Plate Tectonic Unit

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
UBD Unit outline........................................Pages 1-3 Pacing Guide..............................................Pages 4-13 Misconceptions of Plate Tectonics........Page 14 Letter to Parents........................................Page 15-16 Unit Pre-Test...............................................Page 17-18 5E Lesson on GLCEE.SE.06.52(Miller).......Pages 19-68 Literature Connection Lesson................Pages 69-71 5E Lesson on GLCEE.SE.06.52(choice)......Pages 72-76 Culturally Responsive Lesson.................Pages 77-80 Writing Connection Lesson...................... Pages 81-85 Field Trip Plan.............................................Pages 86-87 5E lesson on GLCEE.SE.06.53(Hawk)........Pages 88-90 Post-Assessment.......................................Page 91 References..................................................Pages 92-94
Unit Title: Plate Tectonics Subject/Content & Topic Area(s): Science Key Words :
Grade Level: Sixth
Critically important: plate tectonic, geological events, lithospheric plates, earthquakes, volcanic eruptions, mountain building, crust, upper
mantle, convecting mantle, metallic core, lithosphere, transform boundaries, converging boundaries, diverging boundaries
Instructionally useful: Pangaea, Richtor scale, lava, magma, tremor, vibrations, weathering, wind, water movement, Seismograph,
Magnitude Designed By: Debbie Hawk and Susanna Miller School District: Happy, MI Summary of Unit (Benchmarks, Standards, and Unit goals): Scientific inquiry: K-7 Standard E.SE: Develop an understanding of the properties of Earth materials and how those properties make materials useful. Understand gradual and rapid changes in Earth materials and features of the surface of Earth. Understand magnetic properties of Earth. Content Standards: E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting in major geological events, such as earthquakes, volcanic eruptions, and mountain building. E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core. Inquiry, Analysis, & Communication: K-7 Standard S.IA: Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology. S.IA.06.11 Analyze information from data tables and graphs to answer questions about the formation of volcanoes, mountains, and earth processes. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence. Inquiry Process: K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems. S.IP.06.11 Generate scientific questions based on observations, investigations, and research about the plate tectonic movement. S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific investigations. 1 Time Frame: 6 weeks School: James Middle School
Reflection and Social Implications K-7 Standard S.RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology. S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data. S.RS.06.12 Describe limitations in personal and scientific knowledge. S.RS.06.13 Identify the need for evidence in making scientific decisions. S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures Listening and Viewing - Response L.RP.06.01 listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask clarifying questions. Writing Standards W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the writing process. W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas. W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups. Reading Standards R.WS.06.05 Acquire and apply strategies to identify unknown words and construct meaning. R.CM.06.01 Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.06.02 Retell through concise summarization grade-level narrative and informational text. R.CM.06.03 Analyze global themes, universal truths and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing. R.CM.06.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts. Big Idea: The surface of the Earth undergoes both gradual and rapid changes. Plate tectonics is the central organizing theory of the field of geology and explains major landforms and geological events Background information The Earths crust is composed of plates. The plates move. Earthquakes occur from moving plates. Plates collide. Earthquakes, volcanoes, and mountains all occur due to colliding plates. The Earths surface is made up of land, including the oceans floor. The earths crust is the outside (exterior) of the Earth. The Earth has a core. The Earths core is made of both liquids and solids. 2
Common Misconceptions: Students may think that tectonic plates are always neatly divided along continental lines. Students believe that continents randomly drift about the earth s water surface. Earthquakes happen only in specific parts of the earths surface. The ground always opens up during an earthquake. Continents move by somehow floating across oceans. The continents will move over earths water surface causing them to bump back into each other.
Plate Tectonics - Pacing Guide (duration 6 weeks)

Monday
Week 1 Pre-Assessment (Introduce Unit)
Tuesday
Layers of the Earth 5E lesson E.SE.06.53 S.RS.06.14 S.RS.06.15 S.IP.06.11 S.IA.06.13 Reading Lesson
Wednesday Thursday
Layers of the Earth 5E lesson E.SE.06.53 S.RS.06.14 S.RS.06.15 S.IP.06.11 S.IA.06.13 Active plates of the Earth 5E Lesson E.SE.06.52 S.IA.06.13 S.IP.06.11 S.RS.06.13 S.RS.06.14 Active plates of the Earth 5E Lesson E.SE.06.52 S.IA.06.13 S.IP.06.11 S.RS.06.13 S.RS.06.14 Layers of the Earth 5E lesson E.SE.06.53 S.RS.06.14 S.RS.06.15 S.IP.06.11 S.IA.06.13 Active plates of the Earth 5E Lesson E.SE.06.52 S.IA.06.13 S.IP.06.11 S.RS.06.13 S.RS.06.14 Culturally Responsive lesson E.SE.06.52 L.RP.06.01 W.GN.06.03 W.PR.06.05
Friday
Layers of the Earth 5E lesson E.SE.06.53 S.RS.06.14 S.RS.06.15 S.IP.06.11 S.IA.06.13 Active plates of the Earth 5E Lesson E.SE.06.52 S.IA.06.13 S.IP.06.11 S.RS.06.13 S.RS.06.14 Culturally Responsive lesson E.SE.06.52 L.RP.06.01 W.GN.06.03 W.PR.06.05
Week 2
Reading Lesson
E.SE.06.51 R.WS.06.05 R.CM.06.01 R.CM.06.04
E.SE.06.51 R.WS.06.05 R.CM.06.01 R.CM.06.04
Week 3
Active plates of the Earth 5E Lesson E.SE.06.52 S.IA.06.13 S.IP.06.11 S.RS.06.13 S.RS.06.14
Active plates of the Earth 5E Lesson E.SE.06.52 S.IA.06.13 S.IP.06.11 S.RS.06.13 S.RS.06.14
Week 4
Writing lesson E.SE.06.51 W.GN.06.02 W.PR.06.05 S.RS.06.11
Writing lesson E.SE.06.51 W.GN.06.02 W.PR.06.05 S.RS.06.11
FIELD TRIP!
Handout PostAssessment
Earthquakes and Change 5E lesson E.SE.06.52 S.RS.06.15 S.RS.06.19 S.IP.06.11 S.IP.06.13 S.IA.06.13
Week 5
Earthquakes and Change 5E lesson E.SE.06.52 S.RS.06.15 S.RS.06.19 S.IP.06.11 S.IP.06.13 S.IA.06.13 Earthquakes and Change 5E lesson E.SE.06.52 S.RS.06.15 S.RS.06.19 S.IP.06.11 S.IP.06.13 S.IA.06.13
Earthquakes and Change 5E lesson E.SE.06.52 S.RS.06.15 S.RS.06.19 S.IP.06.11 S.IP.06.13 S.IA.06.13 Post-Assessment due
Week 6
Week 1 Pre-Assessment Day 1

