June:
instructor rock hunt
July:
Each day is split into three parts: Inquiry based activities, discussion with Dr. Chowns, and
collegial planning and differentiation
Day and standard
Activity
Discussi
on topic
Day 2PLATE
TECTONICS
SES2 and SES6:
Day 3SCULPTING
EARTH’S
SURFACE: SES3
and SES6:
Day 4ROCKS AND
FOSSILS: SES4
and SES6:
Pre-evaluation and introduction, weather data
collection: Flatium and Crumplium, Radiometric
Age Dating of fossils, Earth, The Biography DVD
chapter, layers of Earth model mantle convection
lab, and development of the ocean/atmosphere
analogies, accretion activity, Half-Life Cards.
Weather data collection, Pangaea puzzles, Pangaea
flip charts, tectonic sandbox, Geoblox fault activity,
ocean floor spreading and dating, concept mapping,
plate tectonics mapping.
Weather data collection, comparison of teacherbrought soil samples, soil horizons and geology of
Carroll County field trip (McIntosh Park), Pebble in
My Pocket literature activity.
Weather data collection, geologic time scale activity,
pancake lab, uniformity and succession activity with
geologic columns, rock cycle and literature,
identifying fossils and localities. Geologic Time
Scale with Fossils inquiry lesson
Day 5- WEATHER Climate change through time, Pangaea climate flip
charts, Greenhouse Effect in a Bottle, El Nino
AND CLIMATE:
investigation and demonstration, reading weather
SES5 and SES6:
charts, Weather Front modeling, Coriolis effect
demo. Weather charting and prediction activity,
Summary: Teachers present one differentiated
lesson
Formation
of the
universe
Plate
tectonics
weatherin
g and
erosion
principles
of
geology.
Weather
COLLEGIAL PLANNING AND DIFFRENTION
Day 1
FORMATION OF
EARTH: SES1
and SES6:
SES1.
a. Formation of Earth and the Solar System, layers of earth, distribution of major elements, origin of heat sources,
mechanism that drives plate tectonics
1. Accretion activity: heavy paper, weights,
2. Nebular Theory: worksheets
3. Planetismal activity: copies or internet access
4. Video of formation of the elements: youtube
5. Earth is like a ….candy analogy: candy boxes, paper
6. Physiographic relief model: Flinn Models
7. Earth, The Biography DVD chapter: 1 DVD per student
8. Mantle convection lab: oil, glass containers, candles in containers, matches, small cans for
props
b. Explain how composition of Earth’s layers is determined and compare it to other objects in the solar system
1. Table comparing different traits- layering, magnetic field, gravity, minerals, atmosphere,
density, size. : internet access, copies
2. Cosmic Dust: beads: sheet protectors: http://www.orientaltrading.com/opaque-ponybeads-a2-57_3.fltr?prodCatId=388805&tabId=2
c. Describe how the decay of radioactive isotopes is used to determine ages of rocks and fossils.
1. Flatium and Crumplium:
2. Half-life problems: cards
3. Date the Dinosaur- get dinosaurs from oriental trading for models: rework this…
http://www.orientaltrading.com/dinosaurs-a2-16_1070-12-1.fltr?Ntt=dinosaurs
d. Describe formation of Earth’s early atmosphere and oceans
1. Comet water : worksheet, video
2. Ocean/atmosphere analogies: paper, markers
e. Describe rock cycle, hydrologic cycle, carbon cycle, other important geochemical cycles
1. Chalk diagrams: chalk
2. Demo: water plant in a 2-L bottle of water, watch for bubbles
3. Plastic bags on limbs to show transpiration
4.
Weather data collection, Pangaea puzzles, Pangaea flip charts, tectonic sandbox, Geoblox fault activity, ocean
floor spreading and dating, concept mapping, plate tectonics mapping.
SES2. Students will understand how plate tectonics creates certain geologic features, materials, and hazards.
a. Distinguish among types of plate tectonic settings produced by plates diverging, converging, and
sliding past each other.
b.
c.
d.
e.
