UNIT E: PLANET EARTH

Grade 7 - Science

AUGUST 4, 2014
QUINTINA FRANDSEN

UNIT

STSE FOCUS

GRADE LEVEL

DEVELOPED BY

Unit E: Planet Earth

Nature of Science
Emphasis

Quintina
Frandsen

GENERAL LEARNER OUTCOMES (GLOS) STS AND KNOWLEDGE

Students will:
1. Describe and demonstrate methods used in the scientific study of Earth and in
observing and interpreting its component materials.
2. Identify evidence for the rock cycle, and use the rock cycle concept to interpret and
explain the characteristics of particular rocks.
3. Investigate and interpret evidence of major changes in landforms and the rock layers
that underlie them.
4. Describe, interpret and evaluate evidence from the fossil record.

GENERAL LEARNER OUTCOMES (GLOS) SKILLS

Students will:
Initiating and Planning
1. Ask questions about the relationships between and among observable variables, and
plan investigations to address those questions.
Performing and Recording
2. Conduct investigations into the relationships between and among observations, and
gather and record qualitative and quantitative data.
Analyzing and Interpreting
3. Analyze qualitative and quantitative data, and develop and assess possible
explanations.
Communication and Teamwork
4. Work collaboratively on problems; and use appropriate language and formats to
communicate ideas, procedures and results.

GENERAL LEARNER OUTCOMES (GLOS) ATTITUDES

Interest in Science
Students will be encouraged to:
Show interest in science-related questions and issues, and pursue personal interests and
career possibilities within science-related fields (e.g., recognize potential careers related to
Earth science fields; pursue interests in rocks, through museum visits, personal collections or
recreational reading)
Mutual Respect
Students will be encouraged to:
Appreciate that scientific understanding evolves from the interaction of ideas involving
people with different views and backgrounds (e.g., appreciate the idea of Mother Earth,
and recognize different forms of this idea developed by different cultures; recognize the role
of legend and myth in conveying understandings about Earth; recognize that scientific ideas
about Earth have developed over time)
Scientific Inquiry

Students will be encouraged to:

Seek and apply evidence when evaluating alternative approaches to investigations, problems
and issues (e.g., critically evaluate inferences and conclusions, basing their arguments on
facts rather than opinions; identify evidence to support ideas; take the time to accurately
gather evidence and use instruments carefully)
Collaboration
Students will be encouraged to:
Work collaboratively in carrying out investigations and in generating and evaluating ideas
(e.g., listen to the ideas and points of view of others; consider alternative ideas and
interpretations suggested by members of the group)
Stewardship
Students will be encouraged to:
Demonstrate sensitivity and responsibility in pursuing a balance between the needs of
humans and a sustainable environment (e.g., recognize that fossils are a part of public
heritage and that they should not be defaced or removed from where they are found;
consider the needs of other people and the precariousness of the environment when making
decisions and taking action).
Safety
Students will be encouraged to:
Show concern for safety in planning, carrying out and reviewing activities (e.g., wear safety
goggles when testing the cleavage or fracture of rocks; ensure the proper disposal of
materials)

SPECIFIC LEARNER OUTCOMES (SLOS) STS AND KNOWLEDGE

1.1 STS - investigate and interpret evidence that Earths surface undergoes both gradual and
sudden change (e.g., recognize earthquakes, volcanoes and landslides as examples of sudden
change; recognize glacial erosion and river erosion as examples of gradual/incremental
change).
1.2 STS - interpret models that show a layered structure for Earths interior; and describe, in
general terms, evidence for such models.
1.3 STS - identify and explain the purpose of different tools and techniques used in the study
of Earth (e.g., describe and explain the use of seismographs and coring drills, as well as tools
and techniques for the close examination of rocks; describe methods used in oil and gas
exploration).
1.4 STS - explain the need for common terminology and conventions in describing rocks and
minerals, and apply suitable terms and conventions in describing sample materials (e.g., use
common terms in describing the lustre, transparency, cleavage and fracture of rocks and
minerals; apply the Mohs scale in describing mineral hardness).
2.1 STS - distinguish between rocks and minerals.
2.2 STS - describe characteristics of the three main classes of rocksigneous, sedimentary
and metamorphicand describe evidence of their formation (e.g., describe evidence of
igneous rock formation, based on the study of rocks found in and around volcanoes; describe
the role of fossil evidence in interpreting sedimentary rock).
2.3 STS - describe local rocks and sediments, and interpret ways they may have formed.