5e Lesson Layers of the Earth
Day 2
E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core. S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles. S.IP.06.11 Generate scientific questions based on observations, investigations, and research. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.IA.06.13 Communicate and defend findings of observations and investigations into major geological events and earth processes using evidence.
Day 3
Day 4
Day 5
Week 2
Reading Lesson:
Day 1
E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. R.WS.06.05 Acquire and apply strategies to identify unknown words and construct meaning. R.CM.06.01 Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.06.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts.
Reading Lesson:
Day 2
E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. R.WS.06.05 Acquire and apply strategies to identify unknown words and construct meaning. R.CM.06.01 Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.06.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts.
5E Lesson Active plates of the Earth
Day 3
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence. S.IP.06.11 Generate scientific questions based on observations, investigations, and research about the plate tectonic movement. S.RS.06.13 Identify the need for evidence in making scientific decisions. S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles.
Day 4
Day 5
Week 3
Day 1
Day 2
Day 3
Culturally Responsive Lesson:
Day 4
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. L.RP.06.01 listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask clarifying questions. W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the writing process. W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.
Culturally Responsive Lesson:
Day 5
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. L.RP.06.01 listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask clarifying questions. W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the writing process. W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.
Week 4
Writing Lesson:
Day 1
E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas. W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups. S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data.
Writing Lesson:
Day 2
E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas. W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups. S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data.
Day 3 Day 4 Day 5
FIELD TRIP!
Handout and introduce final assessment
5E lesson Earthquakes and Change:
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. 6th Grade S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures. S.IP.06.11 Generate scientific questions based on observations, investigations, and research. S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific investigations. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.
Week 5
Day 1
Day 2
Day 3
Day 4
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. 6th Grade S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures. S.IP.06.11 Generate scientific questions based on observations, investigations, and research. S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, 10
thermometer, models, sieves, microscopes) appropriate to scientific investigations. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.
Day 5
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Week 6
Day 1
Day 2
Day 3
Day 4
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. 6th Grade S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures. 12
S.IP.06.11 Generate scientific questions based on observations, investigations, and research. S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific investigations. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.
Day 5
Post-assessment due
13
Common Misconceptions of Plate Tectonics
Students may think that tectonic plates are always neatly divided along continental lines. Students believe that continents randomly drift about the earths water surface. Earthquakes happen in specific areas of the earths surface. The ground opens up during an earthquake. Continents move by somehow floating across oceans. The continents will move over earths water surface causing them to bump back into each other.
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September 24, 2013 Dear James Middle School Parents, Next week, our science class will begin a Plate tectonics unit! We will brainstorm ideas about how continents were formed, discuss what we already know about plate tectonics, lithospheric plates of the Earth, major geological events, such as earthquakes, volcanic eruptions, and mountain building, and begin hands on investigations on the many ways our Earth moves. Your children will investigate 4 Big Ideas: 1. The Earth is composed of major layers: (crust, the mantle, the outer core, and the inner core).
2. Plate tectonics move to form earthquakes and volcanoes. 3. Plates move relative to each other. 4. Movement on Earth has been occurring for millions of years Here are things that you can talk about at home: 1. Discuss when you are out and about, what things are moving and how they begin to move. models, plate tectonic activity, and Pangaea activity). What did you learn from building your earthquake model? How do plate tectonics help to form earthquakes? Volcanoes? Do plates move relative to each other? Why? Describe Pangaea and what happens to the Earth as it moves.
2. Ask about experiments and activities your student will be doing in school (earthquake building
3. Find engaging online activities that correspond with our lessons. I have posted some educational websites about plate tectonics, layers of the Earth, Pangaea, and plate boundaries below for extra practice. http://www.brainpop.com/science/theearthsystem/platetectonics/preview.weml http://www.kidsgeo.com/geology-for-kids/0043-plate-tectonics.php http://ettc.lrhsd.org/archives/pangaea.shtml http://www.sciencemonster.com/earth-science/layers-of-the-earth.html
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Also, keep an eye out for some of our plate tectonic work to be posted in my classroom and on our class website (www.happyschool6.org) toward the end of November! We will be visiting the Cranbrook Institute of Science on October 15, 2013 to investigate Earth System Science and attend the program Every Rock has a Story. Thank you for all you do to continue to support our science class! I am excited to share this fun science inquiry unit with your children. Best Wishes, Ms. Hawk
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Plate Tectonics Pre-Assessment Quiz

1. The instrument that is used to measure earthquakes is a __________________. Explain the purpose of this instrument.
2.
Discuss the reason and process which causes the sea floor to separate and move.
3.
List each layer of the earth and explain the chemical composition and the density of each layer.
4.
What is the supercontinent that once incorporated all of Earths land, and explain the reason that helped scientists discovered this super continent existed.
5.
Who was Alfred Wegener? Explain the theory that made him famous.
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6.
List the different types of boundaries and describe each. Completely fill out the chart below. Sketch of Boundary Direction of Movement Description/Features of Plate Boundary Examples
Type of Boundary
Ocean-Ocean
Ocean-Ocean
Ocean-Ocean
Ocean-Ocean
Ocean-Continent
OceanContinent
Ocean-Continent
Ocean-Continent
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5E Lesson Layers of the Earth

Teacher: Ms. Miller Unit title / Lesson Title/ grade level: Plate Tectonics/layers of the Earth/6th grade Benchmarks GLCEs E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core. S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles. S.IP.06.11 Generate scientific questions based on observations, investigations, and research. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.IA.06.13 Communicate and defend findings of observations and investigations into major geological events and earth processes using evidence. Lesson objective(s): E.SE.06.53 SWABT: Identify the different layers that compose the Earth. S.RS.06.14 SWBAT: Explain the chemical make-up and density differences of each layer. S.IP.06.11 SWBAT: Select objects with different density level S.RS.06.15 SWBAT: Construct their own model of the Earths layers S.IA.06.13 SWBAT: Describe how the different density levels of the earths layers work with and against each other to for the layers of the earth. Materials: Milky Way bars, Play dough, different types of liquids with varying densities Time needed to complete entire lesson : 4 days ENGAGEMENT: The Catch
Pose the question How many layers of the Earth are there? What are they?
Layers of the Earth song - http://www.youtube.com/watch?v=Q9j1xGaxYzY&feature=player_embedded#!
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*How many layers does the Earth have? Tell me the names of the layers of the Earth? Describe what the crust looks like. Describe what the mantle is. Describe what the outer core is. Describe what the inner core is. Predict what each layer would look like if you were to travel inside the Earth. Show simple model of Earths layers. (see attached picture to project/display) EXPLORATION: The Do Day 1: Show Earths layers PowerPoint presentation Break students up into 6 groups. Give each group a fruit or candy. Have them make the connections between the layers of the earth and the layers of the fruit. How are the two alike? Can you label the parts of the earth using the given object? Briefly present findings to another group. Hand out foldable to students and have them begin creating it. Day 2: Show PowerPoint on Plate tectonics Discuss different levels of density. Explain to class that density level differ based on the chemical make-up. Show examples of different liquids that would explain density (oil, water, vinegar) Elaborate on the density of the Earths layers and how they work against and with each other to for the layers of our earth.
EXPLANATION: The Lesson Hand out attached notes sheet to help students take down important information. Talk about density and how the different chemical make-up of each layer allows the layers to occur and not mix. ELABORATION: The Enrich Give students play dough and construct the earths core together. Have students brain storm how else they could represent either all of the layers of the earth or c hoose one layer to represent. 20
Further exploration- In pairs; students must take the time to put together a model representing the different densities and layers of the earth, based on the density lesson learned in class. This will allow students the hands on experience and inquiry as to which liquids (or solids) would best represent the different layers of the Earth. These will be presented in class briefly explaining each layer and why they choose what they did to represent the layers, using lesson vocabulary learned in the first two days of lesson and from notes. Choosing either the earth as a whole or an individual layer. EVALUATION: The Proof E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core. SWABT: Identify the different layers that compose the Earth.
Assessment (low): Students will identify the layers of the earth through think-pair-share, and choral responses.
S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles. SWBAT: Differentiate between the different chemical make-up and density differences of each layer. S.IP.06.11 Generate scientific questions based on observations, investigations, and research. SWBAT: Choose objects with different density level
Assessment (medium): Students will use a graphic organizer to explain the density and chemical differences.
Assessment (medium): Students will use the knowledge and experiments done in class to question and choose their project layers.
S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. SWBAT: Construct their own model of the Earths layers .
Assessment (high): Students will create a model using different materials to show layers and density differences of the earth.
S.IA.06.13 Communicate and defend findings of observations and investigations into major geological events and earth processes using evidence. SWBAT: Describe how the different density levels of th e earths layers work with and against each other to for the layers of the earth.
Assessment (medium): Students will express that they understand the concept of different density and chemical make-up of the earths layers, and defend their choice for their earths layer project with teacher/student discussion.
Concluding the lesson with a final quiz about the layers.
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5E Lesson layers of the Earth