1. Pangea puzzles: American History Museum
2. Flipcharts: http://web.ics.purdue.edu/~braile/edumod/flipbook/flipbook.htm
3. Geoblox
4. Tectonic sandbox
5. Long paper outline of events
6. DVD: convection currents
7. Latitude and longitude activity
Relate modern and ancient geologic features to each kind of plate tectonic setting. Landforms, sea
floor spreading, mountain building, trenches, Hawaii, Yellowstone, Ring of Fire, tsunami
1. Geoblox
2. Concept mapping
3. Plate tectonics in a shoebox
4. See animations on Scotese’ website http://www.scotese.com/
5. Mapping activity
6. http://www.ucmp.berkeley.edu/fosrec/Metzger3.html
7. Subduction zones and EarthQuakes:
http://www.geosociety.org/educate/lessonplans/realevidence-subductingplate.pdf
Relate certain geologic hazards to specific plate tectonic settings.
1. plates internet activity
2. plates and fossils3. Moutain Building in a box: lessons 2.1-2.4
http://www.teachingboxes.org/mountainBuilding/lessons/lesson2_activity4.jsp
4.
Associate specific plate tectonic settings with the production of particular groups of igneous and
metamorphic rocks and mineral resources.
1. long paper outline
2.
Explain how plate tectonics creates and destroys sedimentary basins through time
1. Plate tectonics in a shoe box
ASSESSMENT:
Building the Theory
comparison of teacher-brought soil samples, soil horizons and geology of Carroll County field trip (McIntosh
Park), Pebble in My Pocket literature activity
SES3. Students will explore the actions of water, wind, ice, and gravity that create landforms and systems of
landforms (landscapes).
a. Describe how surface water and groundwater act as the major agents of physical and chemical
weathering.
1. weathering lab- bottles, rocks chips
2. ice activity: milk boxes, plaster of paris, small balloons
3. modeling Glaciers
b. Explain how soil results from weathering and biological processes acting on parent rock.
1. dirt shirt!
2. Field trip
3. Comparison of teacher samples
c. Describe the processes and hazards associated with both sudden and gradual mass wasting.
1. Graphing
2. Youtube videos
3. Components of mass wasting
http://web.eps.utk.edu/~faculty/103/103_Lab3_Landslides&MassWasting.pdf
d. Relate the past and present actions of ice, wind, and water to landform distribution and landscape
evolution.
1. http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES07/ES07.html
f. Explain the processes that transport and deposit material in terrestrial and marine sedimentary
basins, which result, over time, in sedimentary rock.
a. Bottle of rocks- layering of differentiated rock.
b. http://sciencenetlinks.com/lessons/how-sedimentary-rocks-are-formed/
c. http://sciencenetlinks.com/lessons/how-sedimentary-rocks-are-formed/
d. Pebble In my Pocket
geologic time scale activity, pancake lab, uniformity and succession activity with geologic columns, rock cycle
and literature, identifying fossils and localities. Geologic Time Scale with Fossils inquiry lesson
SES4. Students will understand how rock relationships and fossils are used to reconstruct the Earth’s past.
a. Describe and apply principles of relative age (superposition, original horizontality, cross-cutting
relations, and original lateral continuity) and describe how unconformities form.
b. Interpret the geologic history of a succession of rocks and unconformities.
c. Apply the principle of uniformitarianism to relate sedimentary rock associations and their fossils to
the environments in which the rocks were deposited.
d. Explain how sedimentary rock units are correlated within and across regions by a variety of
methods (e.g., geologic map relationships, the principle of fossil succession, radiometric dating, and
paleomagnetism).
e. Use geologic maps and stratigraphic relationships to interpret major events in Earth history (e.g.,
mass extinction, major climatic change, tectonic events).
SES5. Students will investigate the interaction of insolation and Earth systems to produce weather and climate.
a. Explain how latitudinal variations in solar heating create atmospheric and ocean currents that
redistribute heat globally.
b. Explain the relationship between air masses and the surfaces over which they form.
c. Relate weather patterns to interactions among ocean currents, air masses, and topography.
d. Describe how temperature and precipitation produce the pattern of climate regions (classes) on
Earth.
http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES07/ES07.html predicting the
weather
e. Describe the hazards associated with extreme weather events and climate change (e.g., hurricanes,
tornadoes, El Niño/La Niña, global warming).
f. Relate changes in global climate to variation in Earth/Sun relationships and to natural and
anthropogenic modification of atmospheric composition.