2.4 STS - investigate and interpret examples of weathering, erosion and sedimentation.
3.1 STS - investigate and interpret patterns in the structure and distribution of mountain
formations (e.g., describe and interpret mountain formations of the North American
cordillera).
3.2 STS - interpret the structure and development of fold and fault mountains.
3.3 STS - describe evidence for crustal movement, and identify and interpret patterns in
these movements (e.g., identify evidence of earthquakes and volcanic action along the Pacific
Rim; identify evidence of the movement of the Pacific plate relative to the North American
plate).
3.4 STS - identify and interpret examples of gradual/incremental change, and predict the
results of those changes over extended periods of time (e.g., identify evidence of erosion,
and predict the effect of erosional change over a year, century and millennium; project the
effect of a given rate of continental drift over a period of one million years).
4.1 STS - describe the nature of different kinds of fossils, and identify hypotheses about their
formation (e.g., identify the kinds of rocks where fossils are likely to be found; identify the
portions of living things most likely to be preserved; identify possible means of preservation,
including replacement of one material by another and formation of molds and casts).
4.2 STS - explain and apply methods used to interpret fossils (e.g., identify techniques used
for fossil reconstruction, based on knowledge of current living things and findings of related
fossils; identify examples of petrified wood and bone).
4.3 STS - describe patterns in the appearance of different life forms, as indicated by the fossil
record (e.g., construct and interpret a geological time scale; and describe, in general terms,
the evidence that has led to its development).
4.4 STS - identify uncertainties in interpreting individual items of fossil evidence; and explain
the role of accumulated evidence in developing accepted scientific ideas, theories and
explanations.

SPECIFIC LEARNER OUTCOMES (SLOS) SKILLS

1.1 Skills identify questions to investigate (e.g., How are rocks formed?)
1.2 Skills - define and delimit questions to facilitate investigation (e.g., ask a question about a
sample group of rocks from a specific region, or about a specific type of rock or rock
formation)
1.3 Skills - state a prediction and a hypothesis based on background information or an
observed pattern of events (e.g., predict where an outcrop of a given rock will appear, based
on observations at nearby sites)
1.4 Skills - formulate operational definitions of major variables and other aspects of their
investigations (e.g., define hardness by reference to a set of mineral samples, or by reference
to the Mohs scale of hardness)
2.1 Skills carry out procedures, controlling the major variables
2.2 Skills estimate measurements (e.g., estimate the thickness of sedimentary layers)
2.3 Skills research information relevant to a given question (e.g., research information
regarding the effect of acid rain on the rate of rock weathering)
2.4 Skills select and integrate information from various print and electronic sources or from
several parts of the same source (e.g., demonstrate proficiency in uploading and

downloading text, image, audio and video files)

2.5 Skills - organize data, using a format that is appropriate to the task or experiment (e.g.,
use diagrams to show the shape and thickness of different layers in a rock outcrop)
3.1 Skills - work cooperatively with team members to develop and carry out a plan, and
troubleshoot problems as they arise (e.g., each group member is assigned a task to
investigate a particular mineral, and the results are pooled in a common data table)
3.2 Skills - evaluate individual and group processes used in planning, problem solving,
decision making and completing a task (e.g., evaluate the relative success and scientific
merits of an Earth science field trip organized and guided by themselves)

POSSIBLE CROSS-CURRICULAR CONNECTIONS

Social Studies Students will learn about different regions around the world. This unit can
lead into an understanding of different socio-economic statuses due to natural resources and
natural disasters.
Language Arts Journal keeping and observation writing.
Fine Arts Projects may be composed of dramatic skits, drawings, or 3D replicas

FOCUSED OBJECTIVES NEED TO KNOWS

STS 1.1, 1.2, 1.4, 2.1, 2.2, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.3
Skills 1.4, 2.1, 2.3, 2.4, 2.5, 3.1

BIG IDEAS
1. By studying the surface of the Earth, scientists are able to better understand and predict

gradual and sudden changes to the Earth.

2. Scientists can use what they know about the Earth, its components, rock cycle, fossil

record and landforms to further understand how Earth will develop and change within
the future.

ESSENTIAL QUESTIONS
1. What do we know about Earth about its surface and what lies below?
2. What evidence do we have, and how do we use this evidence in developing an
understanding of Earth and its changes?

