Download Unit 9 - Princeton ISD

Campus: Huddleston
Author(s): Rachel Davis, & Crystal
Ruble
Date Created / Revised: 02/26/17
Six Weeks Period: 5th Six Weeks
Grade Level & Course: 6th science
Timeline: 14 days
Unit Title: Earth Structures & Tectonic Plates- Unit 9
Stated
Objectives:
TEK # and SE
Lesson #
1 of 1
6.10 Earth and space. The student understands the structure of Earth, the rock cycle, and plate
tectonics. The student is expected to:
6.10A Build a model to illustrate the structural layers of Earth, including the inner core, outer
core, mantle, crust, asthenosphere, and lithosphere.
6.10C Identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific,
North American, and South American.
6.10D Describe how plate tectonics causes major geological events such as ocean basins,
earthquakes, volcanic eruptions, and mountain building.
Scientific Process TEKS
6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during
laboratory and field investigations. The student is expected to:
6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions
supported by the data, and predict trends.
6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific
reasoning, and problem solving to make informed decisions and knows the contributions of
relevant scientists. The student is expected to:
6.3B Use models to represent aspects of the natural world such as a model of Earth's layers.
6.3C Identify advantages and limitations of models such as size, scale, properties, and
materials.
6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools
and safety equipment to conduct science inquiry. The student is expected to:
6.4A Use appropriate tools to collect, record, and analyze information, including
journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test
tubes, triple beam balances,
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
The structure of the Earth consists of several distinct layers, each of which has its own properties.
What are the names and locations of the main structural layers of the Earth?
How do the asthenosphere and lithosphere differ?
Models have advantages and limitations.
What are the advantages and limitations of the layers of the Earth model?
Misconceptions
Students may think that earth is molten, except for the crust.
Students may think magma forms at the center of the earth and works its way to the crust.
Key Vocabulary
Model, Crust, Lithosphere, Asthenosphere, Lower Mantle, Outer Core, Inner Core, Density, Deformable, Tectonic Plate
Suggested Day
5E Model
Instructional Procedures
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials, Resources, Notes
Day 1- Engage
Topic: Earth’s Structure & Tectonic Plates
OBJECTIVE FOR THE DAY: Video – “Earth's Story Journey to the
Center Of the Earth Full Documentary” (49 min.)
https://www.youtube.com/watch?v=bg0tsqQfTxY
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Materials
Video Downloaded in P:Share but is
also located on Youtube.
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Materials
Power Point on Earth Layers on
P:Share
Unit Intro Notes
Essential Questions & Background
information
Instruction:
Students will take notes on the key concepts on Earth Layers, as
well as, Tectonic plate information.
CLOSING TASK, PRODUCT OR QUESTION:
Task: Journal Reflections
(Students will Pair Share their Notes at the end of the movie.)
Day 2 –
Engage
Explore
Explain
Topic: Earth Layers Power Point & notes
OBJECTIVE FOR THE DAY: Composition, Thickness, & State of
Matter of Each Layer, as well as, the importance of Convection
Currents & Magnetic Field.
Instruction:
Engage:
Students will participate in Singing Mr. Parr’s Song on
Earth Layers.
https://www.youtube.com/watch?v=RiHRI_Z2Kgs
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Explain / Explore:
Students will complete notes with Power Point.
After completing notes students will summarize notes in
their own and do a quick Pair Share.
Explore / Elaborate:
Students will Read over the Background information on the
Earth’s composition & answer the essential questions.
CLOSING TASK, PRODUCT OR QUESTION:
Question:
Ask student’s to share out loud as a class, concepts learned from
answering the essential questions.
Days 3-4
Explore
Explain
Topic: Earth Layer Exploration
OBJECTIVE FOR THE DAY: Earth Layer Foldable and Activity
sheets.
Instruction:
Explore / Explain:
Students will make a foldable of the Earth’s Layers
Students will complete Activity sheets on the Earth’s
Layers to help get information for their Foldables.
Students will use Pearson Textbook Chapter 8 p.307 to
help with information on the Foldables.
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See Example Below
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Materials
Scissors
Foldable print outs
Foldable Activity Sheets
Colored pencils
Glue
Pearson Textbook /chapter 8
Foldable downloaded on P:Share
http://www.thesciencequeen.net/uploads/9/8/4/4/9844529/earthfolda
blev2.pdf
(Link for Foldable above).
CLOSING TASK, PRODUCT OR QUESTION:
Product: Earth Layer Foldable
Day 5 –
Engage
Elaborate
Topic: Earth’s Composition Key concepts
OBJECTIVE FOR THE DAY: Power Notes over Earth Layers
(Ch. 8 Pearson Textbook)
Instruction:
Engage:
Use an apple to make a correlation between the apple and
the Earth’s Layers.
Have students draw an apple in their journal and label the
parts of the Apple that represent Layers of Earth.
Elaborate:
Using Power Note Template on P: Share, students will
define key vocabulary in their own words, interpret graphs,
answer questions, & take notes on important concepts
about the Earth’s Composition & how it works as a system.
(See Example of Notes below)
CLOSING TASK, PRODUCT OR QUESTION:
Product:
Power Note Sheet
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Materials
Power Note Template
Days 6 – 7
Elaborate
Evaluate
Topic: 3-D Models / Earth Model Cross-Sections
(Model of Earth & its Layers)
OBJECTIVE FOR THE DAY: 3-D Model of Earth’s Structure
Elaborate / Evaluate:
Discuss limitations of models. Discuss how this model is
another example of a “scale” model, just like the solar
system models made in the past.