SES6. Students will explain how life on Earth responds to and shapes Earth systems.
a. Relate the nature and distribution of life on Earth, including humans, to the chemistry and
availability of water.
b. Relate the distribution of biomes (terrestrial, freshwater, and marine) to climate regions through
time.
c. Explain how geological and ecological processes interact through time to cycle matter and energy,
and how human activity alters the rates of these processes (e.g., fossil fuel formation and
combustion).
d. Describe how fossils provide a record of shared ancestry, evolution, and extinction that is best
explained by the mechanism of natural selection.
e. Identify the evolutionary innovations that most profoundly shaped Earth systems: photosynthetic
prokaryotes and the atmosphere; multicellular animals and marine environments; land plants and
terrestrial environments.
g. Relate modern and ancient geologic features to each kind of plate tectonic setting. Landforms, sea
floor spreading, mountain building, trenches, Hawaii, Yellowstone, Ring of Fire, tsunami
8. Geoblox
9. Concept mapping
10. Plate tectonics in a shoebox
11. See animations on Scotese’ website http://www.scotese.com/
12. Mapping activity
13. http://www.ucmp.berkeley.edu/fosrec/Metzger3.html
14. Subduction zones and EarthQuakes:
http://www.geosociety.org/educate/lessonplans/realevidence-subductingplate.pdf
h. Relate certain geologic hazards to specific plate tectonic settings.
5. plates internet activity
6. plates and fossils7. Moutain Building in a box: lessons 2.1-2.4
http://www.teachingboxes.org/mountainBuilding/lessons/lesson2_activity4.jsp
8.
i. Associate specific plate tectonic settings with the production of particular groups of igneous and
metamorphic rocks and mineral resources.
3. long paper outline
4.
j. Explain how plate tectonics creates and destroys sedimentary basins through time
2. Plate tectonics in a shoe box
ASSESSMENT:
Building the Theory
2013-14 MSP CLASS PAULDING COUNTY YEAR 1 SCHEDULE Day 1: Formation of Solar System and Earth
Time
Standar Activity with description
Materials needed
d/elem
ent
8:00
Introduction, 1st pretest
Google survey
List of supplies for
field trip
8:30
SES1.b Set up: teachers look at coins in their pockets, other materials in room, Coins, youtube
what elements are they made of? How were those elements formed?
access,
Then: watch this video
Copy of periodic
Video on formation of elements: video about how the smaller
table
elements were formed during the Big Bang, but the heavier elements
formed in Super Novas (4 minutes)
http://www.youtube.com/watch?v=uKqvjEE0wFg ,
go back to original objects: Discuss which things were made by
fusion and then explosions
9:00
SES1.b
What are the steps in a Super nova?
http://library.thinkquest.org/25763/supernova.htm make question
sheet
Explain that a star has to have a certain mass to become a supernova,
ours won’t it will become a white dwarf.
Computer access,
worksheet
9:40
SES1.a
Nebular Theory Graphic Organizer (fix into a ppt)
Computer, graphic
organizer, ppt
10:00
SES1.a
11:00
11:15
10 minute break
What affects if a planet can have life? Interactive designed to show
observer the effects of sun temperature and planet distance from sun
on chances of life showing up on a planet. Students summarize what it
takes to make a planet habitable, create a recipe card for life on a
planet make instructions
http://kepler.nasa.gov/multimedia/Interactives/activationlab/
SES1.a
12:00
1:10
Accretion activity: students model accretion of planetismals
SES1.b
2:2:30
NASA website on planet formation:
http://kepler.nasa.gov/multimedia/Interactives/keplerFlashAdvDiscov
ery/
Lunch on your own
Solar system placemats: create a table comparing the composition of
the inner and outer planets. Propose an explanation for the
difference between the two types (solar wind, etc)
Cosmic Dust: Students identify percentages of elements in a sample,
then match the samples to known objects.
