Unit Title: Fossil Fuels
10 days
Science
Lesson Plan
Teacher:
7th Grade Science Teacher
Grade:
7th Grade Science
Lesson Title:
“The Earth: Plate Tectonics”
“The Earth: The Effects of Plate Tectonics – It’s Something’s Fault: Earthquakes and Volcanoes ”
“The Earth: The Effects of Plate Tectonics – How Engineering is related to Earthquakes and Volcanoes ”
STRANDS
Embedded Inquiry
Embedded Engineering & Technology
Earth
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Week 1:
This week’s lesson will continue our study of the Earth. Students will continue to investigate Earth’s layers and plate tectonics. The students will participate in small
group work to extend their understanding of The Theory of Plate Tectonics and Alfred Wegner’s theory. The students will take the role of geologist and create
newspaper articles to describe their understanding and ideas that stem from the Geology Consortium activity. The students will also have their first quiz this week to
assess their content retention of Week 1 and Week 2 of the 3rd Nine Weeks.
Week 2:
This week’s lesson will continue our study of the Earth. Students will continue to investigate plate tectonics and the effects of their movement. The students will
participate in whole class discussion, small group and pair work, and hands-on lab activities to extend their understanding of The Theory of Plate Tectonics and Alfred
Wegner’s theory. The students will focus on the effects of plate tectonics and the different types of faults. Students will learn about earthquakes and volcanoes and
the tools, engineering, and science associated with both.
Week 3:
This week’s lesson will continue our study of the Earth. Students will complete their investigation of plate tectonics and the effects of their movement. The students
will participate in whole class discussion, small group and pair work, and hands-on lab activities to extend their understanding of The Theory of Plate Tectonics and
Alfred Wegner’s theory. The students will focus on the how engineering and technology can be used to measure, monitor, or counteract the effects of plate tectonics.
Students will work in small groups to design and construct a model of an earthquake proof tower. The students will collect data and compare the prototypes created by
the seventh grade teams. The students will also continue their work on their Science Fair Project.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
MOTIVATOR
The motivators for this week will focus on TCAP Preparation. Each motivator will be linked to standards and content assessed by this test. The students will work on
critical thinking skills and higher order thinking that will benefit their achievement on this type of summative assessment.
DAY
Objectives
(I can….)
1
GLE 0707.7.3
I can analyze the characteristics of
the earth’s layers and the location
of the major plates.
GLE 0707.7.4
I can explain how earthquakes,
mountain building, volcanoes,
and sea floor spreading are
associated with movements of
the earth’s major plates.
CFU 0707.7.5
I can analyze the relationship
between plate movements and
areas of earthquake activity.
CFU 0707.7.6
I can analyze the relationship
between plate movements and
mountain building.
CFU 0707.7.7
I can analyze the relationship
between plate movements,
volcanoes, and sea floor
spreading.
SPI 0707.7.5
I can recognize that lithospheric
plates on the scale of continents
and oceans continually move at
rates of centimeters per year.
SPI 0707.7.6
I can describe the relationship
between plate movements and
earthquakes, mountain building,
Materials
&
Resources
Materials:
1. Set question
posted on board
2. Continental
Drift notes
3. Continental
Drift guided notes
4. Plates of the
World – Ind.
Practice
5. TCAP Prep – TN
Strand 7
6. Summary
question posted
on board
Instructional Procedures
EQ
1. What is the relationship between plate movements and areas of earthquake activity?
2. What is the relationship between plate movements and areas of mountain building?
Topic – “The Earth” - Continental Drift
Set – Think-Pair-Share
Explain why the following statement is true or false: “The North American continent is moving
westward.”
Write a paragraph stating your stance and provide reasoning behind your decision. Use the following
sentences in your paragraph.
- I agree because …
- I disagree because …
Direct Instruction –
Discuss Continental Drift (Flip Classroom)
Review the Guided Notes
Independent Practice –
Study Guide – Quiz 1
“Pangea Flip Book” – Discuss and Review
“Plates of the World” (labeling and questions)
Weekly Vocabulary – Frayer Style (Check for completion on Friday (Jan. 18))
(5 Terms – Convergent Boundary, Divergent Boundary, Transform Boundary, Fault, and Tectonic Plates)
Whole Class Discussion –
TCAP Preparation
Summary –
Students will respond to the following question:
- Calculate the number of years that New York and the northwest coast of Africa took to reach their
Differentiated
Instruction
Differentiated
Instruction:
- Remediation: Guided
Notes, Pangea Flip
Book, TCAP Preparation
(DOK 1 and 2)
- Enrichment: Writing
focused TCAP
Preparation, TCAP
Preparation (DOK 3 and
4)
Assessment
volcanoes, and sea floor
spreading.
