Teacher: Ms. Gray
Office Location: My classroom Office Hours: Mon-Fri 2:15-3:30
E-mail: emily.p.gray@maine.edu
Summary of Unit
This unit is about how to uncover Earth's 4.6 billion year history. We can do this by
analyzing rock strata, using fossil evidence, looking at rock formations and types, and
so much more. We will learn about: tectonic plates, how the Earth has changed over
time (looking specifically into different time periods), the principle of superposition, how
we can use fossils and rock strata to piece together relative age dates of some of
Earth's major geologic events, how ocean basins and mountain chains are formed, and
the evolution and extinction of certain living organisms. We will understand how looking
back in Earth's history will provide us with insight on where the Earth is heading and
how we can help predicts natural events. Without looking into the past of our planet, we
can by no means look into the future of our planet.
Establish Goals
Next Generation Science Standards
Content area: Earth and Space Science
Standard Label: MS-ESS1 Earth's place in the Universe
Grade level span: Middle School
Standard: MS-ESS1-4 Construct a scientific explanation based on evidence from rock
strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old
history.
Performance Indicators: C
Students will understand that
•rock strata and major geologic events can help us organize Earth's 4.6 billion year
history.
•the use of fossil evidence can help us piece together relative dates of major events in
Earth's history.
•rock formation/type can help us understand the rock's history.
Essential Questions
•Why is rock strata used to help create a relative timescale of Earth's history?
•How can we use fossil evidence to explain geologic processes through out
Earth's history? •How can rock formation/type help us understand the history of that
rock?
Students will know
•Critical details: rock types, principles, plate boundaries, plate movement, fossil types,
the rock cycle.
•Sequence and Timelines: relative age dating, eons, eras, periods, Ice Age, mass
extinctions, rock strata.
•Vocabulary: metamorphic, igneous, sedimentary, layers, faults, boundaries, mantle,
crust, core, convection, carbon dating, convergent, divergent, transform, lithosphere.
Students will be able to
•express the different rock types and formations.
•illustrate the principle of super positioning.
•use fossils to explain the movement of Earth's tectonic plates.
•analyze the processes that produce ocean basins and mountain ranges. •relate the
relationships between continents and fossils.
•recognize the importance of rock strata in organizing the age of the Earth.
Performance Task Overview
Cosmos, the TV show, is creating a special episode that is going to feature up and
coming geologists in an expose on Earth's different time periods. You will need to
choose a time period and present a short (3 minute) segment for the episode. The
Executive Directors of Cosmos want you to discuss general knowledge of the period,
and focus specifically on the evidence scientist use to learn more about that period. The
selected segments will be featured in an episode in the upcoming season of Cosmos
and geologists will be flown out to California where they will get to meet Neil deGrasse
Tyson and get a tour on how the series is filmed. This experience will bring you one
step closer to becoming a famous geologist.
Expectations
Absences: When a student is absent, they must look on the class wiki and review what
was done in class the day they were missing. They must complete the homework
assignment to the best of their ability, and will come see me the following day to discuss
what was missed. Students will have a total of 2 days to get the missing assignments to
the teacher, if the teacher does not receive the assignment within the 2 days the
assignment will be incomplete. Students will also have a "classroom buddy" whom will
photo-copy their notes (see teacher for help) for their missing buddy.
Plagiarism: The student will abide by the school’s policy regarding plagiarism.
www.grammarly.com will be used to ensure that the student has turned in authentic
work. Students will use APA format (what scientists use) when citing any resources. If
there is a problem with citing, the teacher will meet with the students to work through
the problem, whatever it may be.
Assignments: All assignments will have set deadlines and will be checked when due in
class that day. If a student does not have their assignment, they will fill out a paper
(located at the teacher’s desk) that will explain why they do not have their assignment
and when they will be able to turn that assignment in (must be within 2 days of due
date). Students who do not have their homework will receive an automatic 10 points off
that homework assignment. If the student does not have a project ready, the student(s)
will receive a letter grade off of that assignment. The student and teacher will sign the
paper and if the assignment is not turned in by the new deadline, the student will
receive an incomplete. Students will be allowed to retake assessments if they received
below an 80, but the student will only be able to make up the assessment to an 80.
Classroom Expectations: Students should come to class with an open mind and respect
for the learning environment. Students are encouraged to share their thoughts and other
students are allowed to disagree, but students must maintain a high level of respect for
all of their classmates and their classmate's ideas. Science is an open topic all about
questioning and thinking deeply and critically. Students will not be shamed for sharing
their ideas, this is a safe classroom. Students should come to class prepared for the day
ahead of them, the teacher will tell students exactly what they need at least a day ahead
of time. If a student is unprepared, they should immediately go talk to the teacher and
acquire any resources they need for that day. If this becomes a frequent interaction
between student and teacher, the student will be deducted point for class participation.
Benchmarks - (600 points)
•ComicLife (100): The rock cycle is a very straight forward cycle that is easier to
understand when draw out into a diagram. There is a typical format for this diagram (a
circle). Students are asked to get creative when making this comic. Think of another
way the rock cycle can be represented (through comic) by not using the traditional
circular model. Student's comics should exemplify their knowledge of all part of the rock
cycle, and the comic should be clear, creative, and artistic. Students will work in pairs
for this assignment. Students will be given some time in class to work on this
assessment, this will enable students to ask the teacher any questions about how to
use ComicLife.
•Glogster (50): The principle of super position is also learned more effectively through
visuals. Students will have to use Glogster to design a poster that displays their
knowledge on the principle. Students should include a visual of a sample of layers that
they have labeled using a key. Students should also include in their poster why this
principle is important in the scientific community and how you can relate this principle to
everyday life. Students will work in groups of three to complete this assignment.
Students must cite sources correctly.
•Podcast (100): Students will go back in time to when tectonic plates were first
discovered and create a podcast discussing the theory. Students will display their
knowledge on the topic of plate tectonics through discussing evidence behind the
theory. Examples of evidence should be included. Remember, you should be discussing
this theory as if it was just adopted into the National Science Foundation. These ideas
are new and shocking to a lot of people, you must try your best to sway the listeners.
The podcast should be no longer than three minutes and will be done in pairs.
•Inspiration Timeline (25): Students will create a timeline of the Earth and place on the
timeline specific geologic events in history that affected the Earth in a major way. These
events can include: volcanic eruptions, mass extinctions, crust movement, dates of
when key living organisms lived, etc. This timeline will help students understand how
events affect the Earth and the future of the Earth. This activity is to be completed
individually and will be hung up and shared with the rest of the class.
•Keynote (50): Students will be placed in groups of four and will be assigned a specific
plate boundary to complete a keynote on. The slideshow should display mastery of the
specific plate boundary. Groups will have a designated classmate complete at least one
topic slide (overview, real life examples, causes, affects, etc). Each group must also
include at least one form of media other than pictures or graphics in their slides.
Students must cite sources correctly.
•iPad/Video (75): Students will use their iPads and explore the app Earth Viewer.
Students will then pick a certain period in time and arrange the continents to fit what
Earth looked like during that time. The map should display important fossils - students
should show how fossil evidence is used to explain continental drift. This map will be
created physically and then be recorded to show the movement of the continents. In the
video, students should explain the theory behind continental drift.
Performance Task (200): (see description above)
Grading Scale
A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C (73-76),
C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59).