth that cause geologic activity.
A scientific theory is the best explanation scientists have
at any time. A good theory explains the available
evidence and allows scientists to make predictions and
explain new discoveries. Theories must be improved or
changed as new evidence demands.
Success Criteria
“Student Scientists will demonstrate
learning by…”
…Applying the story of Wegener and
evidence from the past to their
understanding of what processes within
earth cause geologic activity.
… Constructing/revising a scientific
explanation for the processes within Earth
that cause geologic activity.
Key vocabulary
Relative age
Absolute age
Radioactive
dating
Radioactive
elements
Geologic time
scale
Plate tectonics
Suggestions
Create Your
Explanation page