2
GLE 0707.7.3
I can analyze the characteristics of
the earth’s layers and the location
of the major plates.
GLE 0707.7.4
I can explain how earthquakes,
mountain building, volcanoes,
and sea floor spreading are
associated with movements of
the earth’s major plates.
CFU 0707.7.5
I can analyze the relationship
between plate movements and
areas of earthquake activity.
CFU 0707.7.6
I can analyze the relationship
between plate movements and
mountain building.
CFU 0707.7.7
I can analyze the relationship
between plate movements,
volcanoes, and sea floor
spreading.
current locations, 6760 km apart, if the sea floor is spreading at an average of 4 cm per year.
-
Materials:
1. Quick Write /
Quick Draw
template
2. Set Question
posted on Apple
TV
3. Sea Floor
Spreading Notes
4. Sear Floor
Spreading Small
Group Practice
5. Types of Faults
Small Group
Practice
6. List of weekly
vocabulary
7. Thinking Map
examples
SPI 0707.7.5
I can recognize that lithospheric
plates on the scale of continents
and oceans continually move at
rates of centimeters per year.
3
SPI 0707.7.6
I can describe the relationship
between plate movements and
earthquakes, mountain building,
volcanoes, and sea floor
spreading.
GLE 0707.7.3
I can analyze the characteristics of
the earth’s layers and the location
of the major plates.
GLE 0707.7.4
I can explain how earthquakes,
mountain building, volcanoes,
and sea floor spreading are
associated with movements of
the earth’s major plates.
CFU 0707.7.5
I can analyze the relationship
between plate movements and
areas of earthquake activity.
CFU 0707.7.6
Essential?
1. What is the process of sea floor spreading?
2. What happens to the ocean floor at deep-ocean trenches?
Topic – “The Earth” – Sea Floor Spreading
Set – Quick Write / Quick Draw
Students will answer the following questions with a written response and a labeled diagram.
1. What is the process of sea floor spreading?
2. What happens to the ocean floor at deep-ocean trenches?
Direct Instruction –
“Sea Floor Spreading”
Students will take notes in their Science Notebook (Entry # 63).
Whole Group discussion and review of any question during notes.
Small Group Practice (Peer Tutoring Pairs)–
Sea Floor Spreading Review and Reinforcement
Types of Faults
Whole Class Discussion
Weekly Vocabulary Terms & Review Frayer Model template
Summary –
Create a concept map that includes key terms, examples, and accurately describes the process of
Sea-Floor spreading.
Students may use their iPads to research to complete their concept map.
-
Materials:
1. Set questions
posted on Apple
TV
2. White paper,
construction
paper, and
coloring materials
for set.
3. Geology
Consortium –
printed & colored
Homework – No Homework
Differentiated
Instruction:
- Remediation: Guided
Notes, Review and
Reinforcement, Peer
Tutoring
- Enrichment: Peer
Tutoring
Homework – No Homework
Essential ?
1. What is the relationship between plate movements and areas of earthquake activity?
2. What is the relationship between plate movements and mountain building?
3. What is the relationship between plate movements, volcanoes, and sea floor spreading?
Topic – “The Earth” – Geologists Consortium
Set – What is a Geologist
Draw a labeled picture of a geologist at work.
Include a paragraph that explains why this drawing represents a geologist at work.
Problem Based Learning Small Group Activity –
Geology Consortium
Differentiated
Instruction:
Heterogeneous
Grouping
White Boarding and
Whole Class Discussion
Formative Assessment for
lesson effectiveness:
Set
- “Quick Write and Quick
Draw”
Closure
- Concept Map
I can analyze the relationship
between plate movements and
mountain building.
CFU 0707.7.7
I can analyze the relationship
between plate movements,
volcanoes, and sea floor
spreading.
SPI 0707.7.5
I can recognize that lithospheric
plates on the scale of continents
and oceans continually move at
rates of centimeters per year.
SPI 0707.7.6
I can describe the relationship
between plate movements and
earthquakes, mountain building,
volcanoes, and sea floor
spreading.
copies of
diagrams,
questions, outlinestyle organizer for
each students,
white boards, and
expo markers.
