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:

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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

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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.

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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.