Day 1 : PowerPoint presentation Earths Layers Earths layers Foldable
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The Layers of the Earth
Copyright 2006. M. J. Krech. All rights reserved.
The Four Layers

The Earth is composed of four different layers. The crust is the layer that you live on, and it is the most widely studied and understood. The mantle is much hotter and has the ability to flow. The outer core and inner core are even hotter with pressures so great you would be squeezed into a ball smaller than a marble if you were able to go to the center of the Earth!
The Crust
The Earth's Crust is like the skin of an apple. It is very thin in comparison to the other three layers. The crust is only about 3-5 miles (8 kilometers) thick under the oceans (oceanic crust) and about 25 miles (32 kilometers) thick under the continents (continental crust).
The Lithospheric Plates
The crust of the Earth is broken into many pieces called plates. The plates "float" on the soft, semi-rigid asthenosphere.
The Asthenosphere
The asthenosphere is the semi-rigid part of the middle mantle that flows like hot asphalt under a heavy weight.
The Lithosphere
The crust and the upper layer of the mantle together make up a zone of rigid, brittle rock called the Lithosphere.
The Crust
The crust is composed of two rocks. The continental crust is mostly granite. The oceanic crust is basalt. Basalt is much denser than the granite. Because of this the less dense continents ride on the denser oceanic plates.
The Mantle
The Mantle is the largest layer of the Earth. The middle mantle is composed of very hot dense rock that flows like asphalt under a heavy weight. The movement of the middle mantle (asthenosphere) is the reason that the crustal plates of the Earth move.
Convection Currents
The middle mantle "flows" because of convection currents. Convection currents are caused by the very hot material at the deepest part of the mantle rising, then cooling and sinking again --repeating this cycle over and over.
Convection Currents
The next time you heat anything like soup or water in a pan you can watch the convection currents move in the liquid. When the convection currents flow in the asthenosphere they also move the crust. The crust gets a free ride with these currents, like the cork in this illustration.
Safety Caution: Dont get your face too close to the boiling water!
The Outer Core

The core of the Earth is like a ball of very hot metals. The
outer core
is so hot that the metals in it are all in the liquid state. The outer core is composed of the melted metals of nickel and iron.
The Inner Core

The inner core of the Earth has temperatures and pressures so great that the metals are squeezed together and are not able to move about like a liquid, but are forced to vibrate in place like a solid.
The End
BONUS: Find a pair or trio and answer this question:
Have we ever seen part of the Mantle? Explain.
Copyright 2006. M. J. Krech. All rights reserved.
The Earth's Layers Foldable

THE FOLDABLE - See http://www.dinah.com
Inner Core Outer Core Upper Mantle Crust Lithosphere Asthenosphere Continental Crust Oceanic Crust Oceanic Crust Middle Mantle Lower Mantle Convection Currents OUTER CORE Composition Thickness State of Matter
Copyright 2011.! M. J. Krech. All rights reserved.
CRUST Composition Thickness State of Matter MANTLE Composition Thickness State of Matter INNER CORE Composition Thickness State of Matter
Make an Earth's Layer's Foldable!

NOTE: Please follow the directions carefully! 1. Color the four layers using this guide: Inner Core - red Outer Core - red-orange Lower Mantle - orange Middle Mantle - light orange Upper Mantle - yellow Oceanic Crust - dark brown Continental Crust - light brown Ocean - blue
2. Fill out the small squares with the information for each of the main layers of the Earth, using your textbook. 3. Now you may cut out the layers! Also cut out the four squares and the 12 labels. Remember to cut out The Earth's Layers title. 4. Set a piece of 8 by 11 blue paper in front of you. Closely trim the title. Paste The Earth's Layers title in the top left corner of the paper (or bottom right corner after you have folded and stapled the pages together--see Image). 5. Paste the Crust on the top of the first blue paper, to the left of center on the page--see Image. 6. Set a second piece of 8 by 11 blue paper on top of the first, close to the bottom of the crust. 7. Paste the Mantle on the second piece of paper. Part of the blue will show near the brackets. That's okay! You can clip it out later. 8. Carefully lining up the bottom of the top blue paper, and holding tightly, fold up the bottom of paper to about 1/4 inch below the bottom of the Mantle. Then fold up the bottom blue paper up to about 1/4 inch from the bottom of the blank blue paper. 9. Staple the fold with two staples very close to the edge. 10. Paste the Outer Core on the third flap down. 11. Paste the Inner Core on the bottom flap. Paste the Inner Core Information Square to the left of the Inner Core. 12. Paste the three other squares inside the flaps, on the corresponding Layers. 13. Cut out any of the blue flaps that show. 14. Using a black pen or marker, add the part of the Lithospheric bracket that was cut off. 15. Add two holes and write your name. CONGRATULATIONS! YOU ARE DONE AND YOU ARE AMAZING! Line up for points! THE FOLDABLE - See http://www.dinah.com
Lithosphere on the same blue page the Crust is on. Redraw the bracket pointing to the label.
5 E Lesson Layers of the Earth

Day 2: PowerPoint presentation Plate Tectonics
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Plate Tectonics
Exploring Inside the Earth

Geologists have used evidence from rock samples and evidence from seismic waves to learn about Earths interior.
Geologists are scientists who study the forces that make and shape planet Earth.
Geology is the study of planet Earth.
Studying Surface Changes

Constructive forces shape the surface by building up mountains. Destructive forces are those that slowly wear away mountains and, eventually, every other feature on the surface.
The Crust
Three main layers make up Earths interior: the crust, the mantle, and the core. Each layer has its own conditions and materials.
The crust is a layer of solid rock that includes both dry land and the ocean floor.
The Mantle
Earths mantle is made up of rock that is very hot, but solid. The mantle is divided into layers based on the physical characteristics of those layers.
The Core
The core is made mostly of the metals iron and nickel. It consists of two partsa liquid outer core and a solid inner core.
Types of Heat Transfer

There are three types of heat transfer: radiation, conduction, and convection.
Radiation the transfer of energy through empty space Conduction heat transfer by direct contact of particles of matter Heat transfer the movement of energy from a warmer object to a cooler object
Convection Currents
Heating and cooling of the fluid, changes in the fluids density, and the force of gravity combine to set convection currents in motion.
Convection heat transfer by the movement of a h eated fluid
Convection currents the flow that transfers heat within a fluid
Convection Currents in Earth

Heat from the core and the mantle causes convection currents in the mantle. This is how the heat is transferred.
Continental Drift
Wegeners hypothesis was that all the continents were once joined together in a single landmass. Continental drift The idea that the continents slowly moved over Earths surface.
Scientists now believe that about 250 million years ago, a super-continent known as Pangaea existed. This super-continent was made up of all
the continents on Earth.
Evidence for Continental Drift

Fossils any trace of an ancient organism that has been preserved in rock.
Wegener could not provide a satisfactory explanation for the force that pushes or pulls the continents.
Mid-Ocean Ridges
The East Pacific Rise is just one of the many midocean ridges that wind beneath Earths oceans.
The midocean ridge is the longest chain of mountai ns in the world
Sonar a device that bounces sound waves off underwater objects and then records the echoes of these sound waves
What Is Sea-Floor Spreading?