4. Geology
Consortium
Report –
Directions and
Rubric
5. Oral question
list for Summary
of lesson
White-Boarding and Whole Group Discussion
Complete the first 3 of the 6 stations and diagrams.
Individual Review –
Written Report on the Geology Consortium
Provide students with directions and rubric for the individual report.
Summary –
Oral questions regarding continental drift, geologists, and plate tectonics.
Homework – Begin work on Written Report and Prepare for upcoming Quiz
4
Project Day
5
GLE 0707.7.3
I can analyze the characteristics of
the earth’s layers and the location
of the major plates.
GLE 0707.7.4
I can explain how earthquakes,
mountain building, volcanoes,
and sea floor spreading are
associated with movements of
the earth’s major plates.
CFU 0707.7.5
I can analyze the relationship
between plate movements and
areas of earthquake activity.
CFU 0707.7.6
I can analyze the relationship
between plate movements and
mountain building.
CFU 0707.7.7
I can analyze the relationship
between plate movements,
volcanoes, and sea floor
spreading.
SPI 0707.7.5
I can recognize that lithospheric
plates on the scale of continents
and oceans continually move at
rates of centimeters per year.
SPI 0707.7.6
I can describe the relationship
between plate movements and
earthquakes, mountain building,
volcanoes, and sea floor
spreading.
1. Set questions
posted on Apple
TV
2. Thinking map
example for the
concept map
assignment (set).
3. Geology
Consortium –
printed & colored
copies of
diagrams,
questions, outlinestyle organizer for
each students,
white boards, and
expo markers.
4. Geology
Consortium
Report –
Directions and
Rubric
5. Timeline
Foldable – colored
paper, staples,
markers, timeline
information sheet
on Moodle.
5. Oral question
list for Summary
of lesson
Essential?
1. What is the relationship between plate movements and areas of earthquake activity?
2. What is the relationship between plate movements and mountain building?
3. What is the relationship between plate movements, volcanoes, and sea floor spreading?
Topic – “The Earth” – Geologists Consortium
Set – Concept Map
Create a concept map that correctly describes the relationship between this week’s and last week’s
vocabulary terms.
Assessment –
Quiz 1
Week 1 and Week 2 Material and Content
Problem Based Learning Small Group Activity –
Geology Consortium
White-Boarding and Whole Group Discussion
Complete the remaining 3 of the 6 stations and diagrams.
Individual Review –
Written Report on the Geology Consortium
Review the directions and rubric for the individual report.
Foldable – Historical Timeline of the Theory of Plate Tectonics
Summary –
Oral questions regarding continental drift, geologists, and plate tectonics.
Homework – Complete work on Written Report and Foldable
Differentiated
Instruction:
Heterogeneous
Grouping
White Boarding
and Whole Class
Discussion
Modification for
Assessment per IEPs
Quiz – Week 1 & 2
Material and Content
6
“The Earth” GLE 0707.7.4
I can explain how
earthquakes, mountain
building, volcanoes, and sea
floor spreading are
associated with movements
of the earth’s major plates.
CFU 0707.7.7
I can analyze the relationship
between plate movements,
volcanoes, and sea floor
spreading.
SPI 0707.7.6
I can describe the
relationship between plate
movements and
earthquakes, mountain
building, volcanoes, and sea
floor spreading.
“Science Fair” –
GLE 0707.Inq.1
I can design and conduct
open-ended scientific
investigations.
CFU 0707.Inq.1
I can design and conduct an
open-ended scientific
investigation to answer a
question that includes a
control and appropriate
variables.
SPI 0707.Inq.1
I can design a simple
experimental procedure with
an identified control and
appropriate variables.
7
GLE 0707.7.3
I can analyze the characteristics of
the earth’s layers and the location
of the major plates.
GLE 0707.7.4
I can explain how earthquakes,
mountain building, volcanoes,
and sea floor spreading are
associated with movements of
the earth’s major plates.
CFU 0707.7.5
I can analyze the relationship
between plate movements and
areas of earthquake activity.
CFU 0707.7.6
I can analyze the relationship
between plate movements and
mountain building.
