Download It`s Too Hot In Here

It's Too Hot In Here
Resource ID#: 75632
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
Students explore and investigate the theory that heat flow and movement within Earth causes
earthquakes and volcanic eruptions as well as contributes to mountains and ocean basins.
Students will examine: surface structures, tectonic plate maps, volcanic and earthquake historical
data and video evidence. Students use their acquired knowledge to organize a PowerPoint or
video presentation that illustrates their comprehension of of benchmark SC.7.E.6.7.
Subject(s): Science
Grade Level(s): 7
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection,
LCD Projector
Instructional Time: 5 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: convection, volcano, earthquakes, tectonic plates, mountains, ocean basins,
landforms, surface events, subsurface events
Instructional Component Type(s): Lesson Plan, Text Resource
Resource Collection: FCR-STEMLearn Earth Systems
ATTACHMENTS
Answer Key for Its Too Hot in Here Lab stations.docx
Its Too Hot in Here Lab Stations Instructions.docx
its too hot in here rubric.docx
LESSON CONTENT
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Lesson Plan Template:
Learning Cycle (5E Model)
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Learning Objectives: What will students know and be able to do as a result of this
lesson?
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Students will be able to explain that convection occurs in the mantle of the Earth, specifically in
the lithosphere and the asthenosphere.
Students will research earthquakes and compare the epicenter to the location of the tectonic plates.
Students will determine by using research methods the correlation between the location of tectonic
plate boundaries to landforms such as volcanoes, mountains and ocean basins.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students can explain the following; convection, subduction, rift valleys, mid ocean ridges, compression,
Earth's structure such as the crust, mantle, lithosphere, asthenosphere, inner and outer core, tectonic plates,
divergent boundary, convergent boundary, and transform (SLIDING) boundary.
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Guiding Questions: What are the guiding questions for this lesson?
1. What processes affect the creation of different landforms?
2. Where do earthquakes occur and how does this affect life on Earth?
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Engage: What object, event, or questions will the teacher use to trigger the students'
curiosity and engage them in the concepts?
Students will watch the following video clips
Video of various erupting volcanoes, Paricutin in Mexico for example, segments from Discovery videos;
Wild Pacific, A Fiery Birth; "Kavachi; undersea volcano" and Elements of Earth Science: The Earth: Inside
and Out
Students will answer the following question in their journal after watching the videos:
The teacher will circulate around the room, observing students responses.
Questions
1.
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4.
What caused the formation of the volcano?
Explain the process that created "Paricutin."
What process is occurring that is forming "Kavachi?"
Compare and Contrast "Paricutin" to "Kavachi"
Answers
5.
6.
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A fissure formed which allowed the extremely hot magma to rise to the Earth's surface.
The people heard rumbling noises like thunder. Then smoke and a bad smell came out. Then the
ground opened and hot magma flowed through to the top.
A volcano is erupting under the ocean.
The main difference is location. Paricutin is on land, and Kavachi is under water. The lava from
Kavachi gets washed away by ocean water, whereas Paricutin grew quickly as the lava flowed and
cooled forming the mountain/volcano.
Alternative Activity
Students will view Before earthquake and after earthquake photos of Japan, California, Haiti
Reource links:
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Kavachi, underwater (submarine) volcano: http://www.volcanodiscovery.com/kavachi.html
Paricutin: http://www.discovery.com/tv-shows/other-shows/videos/assignment-discovery-shortsparicutin.htm
Paricutin short video: https://www.youtube.com/watch?v=ZZnvzSpNLAE
Earth inside and out, volcanoes: https://www.youtube.com/watch?v=VBJQtkNkiGo
Explore: What will the students do to explore the concepts and skills being developed
through the lesson?
Differentiated Instruction

Explain: What will the students and teacher do so students have opportunities to clarify
their ideas, reach a conclusion or generalization, and communicate what they know to
others?
Teacher will review concepts using textbook resources and PowerPoint presentations.
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Why do earthquakes happen? http://www.geo.mtu.edu/UPSeis/why.html
The science of earthquakes: http://earthquake.usgs.gov/learn/kids/eqscience.php
Earthquake zones: http://www.ck12.org/earth-science/Earthquake-Zones/
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Convergent plate boundaries: http://www.ck12.org/earth-science/Earthquakes-at-ConvergentPlate-Boundaries/
Volcanoes at plate boundaries: http://www.ck12.org/earth-science/Volcanoes-at-Plate-Boundaries/
Mountain building; ocean basins: http://www.ck12.org/earth-science/Mountain-Building/
Asthenosphere and lithosphere: http://www.ck12.org/earth-science/Lithosphere-andAsthenosphere/
Earthquake epicenters: http://www.ck12.org/earth-science/Lithosphere-and-Asthenosphere/
*The USGS.gov site is the leader in this field. The other resources have been included for their student
friendliness.
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Elaborate: What will the students do to apply their conceptual understanding and skills
to solve a problem, make a decision, perform a task, or make sense of new knowledge?
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Students will create a PowerPoint or video presentation to share with their peers. (Teacher
provides project expectations, sample outline and rubric provided.)
Students should be given ample class time to work although some of the work might be down
outside of class. Take into consideration home technology access before creating your
expectations.
Students will present their findings to the class.
Summative Assessment
Journal responses
Completed Differentiated group activity
See attachments for Lab Stations Instructions.
Answer Key for Lab Sheet
Answer Key to Lab Stations Instructions
Project presentation (rubric used for assessment)
its too hot in here.docx