POSSIBLE CONNECTIONS TO LITERACY AND NUMERACY

Literacy
- Students can form questions and talk qualitatively about topics.
- Communication (verbal and written) of thoughts, ideas and answers.
- Reading and comprehension of written materials (textbook, handouts).
Numeracy
- Creation of graphs
- Interpretation of graphs
- Measurement of rocks and minerals

UNIT SUMMARY
This unit will serve to further students understanding of the world around them. The unit has
a nature of science emphasis and as such will focus on developing students basic
understanding of the world around them. It is imperative that students begin to form a basic
understanding of the physical features of Earth, before they move on to more complicated

and specific teachings. This unit will develop understandings of sudden earth changes,
gradual changes, rocks and minerals, plate tectonics and the fossil record.

UNIT RATIONALE
This unit was developed with an emphasis on hands on collaborative learning. For every main
SLO, a practical hands on approach was used in developing the lesson. The unit plan has also
been developed while focusing on the rule of three, which will allow me to involve most of
the learning styles within the classroom.
The unit has been developed with a focus on Canadian geography and landforms, as it is
important for the students to understand these phenomena and changes to Earths surface
can occur in their own back yard.
Finally, assessments have been broken down into three main categories: quizzes and exams,
worksheets, and larger projects. A plethora of assessments have been given in order to
ensure that the students are given ample opportunity to prove their knowledge of the
subject matter. Each of the larger assessments is worth between 10 and 20%, while the
smaller assessments, such as worksheets are worth around 2-4%. This has been done to
allow the student to first learn the material, and become comfortable with it while
completing an assessment of low value, before they write a higher valued assessment. The
worksheets are also a means for me to understand where the level of understanding lies. I
will know whether my teaching is being understood, or if I have to change it before the large
valued assessments occur.
Students will also be given a Scientific Journal for which they will be required to compile all of
the main ideas into. Throughout the unit there will be flip books, cycles and definitions that
will be placed into the journal. This journal will be an excellent material for the students to
study from.

Stage 1 Desired Results

Established Goals:
1. Describe and demonstrate methods used in the scientific study of Earth and in observing and interpreting its
component materials.
2. Identify evidence for the rock cycle, and use the rock cycle concept to interpret and explain the
characteristics of particular rocks.
3. Investigate and interpret evidence of major changes in landforms and the rock layers that underlie them.
4. Describe, interpret and evaluate evidence from the fossil record.
Understandings:
Students will understand that
1. By studying the surface of the Earth, scientists
are able to better understand and predict
gradual and sudden changes to the Earth.
2. Scientists can use what they know about the
Earth, its components, rock cycle, fossil record
and landforms to further understand how Earth
will develop and change within the future.
The students will know:
1.1 STS - investigate and interpret evidence that Earths
surface undergoes both gradual and sudden change (e.g.,
recognize earthquakes, volcanoes and landslides as
examples of sudden change; recognize glacial erosion
and river erosion as examples of gradual/incremental
change).
1.2 STS - interpret models that show a layered structure
for Earths interior; and describe, in general terms,
evidence for such models.
1.3 STS - identify and explain the purpose of different
tools and techniques used in the study of Earth (e.g.,
describe and explain the use of seismographs and coring
drills, as well as tools and techniques for the close
examination of rocks; describe methods used in oil and
gas exploration).
1.4 STS - explain the need for common terminology and
conventions in describing rocks and minerals, and apply
suitable terms and conventions in describing sample
materials (e.g., use common terms in describing the
lustre, transparency, cleavage and fracture of rocks and
minerals; apply the Mohs scale in describing mineral
hardness).
2.1 STS - distinguish between rocks and minerals.
2.2 STS - describe characteristics of the three main
classes of rocksigneous, sedimentary and
metamorphicand describe evidence of their formation
(e.g., describe evidence of igneous rock formation, based
on the study of rocks found in and around volcanoes;

Essential Questions:
1. What do we know about Earth about its surface and
what lies below?
2. What evidence do we have, and how do we use this
evidence in developing an understanding of Earth and its
changes?

The students will be able to do:

1.1 Skills identify questions to investigate (e.g., How are rocks
formed?)
1.2 Skills - define and delimit questions to facilitate investigation
(e.g., ask a question about a sample group of rocks from a specific
region, or about a specific type of rock or rock formation)
1.3 Skills - state a prediction and a hypothesis based on background
information or an observed pattern of events (e.g., predict where
an outcrop of a given rock will appear, based on observations at
nearby sites)
1.4 Skills - formulate operational definitions of major variables and
other aspects of their investigations (e.g., define hardness by
reference to a set of mineral samples, or by reference to the Mohs
scale of hardness)
2.1 Skills carry out procedures, controlling the major variables
2.2 Skills estimate measurements (e.g., estimate the thickness of
sedimentary layers)
2.3 Skills research information relevant to a given question (e.g.,
research information regarding the effect of acid rain on the rate of
rock weathering)
2.4 Skills select and integrate information from various print and
electronic sources or from several parts of the same source (e.g.,
demonstrate proficiency in uploading and downloading text, image,
audio and video files)
2.5 Skills - organize data, using a format that is appropriate to the
task or experiment (e.g., use diagrams to show the shape and
thickness of different layers in a rock outcrop)
3.1 Skills - work cooperatively with team members to develop and
carry out a plan, and troubleshoot problems as they arise (e.g., each
group member is assigned a task to investigate a particular mineral,

describe the role of fossil evidence in interpreting

sedimentary rock).
2.3 STS - describe local rocks and sediments, and
interpret ways they may have formed.
2.4 STS - investigate and interpret examples of
weathering, erosion and sedimentation.
3.1 STS - investigate and interpret patterns in the
structure and distribution of mountain formations (e.g.,
describe and interpret mountain formations of the North
American cordillera).
3.2 STS - interpret the structure and development of fold
and fault mountains.
3.3 STS - describe evidence for crustal movement, and
identify and interpret patterns in these movements (e.g.,
identify evidence of earthquakes and volcanic action
along the Pacific Rim; identify evidence of the movement
of the Pacific plate relative to the North American plate).
3.4 STS - identify and interpret examples of
gradual/incremental change, and predict the results of
those changes over extended periods of time (e.g.,
identify evidence of erosion, and predict the effect of
erosional change over a year, century and millennium;
project the effect of a given rate of continental drift over
a period of one million years).
4.1 STS - describe the nature of different kinds of fossils,
and identify hypotheses about their formation (e.g.,
identify the kinds of rocks where fossils are likely to be
found; identify the portions of living things most likely to
be preserved; identify possible means of preservation,
including replacement of one material by another and
formation of molds and casts).
4.2 STS - explain and apply methods used to interpret
fossils (e.g., identify techniques used for fossil
reconstruction, based on knowledge of current living
things and findings of related fossils; identify examples of
petrified wood and bone).
4.3 STS - describe patterns in the appearance of different
life forms, as indicated by the fossil record (e.g.,
construct and interpret a geological time scale; and
describe, in general terms, the evidence that has led to
its development).
4.4 STS - identify uncertainties in interpreting individual
items of fossil evidence; and explain the role of
accumulated evidence in developing accepted scientific
ideas, theories and explanations.

and the results are pooled in a common data table)

3.2 Skills - evaluate individual and group processes used in
planning, problem solving, decision making and completing a task
(e.g., evaluate the relative success and scientific merits of an Earth
science field trip organized and guided by themselves)

Assessments
Title

Learning
Outcomes

Type
Weighting
Approximate
Date

E1.1 STS
E1.2 STS
E1.3 STS
E1.4 STS
E2.1 STS
E2.2 STS
E2.3 STS
E2.4 STS
E3.1 STS
E3.2 STS
E3.3 STS
E3.4 STS
E4.1 STS
E4.2 STS
E4.3STS
E4.4 STS
E1.4 Skills
E2.1 Skills
E2.2 Skills
E2.3 Skills
E2.4 Skills
E2.5 Skills
E3.1 Skills

Taxonomic Levels

Worksheets
(6-7 total)
Summative
20%
October 24, 30
November 4, 6, 7,
25, 27

Type 1

Quizzes
(2 total)
Summative
10%

Midterm Exam

Unit Exam

Performance Task

The Core Report

Summative
15%

Summative
20%

Summative
20%

Summative
15%

Exit slips/ bell

work
Formative
N/A

November 3 & 19

November 13

December 2

December 9

December 19

Daily

Type 2

Type 3

Type 1 & 2

Type 2 & 3

All Levels

Assessment Tool Overview

Assessment
Tool

Brief Description

Assessment
FOR
Learning

Assessment
AS Learning

Daily Exit Slips

and Bell Work

Students will be formatively assessed on a

daily basis through the use of exit slips,
bell work and questioning during the
course of the instruction. This is to ensure
that students are learning to the
maximum of their potential. I have
implemented the formative assessments
to ensure that my teaching is effective,
and also as a way to check-in with the
student`s learning.

Worksheets

Will be used to supplement student

learning during periods in which there are
both hands on activities and readings.
Students will submit the worksheets for
grading. After the initial grading of the
worksheet, students will be given the
option to correct any mistakes to gain full
marks on their worksheets. Students are
asked to work individually while
completing the worksheets so that they
are not all copying off of one.