CFU 0707.7.7
I can analyze the relationship
between plate movements,
volcanoes, and sea floor
Materials:
1. Set diagram
posted on board
(Modified Venn
Diagram)
2. Theory of Plate
Tectonics Notes
3. Theory of Plate
Tectonics
Spreading Guided
Notes
4. Snack Tectonics
– Snickers Mini
Bars, Paper
Towels, Review
Question Sheets
and Diagram
5. Science Fair –
Packet Three
6. Oral Review
Questions about
Plate Boundaries
7. Homework
Collection folders
Materials:
1. Quick Write /
Quick Draw
template
2. Set Question
posted on Apple
TV
3. Earth’s Crust in
Motion Notes
4. Earth’s Crust in
Motion Small
Group Practice
5. Plate Tectonics
Review – Whole
Group Review
6. List of weekly
vocabulary
7. Frayer Model
Essential?
“The Earth”
1. What are the three types of plat boundaries?
2. Compare and contrast the three types of plate boundaries.
3. How does the movement that occurs at plate boundaries affect the Earth?
“Science Fair”
4. What is my question for science fair?
5. What is a hypothesis?
6.How can I differentiate between variables in a scientific experiment?
Topic – “The Earth” – The Theory of Plate Tectonics”
Set –
Modified Venn Diagram
The three types of Plate Boundaries – Transform, Convergent, & Divergent
Direct Instruction –
The “Theory of Plate Tectonics” Power Point presentation
Students will take notes in their Science Notebook (Entry # 65).
Whole Group discussion and review of any question during notes.
Individual Practice –
Snack Tectonics
Discuss and model the 3 types of Plate Boundaries
Whole Class Discussion
Science Fair – Packet Three
Phase 2 – Researching & Planning
 Confirm Topic
 Discuss Hypothesis
 Begin Research
 Background Research – Notes
Summary –
Snack Tectonics Review
Complete Review Questions
Oral review of the three types of plate boundaries
Homework – No Homework
Essential?
1. How does stress forces affect rock?
2. Why do faults form and where do they occur?
3. How does movement along faults change Earth’s surface?
Topic – “The Earth” – Earthquakes: Earth’s Crust in Motion
Set – Quick Write / Quick Draw
Students will answer the following questions with a written response and a labeled diagram.
1. What are the different types of stress forces that affect rock?
2. How do the different types of faults compare and contrast?
3. How does the movements along faults change Earth’s surfaces?
Direct Instruction –
“Earthquakes – Earth’s Crust in Motion”
Students will take notes in their Science Notebook using the Guided Notes (Entry # 67).
Whole Group discussion and review of any question during notes.
Small Group Practice (Peer Tutoring Pairs)–
Earth’s Crust in Motion Review and Enrichment
Differentiated
Instruction:
- Remediation: Guided
Notes, Hands – on
Concrete Modeling:
Snack Tectonics, Peer
Tutoring
- Enrichment: Snack
Tectonics – Analogies
and Critical Thinking,
Peer Tutoring
Collect work to be graded
for the week.
Differentiated
Instruction:
- Remediation: Guided
Notes, Review and
Reinforcement, Peer
Tutoring, Extended Time
- Enrichment: Peer
Tutoring
Formative Assessment for
lesson effectiveness:
- Formative Assessment:
- Compare the Set and
Closure activities.
Set
- “Quick Write and Quick
Draw”
Closure
- Exit Ticket
spreading.
SPI 0707.7.5
I can recognize that lithospheric
plates on the scale of continents
and oceans continually move at
rates of centimeters per year.
diagram example
8. Summary – Exit
Ticket
SPI 0707.7.6
I can describe the relationship
between plate movements and
earthquakes, mountain building,
volcanoes, and sea floor
spreading.
Whole Class Discussion & Review
Weekly Vocabulary Terms & Review Frayer Model template
Plate Tectonics Review
Summary –
Students will answer the following questions as an exit ticket:
1. What are the different types of stress forces that affect rock?
2. How do the different types of faults compare and contrast?
-
3. How does the movements along faults change Earth’s surfaces
8
Project Day
9
Project Day
10
GLE 0707.7.3
I can analyze the characteristics of
the earth’s layers and the location
of the major plates.
GLE 0707.7.4
I can explain how earthquakes,
mountain building, volcanoes,
and sea floor spreading are
associated with movements of
the earth’s major plates.
CFU 0707.7.5
I can analyze the relationship
between plate movements and
areas of earthquake activity.
CFU 0707.7.6
I can analyze the relationship
between plate movements and
mountain building.