In sea-floor spreading, the sea floor spreads apart along both sides of a mid-ocean ridge as new crust is added to the ocean floor. As a result, the ocean floors move like conveyor belts, carrying the continents along with them.
Evidence for Sea-Floor Spreading

Several types of evidence supported the theory of sea-floor spreading: eruptions of molten material, magnetic stripes in the rock of the ocean floor, and the ages of the rocks themselves.
Subduction at Trenches
In a process taking tens of millions of years, part of the ocean floor sinks back into the mantle through deep-ocean trenches. Deep-ocean trenches are deep underwater canyons formed where the oceanic crust bends downward.
Subduction the process by which the ocean floor sinks beneath a deep-ocean trench and back into the mantle.
Growing an Ocean
Because of sea-floor spreading, the distance between Europe and North America is increasing by a few centimeters per year.
How Plates Move

The lithosphere is broken into separate sections called plates. The theory of plate tectonics explains the formation, movement, and subduction of Earths plates.
Faults breaks in Earths crust where rocks have slipped past each other
Scientific theory a well-tested concept that explains a wide range of observation s
Plate Boundaries
There are three kinds of plate boundaries: 1. divergent boundaries 2. convergent boundaries 3. transform boundaries. A different type of plate movement occurs along each type of boundary.
Rift valley a deep valley that forms along the divergent boundary
Plate Boundaries
At the locations where two tectonic plates interact, a boundary between these plates exist. There are three types of boundaries that geologist observe. These boundaries are divergent boundaries, convergent boundaries, and transform boundaries.
Continental Drift
It has taken the continents about 225 million years since the breakup of Pangaea to move to their present locations.
Resources
http://www.kidsgeo.com/geology-forkids/0037-the-earth-earth-inside-out.php
Prentice Hall, Inc. Textbook Series
Layers of the Earth Quiz

Q.1) Which is the correct order of the earth's layers starting from the inside and going outwards? A. crust, mantle, outer core, inner core B. mantle, crust, outer core, inner core C. inner core, outer core, mantle, crust D. continental cruse, oceanic crust, mantle, core
The core contains the densest elements. What does the word "dense" mean in this sentence? A. far apart B. not that bright C. closely compacted together D. very thick Q.2)
Q.3) Oceanic crust contains more ________ than continental crust. A. salt B. rocks C. iron D. magnesium
Q.4) Most of the earth's mass is contained in the: A. crust B. mantle C. outer core D. inner core
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Q.5) Please explain in a complete sentence why the mantle is denser than the crust?
Q.6) A. B. C. D.
Which is NOT a possible way that scientists can learn about the mantle? By digging down directly to it. By studying rocks. By observing the Earth's surface By studying the ocean floor.
Q.7) Which of the following statements is true about the crust? A. It is 67% of the Earth's mass B. It is about 3,00 km thick C. It is less than 1% of the Earth's mass D. It includes 3 different types Q.8) A. True B. False Q.9) The crust is about 50-70km thick. A. True B. False No one has ever visited the mantle.
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Q.10) The inner core is liquefied. A. True B. False Q.11) Explain in complete sentences why the Earth has its own magnetic field.
Q.12) Scientist believe that the inner core is made mostly of: A. gold B. silver C. magnesium D. iron Q.13) How many meters are in a kilometer? A. 10 B. 100 C. 1,000 D. 100,000
Q.14) Describe the elements that compose the earths crust.
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Plate Tectonics Literature Connection

Teacher: Ms. Hawk Unit Title: Plate Tectonics Grade Level: 6th Benchmarks: E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. R.WS.06.05 Acquire and apply strategies to identify unknown words and construct meaning. R.CM.06.01 Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.06.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts. Objectives: Students will discuss and confirm predictions concerning plate tectonic movement. Student will define new vocabulary (decode unknown words: plate tectonics, earthquakes, lithospheric plates, Pangaea, convergent, divergent, and transform boundaries). Students will demonstrate comprehension through reading. Students will examine and interpret informational texts on plate tectonics. Anticipatory Set: Begin with an anticipation guide on plate tectonics. After students have completed the guide, have students read the book: Fradin, Judy and Dennis. Witness to Disaster: Earthquakes. Washington D.C., copyright 2008. Input: Continue writing a KWL chart on the board and discuss questions about the reading. 1. What do you think will happen in the book? 2. What do you already know about plate tectonics? 3. What do you want to learn about plate tectonics? 4. Did we find answers to our questions? 5. What is still unanswered or unclear? 6. What additional information did we find? 7. What is the most important, interesting or surprising part of the book? 8. What have we learned by reading this article? 9. Can students explain how lithospheric plates move centimeters per year? Guided Practice: Students will take a trip to their school library. Students will read one other book about plate tectonics. Students will anticipate what will happen in their books by writing in their reading journals. Students will then work in groups of 3 and discuss key words and facts found in their books. 69
Each group will chose 1 book to discuss with the class. Teacher will write key words and facts on the board. Teacher will discuss the key words and facts from the board.
Independent Practice: Students will be able to interpret a book from the library on plate tectonic movement. (low) Evaluation: Teacher will have students discuss book interpretations orally in small groups while teacher evaluate. Students will be able to define vocabulary words related to plate tectonics. Evaluation: Students will then play Plate Tectonic Bingo with vocabulary words and recall plate tectonic vocabulary in a quiz. (low) Students will be able to examine several plate tectonic books. They will draw from their personal knowledge, experiences and understanding of plate tectonics (in the world) in order to visualize different perspectives and themes in the text. Evaluation: Teacher will assign students write in their reading journals and allow students to share their personal knowledge and experiences with plate tectonics. (medium) Students will be able to defend how plate tectonics involve science, social studies and mathematics texts. Evaluation: Teacher will have students explain how science, social studies and mathematics are all related to plate tectonics by having students construct a book that involves science, social studies and mathematics. (high)
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Anticipation Guide for Plate Tectonics

True or False 1. ____ Earthquakes that originate above the ocean can disturb the water, creating tsunamis. 2. ____ Our planet has 4 basic layers. 3. ____ Places where underground rocks have fractured are called faults. 4. ____ A Richter is an instrument used to detect earthquakes and determine their location and strength. 5. ____ Some earthquakes are followed by small tremors called aftershocks. 6. ____ A geologist is a scientist who only studies earthquakes. 7. ____ A foreshock is a larger quake that precedes some smaller quakes. 8. ____ A strainmeter is an instrument that measures rock movements along faults. 9. ____ The Earths innermost layer is the crust. 10. ____ A seismologist is an expert on tsunamis.
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5E Lesson The Active Plates of the Earth