Quizzes

Students will be given the quiz at the

beginning of the class. The quizzes are an
individual, closed book assessment.
Students are expected to try their best.
After quizzes are marked, students are
required to make corrections to any
questions that they initially got incorrect.
Students marks will NOT increase after
corrections, however this is done to allow
students the time to reflect on their
performances.

Assessment
OF Learning

Midterm and
Final Exam

Specific sections for each exam have been

laid out on the unit at a glance. Students
will be expected to complete the
assessments individually. The midterm
exam will be worth less than the final in
order to give the students the opportunity
to become comfortable with my
assessment expectations. Questions will
be composed of both constructed
response (graphs, calculations, written)
and selected response (comparisons,
descriptions).

Students will be expected to make

changes to any incorrect answers on both
the midterm and final exams. No
additional marks will be awarded for
doing so.

Performance
Task & The
Core - Report

The performance task will involve several

class periods worth of work. This is meant
as a culminating activity to the entire unit.
Students will be given the opportunity to
work in pairs, where they can submit one
report per 2 people. Based on the ability
to cooperate during smaller group
activities, it will be up to my discretion on
whether I will make the groups, or let the
students decide. Report will be graded
based on a personalized marking rubric
for the project.

Date/Time

Lesson Title and

Number

October 24
39 min.

#1
Introduction to
Unit E

October 27
48 min.

Learner
Outcomes

Instruction
Strategies

Activities

Assessments

Materials/
Resources

N/A

Direct Instruction
Individual seat
work
Small group work

Read pages 348-351

Create concept
map.

Collect concept
maps (grade
under
worksheets)

#2
A model of Earth:
Interpreting the
different layers

1.2 STS

Direct Instruction
Individual seat
work
Small group work

Read through pages

352-356 of the
textbook.
Read through smart
board slides.
Create flipbook of
Earths layers (inner
and outer core,
mantle and crust).
Paste into science
journal

Questioning
Collection of
flipbooks

White paper
Textbook pages
348-351
Smart board
presentation
Construction paper
Stapler
Glue
Pencil crayons/
markers
Textbook pages
352-356
Science journal

October 28
48 min.

#3
Sudden Earth
Changes
Earthquakes how
theyre created
and measuring
their strength.

2.1 STS
1.3 STS

Individual seat
work

Review chart as
a whole class

October 29
43 min.

#4
Sudden Earth
Changes
Volcanoes occur
within Earths

1.1 STS
1.3 STS

Create KWL chart

fill out what they
already know and
want to know about
earthquakes in
science journals.
Watch Bill Nye video
on Earthquakes.
Complete learned
portion of the chart.
Volcano
demonstrations
candle and balloon.
Read pages 360-362
of textbook.

Paper for chart

Textbook pages
357-359
Science journal

Science journal
Textbook pages
360-362
Candle
Balloon

interior and have

the strength to
dramatically
change the
surface of the
Earth.

October 30
48 min.

October 31
39 min.

November 3
48 min.

#5
There is evidence
worldwide of
crustal
movement. The
location of
earthquakes and
volcanoes are
related.
#6
Wind, weather
and ice slowly
change the
Earths surface

#7
Section 1 Quiz.
What are rocks?

Bill Nye video on

volcanoes.
Discuss video
Complete volcano
diagram sheet,
place in science
journal

Vinegar
Baking soda

3.1 STS
2.3 Skills
2.4 Skills
2.5 Skills
3 Attitude

Individuals seat
work
Small group work
Direct Instruction

Students will
complete an inquiry
activity into how
crustal movement
relates to the
location of
earthquakes and
volcanoes.

Collection of
inquiry
assignment
Observation

Inquiry activity
Textbook pages
348-359
Laptops/ computer
lab

1.1 STS
2.3 STS
2.4 STS
3.4 STS

Direct instruction
Station work
Group work

Students will learn

about the different
types of weathering
and erosion by
circulating through
different stations.
(Erosion lab,
chemical
weathering,
biological
weathering,
glaciers)
Findings recorded in
science journals
After completing
the quiz on section
1, students will be

Observation
Questioning
Collection of
station
worksheets

http://lifeisagarden.co.za
/articles/soilerosionexper iment
#.U_ kYaLywJLR

1.4 STS
2.1 STS

Individual seat
work

http://eisforexplore.blogspot.co
.uk/search?updated-max=201201-23T23:48:00-08:00&maxresults=15
http://www.mykidsadventures.
com/glacier-goo-project/

Chasing ice video

Netflix
Textbook pages
363-366
Science journal
Observation
Questioning
Collection of

Pages 368-370
Samples of rocks for
mission control

November 4
48 min.

