Download Earth`s Crust Unit Plan

Unit Topic: Earth’s Crust
Big Idea
Grade: 6/7
How geological processes shape the earth and impact people’s lives.
Unit Rationale
Through this unit, students will have the opportunity to develop an understanding of the Earth’s crust and
rock formation. This will provide students with valuable information about the past physical properties of
various regions and the changes that have occurred to Earth’s crust overtime. Students will also explore
plate tectonics and how they contribute to the formation of volcanoes and earthquakes. This will allow
students to apply and recognize the implications of these processes on society and the environment.
Unit Prescribed
Learning Outcomes
– This unit will
satisfy the
following PLOs:
Science
Grade 7
Earth Science
- compare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks
- analyse the dynamics of tectonic plate movement and landmass formation
- explain how the Earth’s surface changes over time
Processes and Skills
- create models that help to explain scientific concepts and hypotheses
Grade 6
Earth Science
- assess technologies used for extreme environments
- describe contributions of Canadians to exploration technologies
Language Arts
Grade 6 & 7
Oral Language (Speaking and Listening)
A1 use speaking and listening to interact with others
A3 listen critically to understand and analyse ideas and information
A7 demonstrate enhanced vocabulary knowledge and usage
Unit Objectives –
Students will be
able to:





use analogies to visualize science concepts
accurately list the characteristics of each layer of the Earth
collect data from research resources and apply to diagrams and graphs
report on the rock cycle from lab research results and observations
observe how the positions of earthquakes, volcanoes, and mountain ranges outline the boundaries of
tectonic plates
 classify rock collections
 examine and identify commonly found rocks and local geological formations
 use models to predict how earthquake waves travel through the Earth and how this information leads to
an understanding of the interior of the Earth investigate the use of models to show large scale systems
 explain how the Earth’s surface is continually changing through the theory of plate tectonics
 report on how fossil record is used to identify Millennium changes in the Earth’s surfaces
Lesson Title
1. Introduction to
Earth’s Layers
#
PLOs
covered
LA:
A1, A3
Science:
-compare the
characteristics
of the Earth’s
core, mantle,
and crust, and
describe the
formation of
rocks
Specific
Objectives
 use analogies to
visualize science
concepts
 accurately list the
characteristics of
each layer of the
Earth
Methods/Activities
Hook:
-Ask students if they know how old earth is
(approx. 4.5 billion years old)
-Ask students if they think earth was created,
allow for discussion.
-Cut open an apple and ask how students
think the inside of an apple compares with
Earth’s layers
-The skin of the apple is approximately the
thickness of the Earth’s crust, flesh is similar
to mantle, at the center is the core
surrounding the seeds
Activity:
-Jigsaw activity: Students will be divided into
groups to research one layer of the Earth
using material they are provided (article,
pictures, etc.). After the research is complete,
students will be split into different groups to
teach other students about the layer they
researched.
Conclusion:
-Students will share understanding with the
whole class by discussing characteristics
while teacher records them on chart paper.
Assessment Strategies
Assessment for learning:
-Students will be
formatively assessed on
their ability to use speaking
and listening to interact
with others through the
jigsaw activity.
-Students will be
formatively assessed on
their ability to listen
critically to fellow students
in order to understand
information about the
Earth’s layers.
1
2. Earth’s Layers
(multiple work
blocks to create
model)
Science:
-compare the
characteristics
of the Earth’s
core, mantle,
and crust, and
describe the
formation of
rocks
 use analogies to
visualize science
concepts
 accurately list the
characteristics of
each layer of the
Earth
Science:
-explain how the
Earth’s surface
changes over
time
Assessment of Learning:
-Students will be
summatively assessed on
their scale model of earth’s
layers through the use of a
rubric.
Activity:
-A Slice of Earth: Students will create a scale
model of the Earth’s crust using triangle
shapes of poster paper.
-create models
that help to
explain scientific
concepts and
hypotheses
3. Fossils
Hook:
-Help students visualize the size of each
layer. “Core students” will stand huddled
together in the middle. “Crust students” will
form an outer ring. “Mantle students” will be
dispersed in the middle, moving fluidly.
Conclusion:
-Describe characteristics of each of the
Earth’s layers on the back of the slice of
earth.
 report on how
fossil record is
used to identify
Millennium
changes in the
Earth’s surfaces
Hook:
-Show students images of fossils
-Have students guess how old they are
-Discuss fossils
Activity:
- Use a modified version of Who’s on First?
Lab http://www.ucmp.berkeley.edu/fosrec/BarBar.
html
Conclusion:
-Interpretation questions from the lab
Extension:
-Create fossils by pressing shapes into soft
art clay and making plaster moulds when dry
Assessment for learning:
-Students will be formatively
assessed on their ability to
complete and answer
questions on the Who’s on
First? Lab.