Teacher: Ms. Hawk and Ms. Miller Unit title / Lesson Title/ grade level: Plate Tectonics/Active Plates of Earth/6th grade Benchmarks GLCEs E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence. S.IP.06.11 Generate scientific questions based on observations, investigations, and research about the plate tectonic movement. S.RS.06.13 Identify the need for evidence in making scientific decisions. S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles. Lesson objective(s): E.SE.06.52 SWBAT: Create model of a plate boundaries. S.RS.06.14 SWBAT: locate and Identify different geological events, and compare. S.IP.06.11 SWBAT: Report and explain major geological occurrence. S.RS.06.13 SWBAT: Develop a prediction of plate boundaries in the future. S.IA.06.13 SWBAT: Defend their prediction based on evidence. E.SE.06.52 SWBAT: Identify different plate boundaries. Materials: Map of the world, markers (red and blue), computer access Time needed to complete entire lesson : 6 days ENGAGEMENT: The Catch Revisit Plate tectonics and their movements. Discuss as a class what has been explored in the previous lesson about the earth and the movements of the lithospheric plates. *Show PowerPoint slide show on Plate Tectonics
Pose the question How would you know if you had a crack or break in your bone if you cant see inside your body? Further develop the conversation by asking the question, How might we know about the cracks in the earths crust? An How would we discover a crack on the ocean floor if we cant get all the way down to the bottom to see it?
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*Help students make the connection between the compound fracture in their body yielding blood and the crack in the ocean floor yielding lava. Also lead them to the connection of the pain from the broken bone and the pain caused by an earthquake. EXPLORATION: The Do Split students up into groups of three to four (so that you have an even amount of groups in the class). Give students copies of the world map and the USGS data for recent volcanic and earthquake activity. Have half of the groups plot the earthquakes in Blue, and the other half of the students plot the Volcanic activity in red. After a sufficient amount of time to complete this activity have two opposite groups meet together and discuss the similarities and differences of their maps. EXPLANATION: The Lesson (Day 1) Come back together as a group and show the students a world map of the plate boundaries. Discuss as a class how their plotted maps are similar to the map with the plate boundaries. Connect their observations to the Engage question that was posed at the beginning of the lesson ...How do we see cracks (plate boundaries) on the ocean floor when we cant see the ocean floor? Guide students to the conclusion that by locating the volcanic and earthquake activity, the plate boundaries become apparent. Also that the events of geologic activity occur as a result of pla te movement. (Day 2) Revisit information learned in yesterdays lesson and connect to conclusions made *Now it is time to begin discussing the different types of boundaries and plate movements. (Convergent, Divergent, and Transformative) Show plate Rap - http://www.youtube.com/watch?v=dkELENdZukI Discuss the three types of boundaries that were discussed in the video. Hand out graphic organizer for notes and begin to go over each type of boundary. (Show an example of each) Show BrainPop about Volcanoes and Earthquakes.
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ELABORATION: The Enrich For the Elaboration stage the students will choose a boundary or landmark with geologic activity and will research the reason for the seismic activity. Students will use this information to formulate a prediction based on the researched evidence and observations. Students will construct a model of this boundary, showing how the land could look in the future due to continued plate movement.. Information will be presented in essay form with 2-3 pages double spaced. Presentation will be given in class 5-7 minutes, explaining their plate boundary and defending their prediction for this boundary in the future.
EVALUATION: The Proof E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. SWBAT: Identify the different plate boundaries
Assessment (low): complete a quiz in class where they will have to discuss and illustrate the three main boundaries.
SWBAT: Create model of a plate boundaries.
Assessment (high): Students will create a model of a plate boundary using their research and predictions.
S.IA.06.13 Communicate and defend findings of observations and investigations using evidence. SWBAT: Defend their prediction based on evidence.
Assessment (high): Students will express their prediction and defend it using evidence in the class presentation.
S.IP.06.11 Generate scientific questions based on observations, investigations, and research about the plate tectonic movement. SWBAT: Report and explain major geological occurrence.
Assessment (low): Students will research a major geological occurrence and write a 2-3 page paper
S.RS.06.13 Identify the need for evidence in making scientific decisions. SWBAT: Develop a prediction of plate boundaries in the future.
Assessment (high): After researching students will use the information they researched to develop a prediction about the plate boundry and what it may look like in the future.
S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles. SWBAT: locate and Identify different geological events, and compare.
Assessment (medium): Students will find two different geological occurrences on a map; plot and then compare them.
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TYPES OF PLATE BOUNDARIES

Name_________________________________________ Block _______
Type of Boundary
Diverging Plate Boundary
Sketch of Boundary
Direction of Movement
Description/Features of Plate Boundary
Examples
Transform Boundary
Converging Boundary *** Collision Collision Boundary *** Subduction

Ocean-Ocean Ocean-Ocean Ocean-Ocean Ocean-Ocean
Ocean-Continent
Ocean-Continent
Ocean-Continent
Ocean-Continent
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Earths Plate Boundaries Quiz

Look at the organizer below and fill in the information based on what we learned and discovered about the earths plate movements in class. Give as much information as possible...the MORE the better!
Type of Boundary
Description/features of plate boundary
Direction of plate movement
Sketch of boundary
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Plate Tectonics
Culturally Responsive Lesson
Teacher: Ms. Miller Unit Title: Plate Tectonics Lesson Title: Culturally responsive writing lesson Grade level: 6th Benchmarks: E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. L.RP.06.01 listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask clarifying questions. W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the writing process. W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups. Objective: L.RP.06.01 SWBAT: communicate with students of a school located on the San Andreas fault line. W.GN.06.03 SWBAT: compose questions to ask in an interview letter. W.PR.06.05 SWABT: locate and correct mistakes in their writing. E.SE.06.52 SWBAT: connect the interviewees experiences with the geological events that occur due to the plate movements. Anticipatory set:
What is something that we deal with each year in Michigan that may be different somewhere else? (lead students to weather, tornadoes, snow, ect.) Imagine if you had to deal with one of the geolocical occurances that we have learned about in this unit.
*talk about practicing fire drills and tornado drills...relate student to practicing earthquake drills. See attached sheet for accepted fire drill, have students practice the drill. 77
What would it be like to live each day knowing that a earthquake could destroy your school, town, and home at any second?
Continue to talk about living in an area that had lots of seismic activity. Also talk about the reason that earthquakes occur. Show videosBrainpop on Earthquakes Earthquake information http://www.youtube.com/watch?v=VSgB1IWr6O4 Safety Tips http://www.youtube.com/watch?v=FSnWIcNRzKc Input: Discuss the importance of learning about earthquakes and geological occurrences throughout the country. Also discuss the importance of learning information first hand from a source. Guided practice:
I will now pair you up with a partner and give you a topic to interview them about. This activity will take 20 minutes and you must make sure to have supportive details to back up your theory. You will have 5-10 minutes to write the questions (3-5) and the rest of the time to interview your partner.
Students will work as pairs on a given topics (attached to lesson) to practice interviewing skills. Independent practice (assessment): E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. SWBAT: connect the interviewees experiences with the geological events that occur due to the plate movements
Assessment (medium): Students will take the responded answers from the letter and write an informational essay using evidence to support the geological events that they interviewee was expressing.
L.RP.06.01 listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask clarifying questions. SWBAT: communicate with students of a school located on the San Andreas fault line.
Assessment (medium): Students will each write a letter to a pen-pal at Arrowhead Middle School in San Bernardino, California (6th grade science teacher will have been contacted previously).
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W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the writing process. SWBAT: compose questions to ask in an interview letter.
Assessment (medium): Students will come up with 5-10 questions and write a friendly/interview letter to a student from this school.
W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups. SWABT: locate and correct mistakes in their writing.
Assessment (low): Students will work on peer/self/teacher editing to ensure that their letter and final paper is edited and corrected properly
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Sample Interview Questions