November 5
43 min.

#8
Minerals are
substance that
give rocks their
distinctive
characteristics,
such as hardness
and color.

#9
There are three
different classes
of rocks: igneous,
sedimentary, and
metamorphic

1.4 STS
2.1 STS
1.3 Skills
1.4 Skills
2.1 Skills
2.2 Skills
2.5 Skills
3.1 Skills
3.4 Skills
4.1 Skills
4.2 Skills
4 Attitude
6 Attitude
2.2 STS

Small group
station work

Direct instruction
Small group work
Individual seat
work

asked to complete
the reading and
work on the mission
control activity.
Once all students
are done quiz, walk
them through using
properties to
identify minerals
(pages 371-372)
Students will
complete the
prospecting for
minerals lab. Each
student must
complete a
worksheet, but may
work in groups.
Complete
corrections for
section 1 quiz and
hand in Nov. 5.
Read through
textbook pages 377381 and smart
board slides.
Complete mini labs
on creating crayon
rocks
metamorphic,
sedimentary, and
igneous
Drawing of types of

quiz
Exit slip what
are minerals?
List the
different
properties that
can be used to
identify
minerals

activity
Quiz
Handout to walk
students through
expectations while
others finish up the
quiz.

Collection of
prospecting for
gold
worksheet.
Observation

Selection of
minerals talc,
gypsum, calcite,
fluorite, apatite,
feldspar, quartz,
topaz, corundum,
etc.)
Worksheet

Exit slips
differences
between the
three types of
rocks, how are
they created?
Observation

Crayons
Sample rocks
Textbook pages
377-381
Cups
Water kettle
Tin foil
Science journal

November 6
48 min.

#10
Description of
local rocks and
sediments, and
how they were
formed.
Geology tools
and techniques.

2.3 STS

Direct instruction
Small group work
Individual seat
work

November 7
39 min.

#11
The rock cycle
breakdown and
transformation of
rocks.

2.2 STS
1 Attitude

Direct Instruction
Small group work
Individual seat
work

November 10
48 min.
November 11
48 min.
November 12
43 min.

No School

1 STS
2 STS
3.1 STS
3.4 STS

Direct Instruction
Small group work
Individual seat
work

rocks into science

journal.
Students will read
through page 384 in
textbook. Use the
techniques to find
local minerals.
Completion of local
rock classification
activity.
Handout review
sheet for sections 1
and 2
Read through pages
385-390.
Have students place
rock cycle diagram
into their science
journals.
Look over smart
board slides.
Complete the
inquiry activity
sorting out the soil.

Collection of
local rock
activity sheet.
Exit slip for
geology tools
and techniques

Rocks
Worksheets
Magnifying glasses
Textbook pages
382-384
Section 1 and 2
review sheet

Collection of
inquiry activity
sorting out
the soil.
Questioning
Observation
Exit slip what
is the rock
cycle?

Samples of soil
Magnifying glass
Jars or cups for soil
Ruler
Sheets of paper
Scoop
Rock cycle handout
Smart board
presentation
Textbook pages
385-390.

Questioning
Observation

Review game
Answers to review
sheets

No School
#12
Review of
sections 1 and 2

Work through
review sheet
allowing for
questions.
Play review game

November 13
48 min.

#13
Comprehensive
Assessment on
sections 1 and 2
#14
Evidence of
continental drift
and plate
tectonics provide
evidence of
change.

1 STS
2 STS
3.1 STS
3.4 STS
3.1 STS
3.3 STS
3.4 STS

Individual seat
work

Completion of
comprehensive
assessment

Collection of
comprehensive
assessment

Assessment
Extra pencils
Extra erasers

Direct instruction
Individual seat
work
Whole group
discussion

Read pages 392394.

Handout large-scale
world maps. Have
students colour and
cut out the
continents. Try to fit
the pieces together
like a puzzle.

Maps
Pencil crayons
Scissors
Glue
Blank paper
Textbook pages
392-394

November 17
48 min.

#15
The theory of
plate tectonics.
How the Earth is
constantly
changing.

3.3 STS
3.4 STS

Direct Instruction
Demonstration
Small group work
Individual seat
work

November 18
48 min.