4. Moving
Continents
(Continental Drift
& Pangaea)
Science:
-analyse the
dynamics of
tectonic plate
movement and
landmass
formation
-explain how the
Earth’s surface
changes over
time
 Explain how the
Earth’s surface is
continually
changing through
the theory of plate
tectonics
Hook:
-Ask students how we know that continents
move (answer lies in fossils and rocks)
-Show students images of different fossils,
indicate how similar fossils have been found
in select parts of the globe
Activity:
-In pairs, complete Continental Drift Puzzle
activity in which students place continents
together based on shared fossils
Conclusion:
-Answer follow-up questions regarding
Continental Drift Puzzle activity
Assessment for Learning:
-Students will be formatively
assessed on their ability to
complete the Continental
Drift Puzzle and follow-up
questions.
5. Minerals
(Building Blocks
of Rocks)
LA: A1
Science:
-compare the
characteristics
of the Earth’s
core, mantle,
and crust, and
describe the
formation of
rocks
 report on the rock
cycle from lab
research results
and observations
 classify rock
collections
-Hook:
-In groups, students will be shown a group of
pictures of rocks, and a group of pictures of
minerals. Students will try to give each
category of picture a name.
Activity:
-Students will learn of minerals being the
building blocks of rocks
-Students will be given minerals and be asked
to write out different ways they can be
categorized into groups
-Students will be informed that geologists use 8
different physical properties to categorize
minerals
-Students will attempt to come up with criteria
that can be used to do so
-Teacher will reveal physical properties used
by geologists
Assessment for learning:
-Students will be formatively
assessed on their ability to
use speaking and listening
to interact with others while
collaboratively creating a
criteria to classify minerals.
Conclusion:
-Students will read S7.1 from textbook and
complete Minerals: Building Blocks of Rocks
Worksheet
6. Minerals and
Rocks
LA: A7
Science:
-compare the
characteristics
of the Earth’s
core, mantle,
and crust, and
describe the
formation of
rocks
 report on the rock
cycle from lab
research results
and observations
 examine and
identify commonly
found rocks and
local geological
formations
Hook:
-Students will review different properties of
minerals by analyzing the 8 different
whiteboards set up with description of
properties and matching cards.
Activity:
-Using Worksheet 7.1 as a guide, students will
investigate and identify minerals in small
groups
-Activity 7.2 from textbook
-Students will fill out Data Table for
Investigation 7.2
Assessment for learning:
Students will be formatively
assessed on their ability to
demonstrate enhanced
vocabulary usage when
analyzing and classifying
minerals by their 8 different
physical properties.
Conclusion:
-Students will answer follow-up questions on
p. 187
7. Rock Cycle
Science:
-compare the
characteristics
of the Earth’s
core, mantle,
and crust, and
describe the
formation of
rocks
 collect data from
research resources
and apply to
diagrams and
graphs
Hook:
-Give each group a diagram of the rock cycle
without words and arrowheads pointing in the
proper direction.
-Ask groups to complete the arrows and
explain in their words what is happening in
the diagram.
Assessment for learning:
-Students will be formatively
assessed on their answers
to the worksheet and ability
to properly fill in a diagram
of the rock cycle.
Activity:
-Show clip about rock cycle from Bill Nye the
Science Guy
-Students complete worksheet while watching
clip
Conclusion:
-Using information gathered from watching
clip, students correctly fill in a copy of the rock
cycle individually
8. Families of
Rocks
Science:
-compare the
characteristics
of the Earth’s
core, mantle,
and crust, and
describe the
formation of
rocks
 report on the rock
cycle from lab
research results
and observations
 classify rock
collections
 examine and
identify commonly
found rocks and
local geological
formations
Hook:
-Take a trip outside for each student to collect
a rock. Look at the rock and become familiar
with its characteristics.
-Form a circle and wait while teacher collects
all of the rocks in the bag
-Teacher places rocks in the middle of the
circle
-Students must identify their own rocks
through touch, feel, and sight
Activity:
-Use iPad to go to
Assessment as learning:
-Students will formatively
assess their own abilities to
classify rocks using the
online activity.
http://www.learner.org/interactives/rockcycle/t
ypes2.html
-Collect and note down characteristics of the
different types of rocks
-Record which family each rock falls into
Conclusion:
-Exit slip: Students list characteristics that
differentiate each family of rocks
2
9. Introduction to
Plate Tectonics
Science:
-analyse the
dynamics of
tectonic plate
movement and
landmass
formation
 use analogies to
visualize science
concepts
Activity:
-Creating Models of Plate Movement Activity,
p. 244
-create models
that help to
explain scientific
concepts and
hypotheses
10. Plate
Tectonics
Science:
-analyse the
dynamics of
tectonic plate
movement and
landmass
formation
Hook:
-Watch clip for introduction to earth’s plates
http://www.youtube.com/watch?v=6khcUXxpPE
Conclusion:
-Answer follow-up questions on p. 245
 use analogies to
visualize science
concepts
Hook:
-Think-pair-share: Ask students how the Earth
is changing and ideas about why it changes
Activity:
-Draw with me activity
-Students draw alongside teacher as various
different plates are discussed using diagrams
from http://geology.com/nsta/
Conclusion:
Assessment for learning:
-Students will be formatively
assessed on their ability to
create models of plate
movement.