1. Have you ever been directly impacted by an earthquake? 2. Have you ever been in an earthquake? 3. What are the steps that your school takes in case of an earthquake? 4. What are the guidelines that your community follows when dealing with an earthquake? 5. Describe to me how it sounds and feels
*Remember that you are writing this personal letter to someone that could have been seriously affected by this natural disaster. Ask questions but do not press into their personal life...you are scientists trying to gather information! Imagine it is a T.V. interview; what as the viewer would you want to know?
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Plate Tectonics Writing Lesson

Teacher: Ms. Miller Unit Title: Plate Tectonics Lesson Title: Persuasive writing about plate tectonics Grade level: 6th Benchmarks: E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas. W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups. S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data. Objective: W.GN.06.02 SWBAT: develop and write a persuasive essay supporting the theory of plate tectonics. E.SE.06.51 SWBAT: explain in their persuasive essay how tectonic plates move. W.PR.06.05 SWBAT: examine and edit writing. S.RS.06.11 SWBAT: Analyze Wegeners theory. Anticipatory set: Begin students thinking with several questions. Have you ever heard a friend tell a story that you didnt believe,
or you told a story that someone else didnt believe? Maybe it just seemed like that story could never happen or the facts didnt add up. No matter what you said you couldnt convince them that it had happened. This is what happened with Wegeners theory; and even though there is ample evidence to prove that plate tectonics are constantly moving some people do not believe in this theory.
Continue on to talk about some of the evidence, (this is a great opportunity to informally assess the students knowledge of the different occurrences from shifting plates). Show videosAlfred Wegener http://www.youtube.com/watch?v=nbU809Cyrao Pangaea explanation http://www.youtube.com/watch?v=QDqskltCixA 81
Input: Discuss and review what students have learned about plates and their movements, and explain how the information they have learned will help them form an argument for their independent practice. Discuss components of a persuasive essay, and expectations of a persuasive essay. Attached sheet is an excellent guideline and key points can be explained to students. Guided practice:
I will now pair you up with a partner and give you a topic to write a persuasive paragrap h about. This activity will take 15-20 minutes and you must make sure to have supportive details to back up your theory
Students will work as pairs on a given topics (attached to lesson) to practice persuasive writing. Paragraphs will be briefly shared in class. Independent practice: Students will address the given essay question with a well thought out and supported answer. They will be graded based on the attached rubric. Persuasive Prompt - Plate Tectonics Writing Situation: For some people it is hard to believe that the Earth of long ago was any different from our Earth today. Plate tectonics have caused gradual changes in the Earths surface and this continues even today. Writing Directions: Write a multi-paragraph essay to persuade the reader to believe in the Theory of Continental Drift. Give examples of fossil and landform evidence that is commonly used to support the theory. Assessment: S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data. SWBAT: Analyze Wegeners theory.
Assessment (medium): Students will discuss Wegeners theory in class as a group and examin e both sides.
W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas. SWBAT: develop and write a persuasive essay supporting or negating the theory of plate tectonics.
Assessment (medium): Students will follow the writing process and develop a solid persuasive essay with supporting facts for their argument.
E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. SWBAT: explain in their persuasive essay how tectonic plates move.
Assessment (low): Students will express their knowledge of plate tectonic movement as a component of their essay.
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W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups. SWBAT: examine and edit writing.
Assessment (low): Students will work on peer/self/teacher editing to ensure that their letter and final paper is edited and corrected properly
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Persuasive Essay Outline

Introduction: A. Get the readers attention by using a "hook." B. Give some background information if necessary. C. Thesis or focus statement. I. First argument or reason to support your position: A. Topic sentence explaining your point and reason B. Possible concession toward opposing argument C. Elaboration to back your point. D. Clincher II. Second argument or reason to support your position: A. Topic sentence explaining your point and reason B. Possible concession toward opposing argument C. Elaboration to back your point. D. Clincher III. Third argument or reason to support your position: A. Topic sentence explaining your point and reason B. Possible concession toward opposing argument C. Elaboration to back your point. D. Clincher IV. Opposing Viewpoint: (This is optional, however highly recommended, so that the reader will know you have considered another point of view and have a rebuttal to it.) A. Opposing point to your argument. B. Your rebuttal to the opposing point. C. Elaboration to back your rebuttal. Conclusion: A. Summary of main points or reasons B. Restate thesis statement. C. Personal comment or a call to action.
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Name: _________________________________________________
Date: _________________________
Persuasion Rubric
Directions: Your assignment will be graded based on this rubric. Consequently, use this rubric as a guide when working on your assignment and check it again before you submit it. Traits Organization
4 The introduction is inviting, states the goal or thesis, and provides an overview of the issue. Information is presented in a logical order and maintains the interest of the audience. The conclusion strongly states a personal opinion. 3 The introduction includes the goal or thesis and provides an overview of the issue. Information is presented in a logical order but does not always maintain the interest of the audience. A conclusion states a personal opinion. There is one goal or thesis that states a personal opinion and identifies the issue. Three or more reasons are stated, but the arguments are somewhat weak in places. 2 The introduction includes the main goal or thesis. Most information is presented in a logical order. A conclusion is included, but it does not clearly state a personal opinion. 1 There is no clear introduction, structure, or conclusion.
Goal or Thesis
There is one goal or thesis that strongly and clearly states a personal opinion and identifies the issue. Three or more excellent reasons are stated with good support. It is evident that a lot of thought and research was put into this assignment. Argument demonstrates a clear understanding of the potential audience and anticipates counterarguments. Word choice is creative and enhances the argument. Visuals are appealing, highly relevant, and add support to the argument. Delivery is fluent, with an engaging flow of speech. There are no errors in grammar, mechanics, and/or spelling.
A personal opinion is not clearly stated. There is little reference to the issue. Two reasons are made but with weak arguments.
The personal opinion is not easily understood. There is little or no reference to the issue. Arguments are weak or missing. Less than two reasons are made.
Reasons and Support
Attention to Audience
Argument demonstrates a clear understanding of the potential audience. Word choice enhances the argument. Visuals are appealing and add support to the argument. Delivery is fluent.
Argument demonstrates some understanding of the potential audience. There is evidence of attention to word choice. Visuals are related to the topic. Delivery lacks some fluency
Argument does not seem to target any particular audience.
Word Choice
Word choice is limited. Visuals are not directly related to the topic. Delivery is not fluent.
Visuals/ Delivery
Grammar, Mechanics, & Spelling
There are few errors in grammar, mechanics, and/or spelling, but they do not interfere with understanding.
There are several errors in grammar, mechanics, and/or spelling.
There are numerous errors in grammar, mechanics, and/or spelling.
Copyright 2009 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes.
Name: ______________________________
Community Resource Information Sheet