#16
Mountains are
formed through
the rubbing and
colliding of
plates.

3.1 STS
3.2 STS

Individual seat
work
Direct Instruction
Whole group
discussion

Using Oreo cookie

students will
observe how
convergent and
diverging
boundaries occur.
Draw the different
boundaries in your
scientific journal.
Read through pages
395-400.
The class will begin
with a slideshow of
mountains.
Using flour and
sand, rice crispies,
and other materials
I will demonstrate
different ways that
mountains can be

Discussion on
whether
students
believe that
Pangea could
have been
possible.
Exit slip
continental
drift
Collection of
scientific
journals.
Exit slip
questioning

Collection of
Check and
Reflect 2 and 3.

http://www.crscience
.org/lessonplans/6Mo
untain_Building_EPS_1011.pdf

November 14
39 min.

Observation
Questioning

Oreos
Scientific Journals
Pages 395-400 in
textbook

Scientific journals
Rice crispies
Containers
Flour
Sand
Cardboard

November 19
43 min.

November 20
48 min.
November 21
39 min.
November 24
48 min.

November 25
48 min.

#17
Section 3 Quiz
Fossils can be
used to provide
evidence of
geological change
using fossils
PD Day

4.1 STS

Direct instruction
Individual seat
work

formed. Fold and

Fault mountains.
Students will draw
images and
definitions in their
Scientific journals.
Students will read
Questioning
through pages 411- Exit slip
414. We will discuss
as a class how fossils
were created. Lead
into lab on Monday.

http://www.sciencekids.
co.nz/lessonplans/earth/
fossils.html

Textbook pages
411-414
Smart board
presentation

PD Day
#18
Fossils can be
used to provide
evidence of
geological change
using fossils

4.1 STS
Attitude 5

Small group work

Class
demonstration
Individual seat
work

#19
Scientists use
many tools and
methods to
interpret and
create inferences
about the fossil

4.2 STS
Attitude 3

Direct Instruction
Class
demonstration

Students will use

plaster and object
to create their own
fossils.
We will come
together as a group
to discuss the fossils
and how theyre
beneficial to
scientists.
Discussion using
smart board and
textbook readings
about the different
types of methods
used in
palaeontology.

Questioning
Class discussion
Observation
Section 3 Quiz
corrections due

Small objects
Sand
Plaster
playdough

Collection/
presentation of
research found.
Questioning
Observation

Smart board
presentation
Mini research
assignment
Laptops/ computer
lab

record.

November 26
43 min.

#20
The Geologic
time scale

4.3 STS
4.4 STS

Direct instruction
Small group/
partner work

November 27
48 min.

#21
Presentation by
current
Archaeology
student

4.1 STS
4.2 STS
4.3 STS
4.4 STS
Attitude 1

Direct Instruction

November 28
39 min.

#22
Student

Many of the
outcomes will be

Direct instruction
Group work

Students will
complete a small
research project
into local sites.
Give it a try activity
on page 416
Read through pages
419-423. Have
students create a
time scale (include
types of organisms
alive in the four
main eras
Precambrian,
Palaeozoic,
Mesozoic,
Cenozoic). Turn
individual time line
into life sized time
line.
*** If available I will
have an expert in
the field come to
talk to the class
about the recent
paleontological dig
he completed in
Israel.
Students will
complete a
worksheet during
the presentation.
Students will be
given the

Questioning
Observation

Scientific journal
Large blank paper
Pencil crayons
Markers
Textbook pages
419-423

Questioning
Worksheet

Worksheets
Presenter

Observation
Questioning

Review questions
Student working

conference day

covered

December 1
48 min.

#23 Review of
Sections 1-4
(focusing on
sections 1 and 2)

1-4 STS

Group work
Direct instruction
Individual seat
work

December 2
48 min.

#24
Unit Exam
Sections 1-4

1-4 STS

Individual seat
work

December 3
43 min.

#25
Review Unit
Exam
Performance
Task

Many of the STS

and Knowledge,
Skills and Attitude
outcomes
(specific
outcomes depend
on project
chosen)

Individual
Research
Partner work

December 4
48 min.