Formative Assessment
At the beginning of class
The teacher will post one guiding question per day on the board for bell work, (to be completed in their
journals at the start of class).
At the end of class
For example with at least ten minutes before dismissal the teacher can say, "take out your journals and read
today's bell work question. Pause to make sure all of them have taken out their journals and all of them are
reading it. Walk around the room to see that they actually wrote a response, then say, "After today's
assignment, would any of you like to change or add to your responses?" If any of them raise their hands,
begin a conversation and assign the rewrite for home learning. Emphasize that scientists often re-evaluate
their data based on new research findings.
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Feedback to Students
During Engage and Explore the teacher will:
The teacher circulates around the classroom listening to student conversation and observing their responses
to the differentiated group activities.
ACCOMMODATIONS & RECOMMENDATIONS
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Accommodations:
Students with special needs may:
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be assigned to work with the teacher or peer.
may be given an alternate assignment, (www.explorelearning.com; Gizmos interactive activity;
student exploration on tectonic plates).
You can start a 30 day trial to view the plate tectonic section.
Alternate resource:
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&resourceid=446
Extensions:
Students may create models of the volcanoes. They must include the name, type of volcano, a description
of the type of lava flow (pahoehoe, aa or blocky) in its eruptions, and historical data of its eruptions. The
names of the tectonic plates in the vicinity. Is it dormant, extinct or active?
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Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD
Projector

Special Materials Needed:
1. Schedule computer lab time for the students.
2. Students will need a flash drive to save research, (let them save to yours if they don't own one)
3. Reserve projector
4. Lab activity worksheets (sample provided provided below)
5. Project outline and rubric (sample provided)
6. Make sure videos of Picatrin, etc... are still available on Discovery Education site or similar.
Materials for differentiated group activities
1. Link for maps of tectonic plates if is not in your text book, (one per group) map of plate tectonics
2. World maps or globes (one per group)
3. Sentence strips or flash cards labeled with the names of the tectonic plates and the types of boundaries,
(one set for one group)
4. Access to computers or pre-printed fact sheets on various countries that include its unique landforms for
example, (two students per computer) USGS site
5. Lab worksheets for differentiated group activities (one for each pair of students)
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Further Recommendations:
Suggested countries and states for research project:
Countries:
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Japan
China
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Indonesia
Mexico
Italy
Iceland
New Zealand
Haiti
St. Vincent
The continent of Antarctica
States:
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California
Oklahoma
Washington (state not D.C.)
Hawaii
Alaska
SOURCE AND ACCESS INFORMATION
Contributed by: Roshanda Lavendeer
Name of Author/Source: Roshanda Lavendeer
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.4.N.1.1:
SC.5.N.1.1:
Description
Raise questions about the natural world, use appropriate
reference materials that support understanding to obtain
information (identifying the source), conduct both individual
and team investigations through free exploration and systematic
investigations, and generate appropriate explanations based on
those explorations.
Define a problem, use appropriate reference materials to support
scientific understanding, plan and carry out scientific
investigations of various types such as: systematic observations,
experiments requiring the identification of variables, collecting
and organizing data, interpreting data in charts, tables, and
graphics, analyze information, make predictions, and defend
conclusions.
Remarks/Examples:
Design and evaluate a written procedure or experimental
setup. Annually assessed on Grade 5 Science FCAT 2.0.
Also assesses SC.3.N.1.1, SC.4.N.1.1, SC.4.N.1.6,
SC.5.N.1.2, and SC.5.N.1.4.
Florida Standards Connections: LAFS.5.RI.1.3. Explain the
relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information in
the text. LAFS.5.W.3.8. Recall relevant information from
experiences or gather relevant information from print and
digital sources summarize or paraphrase information in
notes and finished work, and provide a list of sources.
MAFS.5.MD.2.2. Represent and interpret data.
MAFS.5.G.1. Graph points on the coordinate plane to solve
real-world and mathematical problems.
Florida Standards Connections: MAFS.K12.MP.1: Make
sense of problems and persevere in solving them and,
MAFS.K12.MP.2: Reason abstractly and quantitatively.
SC.7.E.6.7:
Recognize that heat flow and movement of material within
Earth causes earthquakes and volcanic eruptions, and creates
mountains and ocean basins.