Site/Speaker: Cranbrook Institute of Science/ Mr. Zawaski (Geologist) Address: 39221 Woodward Avenue, P.O. Box 801 City, State, Zip: Bloomfield Hills, MI, 48303-0801 Telephone: 1-877-462-7262 or 248-645-3050 Web Site and/or e-mail: science.cranbrook.edu/http://science.cranbrook.edu/contact-us
Field Trip Information Description: Earth System Science/Every Rock has a Story (program) Compare Earth to the other rocky planets and use spectacular rocks, minerals and satellite images to better understand our planet as a system driven by the Sun and internal geothermal heat. Discover how the aspects of solid Earth processes plate tectonics, volcanism and rock weathering are linked to the atmosphere, oceans, biosphere, and climate system. Investigate how rocks are formed and get hands on experience with different types of rocks. (http://science.cranbrook.edu/for-teachers/explore-museum-programs) Additional Resources at museum : o Focus on plate boundary types, as well as continental rifts and oceanic hot spots, volcanism and rock associations. o Experience the New Madrid fault zone. o Global map of 10 years of earthquakes (in a certain magnitude range) and volcanic eruptions plotted over oceanic and crustal topography (nice correlation with plate boundaries) and a mantle convection model. o Rock samples from around the world.
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Objective of the Field Trip: 1. Students will acquire hands on experience with rock samples from around the world during museum program: Every Rock has a Story. 2. Students will learn about Earths geological activities (plate tectonics, volcanism, rock weathering) and how they are related to the atmosphere, oceans, biosphere, and climate system. 3. See how earthquakes and volcanic eruptions have progressed over the last 10 years on a global map. 4. Identify the New Madrid fault zone on wall map. Fees: $9/Student (1 program), $10/Chaperone (1 chaperone is admitted free for every 5 students), School bus (1) $150.00. Advanced Notice Required? Yes, 2 week notice Grades/Age: 4-Adult Available Days/Times: Tues. /Thur., 11:00a.m./2:00p.m. Group Size Limit: 20 paid attendees Length of Tour: 1 hour Guides Available? Yes/Geologist
Dining Facilities: Reflection Caf- Lunches are pre-ordered for delivery to the school's designated dining area at the time of the visit. Each school lunch special includes a slice of cheese or pepperoni pizza, carrots and dip, 100% juice box or milk, and a cookie ($4.75 per student). If your child will be eating a Reflection Caf lunch-final day for money collection will be October 15, 2013. Feel free to pack a lunch for your child. We will have several coolers with ice for student lunches. Lunch will be served after the program is complete (12:00 p.m.) in the Reflection Caf. Restroom Facilities: (See Attached Map) Adult/Student Ratio Required: 1 chaperone: 7 students Miscellaneous Information/Notes: We will be attending the 11:00 a.m. session on Tuesday, October 15, 2013. Please arrive at James Middle School by 10:15 a.m. Bus will leave promptly at 10:30 a.m.
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5E lesson - Earthquakes and Change