-Students will be formatively
assessed on their
understanding of how
moving plates interact at
different types of boundaries
through their answers to the
follow-up questions.
Assessment for learning:
-Students will be formatively
assessed on their ability to
create diagrams of how
moving plates interact at
different types of
boundaries.
-Explore theory of creation of Atlantic ocean
due to sea-floor spreading
-In groups, put two papers between the desks.
Slowly pull them in opposite directions. Student
draws a point at the ridge to indicate the new
floor formed. Students draw subsequent points
to show different periods of time.
11. Locations of
Earthquakes,
Volcanoes, and
Mountain
Ranges
Science:
-analyse the
dynamics of
tectonic plate
movement and
landmass
formation
-explain how the
Earth’s surface
changes over
time
 observe how the
positions of
earthquakes,
volcanoes, and
mountain ranges
outline the
boundaries of
tectonic plates
Hook:
-Show students a map showing the major
plates of Earth’s crust
-Ask students where they think the locations of
earthquakes, volcanoes, and mountain ranges
occur by indicating on their maps
Assessment for learning:
-Students will be formatively
assessed on their ability to
complete Activity 8.5 and
their responses to the
follow-up questions.
Activity:
-Complete Activity 8.5 from Science Probe 7
individually
Conclusion:
-Answer follow up questions of Activity 8.5
12. Earthquakes
LA: A7
Science:
-analyse the
dynamics of
tectonic plate
movement and
landmass
formation
-explain how the
Earth’s surface
changes over
time
 use analogies to
visualize science
concepts
 use models to
predict how
earthquake waves
travel through the
Earth and how this
information leads
to an
understanding of
the interior of the
Earth investigate
the use of models
Hook:
-Watch a video clip about earthquakes that can
occur at the three types of plate boundaries
(divergent, convergent, transform fault).
Activity:
-Discuss the impact of seismic waves
-Compare and contrast Primary (P) Waves and
Secondary (S) waves
-Use a slinky to model the two types of waves
Conclusion:
-Read Sec. 9.3 and fill out Worksheet 9.3:
Earthquakes
Assessment for learning:
-Students will be formatively
assessed on their ability to
explain how sudden
movement of plates at the
three types of plate
boundaries causes
earthquakes.
-Students will be formatively
assessed on their ability to
use demonstrate enhanced
vocabulary usage
to show large scale
systems
13.
Seismographs
Science:
-assess
technologies
used for
extreme
environments
 collect data from
research resources
and apply to
diagrams and
graphs
-create models
that help to
explain
scientific
concepts and
hypotheses
14. Canadian
Contribution to
Volcano
Exploration
Science:
-describe
contributions of
Canadians to
exploration
technologies
(earthquake, seismic waves,
aftershocks, tsunamis).
Hook:
-Watch video clip on seismographs
Activity:
-In pairs, students create their own
seismographs
http://resources.scienceworld.ca/pdf/Earth_Sc
ience/Earthquakes_act7_seismograph.pdf
Conclusion:
-Students answer follow-up questions
 describe Canadian
contribution to
technology for the
exploration of
volcanoes
Hook:
-Review information learned about Volcanoes
Activity:
-Ask students what kind of technology can be
used to explore Volcanoes
-Introduce students to Canadian contribution to
volcano exploration, New Infrared Sensor
Technology Radiometer (NIRST)
-Students answer questions about NIRST
using iPads and QR codes
Conclusion:
-Exit slip: Explain importance of Canadian
contribution (NIRST) for scientists around the
world
Assessment of learning:
-Students will be
summatively assessed on
their ability to create a
model of a seismograph
using a rubric.
-Students will be assessed
on their ability to assess
seismograph technology to
explore the extreme
environment of earthquakes.
Assessment for learning:
-Students will be formatively
assessed on their ability to
describe contribution of
Canadian technology to the
exploration of volcanoes.
15.
Documentary
Project (multiple
lessons)
LA: A1, A7
Science:
-compare the
characteristics
of the Earth’s
core, mantle,
and crust, and
describe the
formation of
rocks
-analyse the
dynamics of
tectonic plate
movement and
landmass
formation
 create a
documentary to
showcase
concepts learned
throughout the unit
Hook:
-Show students clips from old school
documentaries
-Inform students they will be creating their own
silly (but informative) documentaries about a
concept related to the Earth’s crust
Activity:
-Share criteria/rubric with students
-Divide students into groups. Assign each
group with a concept they will focus on.
-Give students iPads to film their
documentaries
Assessment of learning:
-Students will be
summatively assessed
using a rubric on their ability
to create a documentary
about concepts learned
throughout the unit.
Conclusion:
-Students share their documentaries with the
class on presentation day
-explain how the
Earth’s surface
changes over
time
Resources:
Chapman, A., Barnum, D., Dawkins, C., & Shaw, W. (2005). B.C. science probe 7.Thomson Canada Limited. pp. 176-262.