Students will create a paper 3-D model of the layers of the
earth.
To prepare, the teacher may wish to make card board cut
outs of each layer of the earth as a tracing diagram for the
students. (Prior to class)
Students will cut out each color circle that represents a
different layer of the earth. Students will fold each circle in
half and then lay the circles on top of each other. One
circle should go on top of the other in order from the crust
to the inner core. Using the lines from where the student
folded each circle in half, glue the top half of each smaller
circle to the bigger circle. This will end up making a flip
book type model. Students will then write the description
of each layer from their notes onto the appropriate colored
layer.
* See Examples Below:
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Materials
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Poster board
Butcher paper
Glue
Scissors
Markers
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Materials
Power Point on Tectonic Plates on
P:Share
Power Point Note sheet for students
Essential Question sheet on Tectonic
Plates
Tectonic Plate Map
CLOSING TASK, PRODUCT OR QUESTION:
Product:
Completed Models / Cross-Section
Days 8 –9
Engage
Explain
Explore
Evaluate
Topic: Tectonic Plate Concepts
OBJECTIVE FOR THE DAY: Sea-floor spreading, Mid-Ocean
Ridge, Types of Plate Boundaries, Crustal Features Results at Plate
Boundaries (Earthquakes & Volcanoes) & Theory of Plate Tectonics
& Continental Drift (Alfred Wegner) Intro
Instruction:
Engage:
(Sid Shuffle – Divergent, Convergent, & Subduction)
Students can be engaged with this lesson using this video and
dance:
https://www.youtube.com/watch?v=uMuJxd2Gpxo
Video Sea-floor Spreading & Mid-Ocean Ridge
Explain / Explore:
Students will complete notes along with Power Point
Students will complete Essential questions over the
background information on Plate Tectonics.
CLOSING TASK, PRODUCT OR QUESTION:
Task:
Completed Notes, Summary of Notes, & Essential Questions.
Product:
Completed Colored Tectonic Plate Map with arrows representing the
different types of Plate Boundaries.
* See Below
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Day 10 - Explore
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Materials
Graham Crackers
Pink Frosting
Fruit Roll ups
Wax Paper
Plastic knife and cup
Topic: Earth Components
OBJECTIVE FOR THE DAY: Technology (Interactive online Earth
Lab)
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Instruction:
Explore / Elaborate:
Interactives Dynamic Earth online
https://www.learner.org/interactives/dynamicearth/index.html
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Materials
Technology Devices
(Laptops or Chrome Books)
Dynamic Earth Activity Sheet
Topic: Plate Boundaries (Transform, Convergent, Divergent,
Subduction)& Their Crustal Features
OBJECTIVE FOR THE DAY: Tectonic Plate Snack Lab
Instruction:
Explore:
Review the types of plate boundaries
CLOSING TASK, PRODUCT OR QUESTION:
Task:
Completed Lab sheet
Days 11-12
Explore
Elaborate
CLOSING TASK, PRODUCT OR QUESTION:
Task:
Completed Activity Sheet
Day 13 –
Explore &
Evaluate
Topic: Tectonic Plate Lab
OBJECTIVE FOR THE DAY: Convergent, Divergent, Transform, &
Subduction Plate Boundaries
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Instruction:
Explore & Evaluate:
Students will complete the Tectonic Snack lab & record
their observations & write their evaluations on the lab’s
activity sheet.
Resources for Lab:
http://circle.adventist.org/files/nadscience58/Print%20Materials/ACTIVITIES/ESTECTONIC%20SNACKS.pdf
https://www.youtube.com/watch?v=e3Yuep_zkmw
https://www.windows2universe.org/teacher_resources/teac
h_snacktectonics.html
http://216.92.225.97/debbie_sheppard/snack_tectonics_la
b_lt_2015%20Power%20Point.pdf
http://jclahr.com/science/earth_science/cr06/workshop/acti
vities/snack/snack_tectonics.html
Evaluate: Tectonic Plate Quiz
CLOSING TASK, PRODUCT OR QUESTION:
Task:
Completed Lab & Write up
Day 14 –
Topic: Earth Component Extension
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Elaborate
Extension
OBJECTIVE FOR THE DAY: Earthquake Extension
Build an earth quake proof building. Review with
students the layers of the earth and remind them which
layer is formed into sections called tectonic plates: the
lithosphere. Review how the tectonic plates move.
Instruct students that they will be building a building
that must be earth quake proof. The requirements of
the building are:
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Must survive a 10 second earthquake
Must be at least 40 cm tall
Must not be moved by the earthquake further than
an area of 40cm by 40cm (2 pop sticks by 2 pop
sticks taped together)
The supplies they are allowed to use are as follows:
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4 drinking straws
30cm of tape
1 piece of notebook paper
10 tooth picks
1 meter of string
1 pipe cleaner
2 popsicle sticks
Give students 30 minutes to build their structures and
then test them the last 10 minutes of class by shaking
the tables the buildings are built on.
CLOSING TASK, PRODUCT OR QUESTION:
Product / Task:
Tower & Earthquake Shakedown
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each
student’s (IEP) Individual Education Plan for special education, 504, at risk,
and ESL/Bilingual.