#26
Performance task

Many of the STS

and Knowledge,
Skills and Attitude

Individual
research
Partner work

opportunity to
begin review for the
exam. While
reviewing they
many conference
with the teacher.
Any concerns,
missing
assignments, or
exams are to be
made up today.
Walk students
through review
sheet
Allow time for
questions
Students will
complete an
individual unit
assessment
Students will be
introduced to the
expectations of the
final project.
Placed in partners
option to work
individually.
Begin brainstorming
which topic they
would like to
choose.
Students will be
given class time to
research and

portfolios

Observation
Questioning

Review sheets
Review games

Collection of
comprehensive
assessment

Comprehensive
assessment

Observation

Assignment
guidelines
Assignment marking
rubric
Laptops/ computer
lab

Observation
Partner
assessment

Laptops/ computer
lab
Markers, paper,

outcomes
(specific
outcomes depend
on project
chosen)

complete work on
their topic of choice.

December 5
39 min.

#27
Performance task

Many of the STS

and Knowledge,
Skills and Attitude
outcomes
(specific
outcomes depend
on project
chosen)

Individual
research
Partner work

Students will be
given class time to
research and
complete work on
their topic of choice.

December 8
48 min.

#28
Performance task

Many of the STS

and Knowledge,
Skills and Attitude
outcomes
(specific
outcomes depend
on project
chosen)

Individual
research
Partner work

Students will be
given class time to
research and
complete work on
their topic of choice.

December 9
48 min.

#29
Performance task

Many of the STS

and Knowledge,
Skills and Attitude
outcomes
(specific
outcomes depend
on project

Peer teach

Students will
present the key
points of their final
projects to the class.

rubric
Collection of
research and
final project
Final
presentation
on project.
Observation
Partner
assessment
rubric
Collection of
research and
final project
Final
presentation
on project.
Observation
Partner
assessment
rubric
Collection of
research and
final project
Final
presentation
on project.
Observation
Partner
assessment
rubric
Collection of
research and
final project

pencil crayons

Laptops/ computer
lab
Markers, paper,
pencil crayons

Laptops/ computer
lab
Markers, paper,
pencil crayons

Laptops/ computer
lab
Markers, paper,
pencil crayons

chosen)

December 10
43 min.

Final
presentation
on project.
Collection and
grading of
project.

#30
The Core:
Application of
Concepts Learned
#31
The Core:
Application of
Concepts Learned
#32
The Core:
Application of
Concepts Learned
#33
The Core:
Application of
Concepts Learned
#34
The Core:
Application of
Concepts Learned

Many of the STS

and Knowledge,
Skills and Attitude
outcomes.
Many of the STS
and Knowledge,
Skills and Attitude
outcomes.
Many of the STS
and Knowledge,
Skills and Attitude
outcomes.
Many of the STS
and Knowledge,
Skills and Attitude
outcomes.
Many of the STS
and Knowledge,
Skills and Attitude
outcomes.

Direct Instruction
Individual seat
work

Watch the movie

Direct Instruction
Individual seat
work

Watch the movie

Collection and
grading of
project.

Movie The Core

Paper for charts

Direct Instruction
Individual seat
work

Watch the movie

Collection and
grading of
project.

Movie The Core

Paper for charts

Direct Instruction
Individual seat
work

Watch the movie

Collection and
grading of
project.

Movie The Core

Paper for charts

Direct Instruction
Individual seat
work

Collection and
grading of
project.

Paper for charts

Laptops/ computer
lab

December 17
43 min.

#35
The Core:
Application of
Concepts Learned

Many of the STS

and Knowledge,
Skills and Attitude
outcomes.

Direct Instruction
Individual seat
work

Collection and
grading of
project.

Paper for charts

Laptops/ computer
lab

December 18
48 min.

#36
The Core:
Application of
Concepts Learned
#37

Many of the STS

and Knowledge,
Skills and Attitude
outcomes.
Farewell/

Direct Instruction
Individual seat
work

Finish movie
Begin working on 5
paragraph essay by
completing a facts
vs. fiction chart.
Continue work on 5
paragraph essay by
turning facts and
fiction chart into
essay.
Collection of Essay.

Collection and
grading of
project.

Paper for charts

Laptops/ computer
lab

Kids who have

N/A

Board game

December 11
48 min.

December 12
39 min.

December 15
48 min.

December 16
48 min.

December 19

N/A

Movie The Core

Paper for charts

39 min.

Day before
Christmas

goodbye activities
and games

completed all of
their assignments
can join in a class
wide game of
taboo/ catch
phrase/etc.

Key Concepts

Strata
Rocks and Minerals
Rock cycle: formation of igneous rock, metamorphism, and sedimentary processes
Mountain formation: folding and faulting
Crustal movement/plate tectonics
Geological time scale
Fossil formation
Weathering and erosion
Sudden and gradual/ incremental change
Development of models based on observation and evidence

Treats