Teacher: Hawk Subject area / Course/ grade level: Science/Earth Science/ 6th Benchmarks GLCEs for this lesson: E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. 6th Grade S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures. S.IP.06.11 Generate scientific questions based on observations, investigations, and research. S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific investigations. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence. Lesson objective(s): Students will be able to: o ESE.06.52 Defend how major geological events result from plate motions. (high) o SRS.06.15 Describe how earthquakes have changed the environment. (low) o SRS.06.19 Formulate questions about the advancements in earthquake technology. (high) o SRS.06.11 Differentiate between scientific questions based on observations, investigations, and research and nonscientific questions. (medium) o SIP.06.13 Discuss findings as a group after creating earthquake proof structure. Have students support their findings using evidence from the model of the earthquake proof structure. (low) o SIA.06.13 Examine how the structures were built and explain design choices and information helpful in the design process. (medium) Materials: o Popsicle sticks o Blocks o Modeling clay o Pipe cleaners o Tape o Toothpicks o Rubber bands o Sugar cubes o Frosting o Marshmallows o Earthquake simulator o Stopwatch o Ruler o Computer and internet for research on earthquake structure technology
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Timeline: 10 Class Periods ENGAGEMENT: The Catch o Earthquake song: http://www.youtube.com/watch?v=sA6oZ4YgKCA&list=PLBAA13301E5C1DA16 o Earthquake proof building in Tokyo: o http://www.youtube.com/watch?v=tF204Pgfeo&list=PLBAA13301E5C1DA16&index=6&feature=plpp_video o Building an earthquake proof building: http://www.youtube.com/watch?v=_0kxGDURgb4&list=PLBAA13301E5C1DA16 o Discuss earthquake and plate tectonic misconceptions as a class (see attached Earthquake Misconceptions sheet). o Discuss as a class whether or not we can predict earthquakes and if we should try to predict them. o Discuss whether or not it is important to prepare for earthquakes and why. EXPLORATION: The Do o Student Team Challenge: Building an Earthquake Proof Structure. o Assemble students into 4 groups. o Students research online various earthquake proof structures. o Based on their prior research, students are challenged to create an earthquake proof structure that will withstand shaking for 10 seconds on an earthquake simulator. o Students present a written design for their structure complete with reasons for their design decisions, and research sources cited. o Students build their earthquake proof structures. o Students make brief presentations to the class explaining how they built their structures, reasons for their design choices and information helpful to the design process. o Students test their model structure with an earthquake simulator. EXPLANATION: The Lesson o Develop an anticipation guide for students. o Discuss plate tectonic and earthquake misconceptions o Show students video clips on plate tectonics o Describe how plates move and the three types of plate movement: convergent, divergent, and transform boundaries. o Discuss: transfer of energy, waves, plate tectonics, earthquakes and faults. o Demonstrate how science and technology have improved by doing online research. o Research the advancements in earthquake technology. o Write 1 page report on the advancements in earthquake technology throughout the years. o Discuss earthquake safety. o Do earthquake drop, cover, and roll activity in the classroom. o Build an earthquake proof structure. o Discuss and defend design choices of student models. o Students will share their results of their research with their groups. o Teacher will write student ideas on the board.
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o ELABORATION: The Enrich o Possible independent variables: Create a minimum of 3 different structures using 3 different materials (sugar cube, toothpick, popsicle stick, blocks, etc.). o Possible dependent variables: strength of earthquake simulator. o Students discuss changes they could make in their design and encourage more time for reflection, how to modify their design, rebuild their structure, and retest their structure. o Formulate questions about earthquake technology after creating a model of an earthquake proof structure. o Discuss findings as a group after creating earthquake proof structure. Have students support their findings using evidence from the model of the earthquake proof structure. o Present to the class how the structures were built and explain their design choices and information that was helpful in the design process. EVALUATION: The Proof o ESE.06.52 Defend how major geological events result from plate motions. (high) Evaluation: Students will discuss how major geological events result from plate motions in groups of four. o o SRS.06.15 Describe how earthquakes have changed the environment. (low) Evaluation: Teacher will have students do internet research and write a report about how earthquakes have changed the environment. o o SRS.06.19 Formulate questions about the advancements in earthquake technology. (high) Evaluation: Teacher will lead students in a debate about the advancements in earthquake technology. o o SRS.06.11 Differentiate between scientific questions based on observations, investigations, and research and non-scientific questions. (medium) Evaluation: Students will research a variety of science and plate tectonic books to determine if questions are scientific or nonscientific. o o SIP.06.13 Discuss findings as a group after creating earthquake proof structure. Have students support their findings using evidence from the model of the earthquake proof structure. (low) Evaluation: Students will present evidence in their earthquake model groups and present findings to the class.
o o
SIA.06.13 Examine how the structures were built and explain design choices and information helpful in the design process. (medium) Evaluation: Teacher will observe students during earthquake structure lab.
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Plate Tectonics
Post-assessment
Write a short story using one of the geographic occurrences (earthquakes, volcanoes, etc.) E.SE.06.52 Create a model of the layers of the Earth E.SE.06.53 Construct a Bingo game using the information you learned in class on plate tectonics E.SE.06.51
Define vocabulary from plate tectonics unit E.SE.06.51 E.SE.06.52 E.SE.06.53
Complete plate tectonics crossword puzzle E.SE.06.51 E.SE.06.52
Design a poster with convergent, divergent, and transform boundaries to display in the classroom E.SE.06.51
Interview a person who has experienced an earthquake or volcanic activity first hand and write a report on your findings E.SE.06.52
Compare and Contrast divergent and convergent boundaries in an essay E.SE.06.51
Write a song about plate tectonics and sing it to the class E.SE.06.51 E.SE.06.52 E.SE.06.53
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References
TEACHER REFERENCES: Byrnes Science. Earthquake STEM Lesson. 2012. http://byrnesearthquakestem.weebly.com/index.html Earthquake Proof Building in Tokyo. http://www.youtube.com/watch?v=tF204Pgfeo&list=PLBAA13301E5C1DA16&index=6&feature=plpp _video Cranbrook Institute of Science. Copyright 2012. http://science.cranbrook.edu/group registration King, Hobart M. Using Easy-to-Draw Illustrations to Teach About Plate Tectonics. http://www.geology.com/nsta. Read, Write, Think: Persuasive Essay Rubric, http://www.readwritethink.org/professionaldevelopment/strategy-guides/persuasive-writing-30142.html Earth Science 5E lesson plan, http://www.sarahlodwick.com/uploads/6/0/3/2/6032366/tectonic_plate_lesson.pdf Teacherspayteachers: Earths layers PowerPoint, Mo Don, http://www.teacherspayteachers.com/Product/Earth-Layers-Powerpoint Teacherspayteachers: Plate tectonics test, Joy2you, http://www.teacherspayteachers.com/Product/SCIENCE-Moving-Plates-Test-and-Key Teacherspayteachers: Plate Tectonics PowerPoint, Danielle Miller, http://www.teacherspayteachers.com/Product/Plate-Tectonic-Powerpoint
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STUDENT REFERENCES: Montana Math. Pangaea. http://www.math.montana.edu/~nmp/materials/ess/geosphere/inter/activities/plate_calc/pa ngaea Civil Defense Emergency Management, New Zealand. What to Do in an Earthquake. Video Clip: (Drop, Cover, and Hold): http://www.getthru.govt.nz/web/GetThru.nsf/web/BOWN-7GY5TP NASA. Astro-Venture: Geology Educator Guide. Astro Journal Geology Lesson 5: Plate Tectonics & Volcanism. http://www.astroadventure.arc.nasa.gov Earthquake Song. http://www.youtube.com/watch?v=sA6oZ4YgKCA&list=PLBAA13301E5C1DA16 Klages, Ellen, Robin Marks, and Mary K. Miller. Faultline: Siesmic Science at the Epicenter. http://www.exploratorium.edu/faultline/ Layers of the Earth song http://www.youtube.com/watch?v=Q9j1xGaxYzY&feature=player_embedded# Tectonic Plate Rap - http://www.youtube.com/watch?v=dkELENdZukI Alfred Wegener http://www.youtube.com/watch?v=nbU809Cyrao Pangaea explanation http://www.youtube.com/watch?v=QDqskltCixA Brainpop on Earthquakes, www.brainpop.com Brainpop on Structure of the Earth, www.brainpop.com Earthquake Proof Building in Tokyo. http://www.youtube.com/watch?v=tF204Pgfeo&list=PLBAA13301E5C1DA16&index=6&feature=plpp _video Earthquake information http://www.youtube.com/watch?v=VSgB1IWr6O4 Safety Tips http://www.youtube.com/watch?v=FSnWIcNRzKc
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Read, Write, Think: Persuasive Essay Rubric, http://www.readwritethink.org/professionaldevelopment/strategy-guides/persuasive-writing-30142.html Civil Defense Emergency Management, New Zealand. What to Do in an Earthquake. Video Clip: (Drop, Cover, and Hold): http://www.getthru.govt.nz/web/GetThru.nsf/web/BOWN-7GY5TP
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Plate Tectonic Unit

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Grade Level: Sixth

Plate Tectonics - Pacing Guide (duration 6 weeks)

E.SE.06.51 R.WS.06.05 R.CM.06.01 R.CM.06.04

E.SE.06.51 R.WS.06.05 R.CM.06.01 R.CM.06.04

Writing lesson E.SE.06.51 W.GN.06.02 W.PR.06.05 S.RS.06.11

Writing lesson E.SE.06.51 W.GN.06.02 W.PR.06.05 S.RS.06.11

Week 1 Pre-Assessment Day 1

5e Lesson Layers of the Earth

5e Lesson Layers of the Earth

5e Lesson Layers of the Earth

5E Lesson Active plates of the Earth

5E Lesson Active plates of the Earth

5E Lesson Active plates of the Earth

5E Lesson Active plates of the Earth

5E Lesson Active plates of the Earth

Culturally Responsive Lesson:

Culturally Responsive Lesson:

Day 3 Day 4 Day 5

5E lesson Earthquakes and Change:

5E lesson Earthquakes and Change:

5E lesson Earthquakes and Change:

5E lesson Earthquakes and Change:

5E lesson Earthquakes and Change:

5E lesson Earthquakes and Change:

5E lesson Earthquakes and Change:

Common Misconceptions of Plate Tectonics

Plate Tectonics Pre-Assessment Quiz

5E Lesson Layers of the Earth

5E Lesson layers of the Earth

The Layers of the Earth

Copyright 2006. M. J. Krech. All rights reserved.

The Four Layers

The Lithospheric Plates

The Outer Core

The Inner Core

BONUS: Find a pair or trio and answer this question:

Have we ever seen part of the Mantle? Explain.

Copyright 2006. M. J. Krech. All rights reserved.

The Earth's Layers Foldable

Make an Earth's Layer's Foldable!

Copyright 2011.! M. J. Krech. All rights reserved.

5 E Lesson Layers of the Earth

Exploring Inside the Earth

Geology is the study of planet Earth.

Studying Surface Changes

Types of Heat Transfer

Convection currents the flow that transfers heat within a fluid

Convection Currents in Earth

the continents on Earth.

Evidence for Continental Drift

What Is Sea-Floor Spreading?

Evidence for Sea-Floor Spreading

How Plates Move

Scientific theory a well-tested concept that explains a wide range of observation s

Layers of the Earth Quiz

Q.14) Describe the elements that compose the earths crust.

Plate Tectonics Literature Connection

Anticipation Guide for Plate Tectonics

5E Lesson The Active Plates of the Earth

TYPES OF PLATE BOUNDARIES

Description/Features of Plate Boundary

Converging Boundary *** Collision Collision Boundary *** Subduction

Converging Boundary * Collision Collision Boundary * Subduction