Twizzler half life, worksheet on decay
2:30SES1.c
3:00
3:00 - SES1.c Flatium to Crumplium
3:15
3:15SES1.c Half life cards
4:00
4:00
Tim Chowns lecture
5:30-6
Computer time
2013-14 MSP CLASS PAULDING COUNTY YEAR 1 SCHEDULE Day 2: AAS Soil Trip
Time
AM
PM
Standard Activity and explanation
Adopt A Stream Training
Soil survey
Heavy paper, string,
weights, big tacks,
cork boards, bulletin
boards
Computer access
Computer access
Placemats SM
w.sheet : SM
Samples,
worksheets
SES1.c
SES1.c
Material
2013-14 MSP CLASS PAULDING COUNTY YEAR 1 SCHEDULE Day Earth Structures
Time
8
Standard Activity and explanation
Pretest
8:15
9:15
SES 1.b
10:00
10:10
10:40
SES1.b
SES1.a
11:40
SES1.b
12-1
1:10
Geoblox: Slice of Earth. This can be assembled onto wall
Earth is like a…..Candy analogy. Participants compare their candy
(M&M, Whopper, jelly bean, etc) to earth. Make a Venn Diagram
break
Physiographic model: introduce, come up with ways to use
Mantle convection lab: We can do this here and then refer to it for
plate tectonics, this way we have enough time…
Earth the Biography DVD, 1st section: show : teachers draw what
they see
lunch
Comet water: watch video, answer Q’s from WS Teacher domain
video on how water got to Earth. Read article, answer questions
material
Boxes of candy
Large paper
models
Mantle convection kit: SM
DVD
Video, article, questions
2:00
3:00
3:40
4
5
Make ocean water: create a formula for it, have teachers come
up with a ratio. Then attempt to create a thermocline with
colored fresh and colored sea water
Atmosphere/ocean analogies; given a list of words, students
make analogies
10 minute break
Tim Lecture
Collegial planning
Water, salt, scale, food
coloring- glass bowls for
Mantle convection lab
List of words, large paper
013-14 MSP CLASS PAULDING COUNTY YEAR 1 SCHEDULE Day 4: Plate Tectonics
Time
8
8:30
9:15
10:30
10:40
11
12-1
1:15
1:30
2:30
3:30
4:30
Standards Activity and explanation
pretest
Pangea puzzles: American History Museum: print on magnet
SES2.a
sheets, paint metal sheets
Geoblox: print on heavy stock paper, 3 sets
SES2.a
Break
Long paper outline/show assessment get long paper, copies
Plate tectonics in a shoe box: 6
Lunch
SES2.a
Latitude and longitude lesson copies
SES2.b
http://www.geosociety.org/educate/lessonplans/realevidencesubductingplate.pdf
2.b
4 part mapping activity
2.b
Plate internet activity
Tim Lecture
Materials
Register tape, shoe boxes
Worksheet, ruler, globes
6 boxes, string, brads,
balls
Big maps from UWG
Computer, worksheet
013-14 MSP CLASS PAULDING COUNTY YEAR 1 SCHEDULE Day 5: Rock Cycle
Time
8
8:15
9:00
10:00
10:10
10:30
11:00
12:00
1:10
2:15
3:00
Standards Activity and explanation
pretest
SES1.e
What is the difference between a rock and a mineral? Lab:
students classify lab samples, make a Venn Diagram
SES1.e
Types of rocks: identify samples: borrow from IMPACT? 0r create
from homegrown samples
break
Law of Superposition: fold towels, two ways, take a poll: Square
or rectangle? Then, introduce which towel is”oldest”
Stratigraphy worksheets
Stratigraphy boxes
Lunch
SES3. a
Water weathering lab:
1. Balloon in plaster of paris demo
2. Rocks in bottles of water
3. Glacier demos with soap bars
4.
SES3.b
How is soil made? Tim or Judy: Can you come up with a way to
teach this?
Soil Horizon Template:
Dirt shirt! This will take a while to set up…but it is so much fun!!!
Materials
4:00
5:00
Tim Lecture
Collegial planning and computer time