CFU 0707.7.7
I can analyze the relationship
between plate movements,
volcanoes, and sea floor
spreading.
SPI 0707.7.5
I can recognize that lithospheric
plates on the scale of continents
and oceans continually move at
rates of centimeters per year.
SPI 0707.7.6
I can describe the relationship
between plate movements and
earthquakes, mountain building,
volcanoes, and sea floor
spreading.
11
GLE 0707.7.3
I can analyze the characteristics of
the earth’s layers and the location
of the major plates.
Materials:
1. Quick Write /
Quick Draw
template
2. Set Question
posted on Apple
TV
3. Earthquakes –
Measuring
Earthquakes Notes
4. Earthquakes –
Measuring
Earthquakes Small
Group Practice
5. Plate Tectonics
Review – Whole
Group Review
6. List of weekly
vocabulary
7. Frayer Model
diagram example
8. Earthquakes –
Hazards and
Safety Notes
9. Earthquakes –
Hazards and
Safety Individual
Review
8. Summary – Exit
Ticket
1. Set questions
posted on Apple
TV
Essential ?
1. What are the different kinds of seismic waves?
2. How does the energy of an earthquake travel through Earth?
3. What are the scales used to measure the strength of an Earthquake?
Topic – “The Earth” – Earthquakes: Measuring Earthquakes
Set – Measurement
Draw a labeled picture of a scientist who uses measurement at work.
Include a paragraph that explains why this drawing represents a scientist who needs to measure and
record data at work.
Direct Instruction –
“Earthquakes – Measuring Earthquakes”
Students will take notes in their Science Notebook using the Guided Notes (Entry # 69).
Whole Group discussion and review of any question during notes.
Small Group Practice (Peer Tutoring Pairs)–
Measuring Earthquakes Summary and Enrichment
Whole Class Discussion & Review
Weekly Vocabulary Terms & Review Frayer Model template
Plate Tectonics Review
Individual Practice and Review
“Earthquakes – Hazards and Safety”
Students will take notes in their Science Notebook using the Guided Notes (Entry # 71).
Whole Group discussion and review of any question during notes.
Summary –
Students will answer the following questions as an exit ticket:
1. What are the different kinds of seismic waves?
2. How does the energy of an earthquake travel through Earth?
3. What are the scales used to measure the strength of an Earthquake?
Homework – Complete the “Earthquakes – Hazards and Safety” Review
Essential?
1. What is the relationship between plate movements and areas of earthquake activity?
2. What is the relationship between plate movements and mountain building?
Differentiated
Instruction:
- Remediation: Guided
Notes, Review and
Reinforcement, Peer
Tutoring, Extended Time
- Enrichment: Peer
Tutoring
Formative Assessment for
lesson effectiveness:
Differentiated
Instruction:
- Remediation: Guided
Formative
Assessment:
Set
- “Quick Write and Quick
Draw”
Closure
- Exit Ticket
GLE 0707.7.4
I can explain how earthquakes,
mountain building, volcanoes,
and sea floor spreading are
associated with movements of
the earth’s major plates.
CFU 0707.7.5
I can analyze the relationship
between plate movements and
areas of earthquake activity.
CFU 0707.7.6
I can analyze the relationship
between plate movements and
mountain building.
CFU 0707.7.7
I can analyze the relationship
between plate movements,
volcanoes, and sea floor
spreading.
SPI 0707.7.5
I can recognize that lithospheric
plates on the scale of continents
and oceans continually move at
rates of centimeters per year.
SPI 0707.7.6
I can describe the relationship
between plate movements and
earthquakes, mountain building,
volcanoes, and sea floor
spreading.
12
“The Earth” –
GLE 0707.7.3
I can analyze the characteristics of
the earth’s layers and the location
of the major plates.
GLE 0707.7.4
I can explain how earthquakes,
mountain building, volcanoes,
and sea floor spreading are
associated with movements of
the earth’s major plates.
CFU 0707.7.5
I can analyze the relationship
between plate movements and
areas of earthquake activity.
CFU 0707.7.6
I can analyze the relationship
between plate movements and
mountain building.
CFU 0707.7.7
I can analyze the relationship
between plate movements,
volcanoes, and sea floor
spreading.
SPI 0707.7.5
I can recognize that lithospheric
2. Thinking map
example for the
concept map
assignment (set).
3. Earthquakes –
Monitoring Faults
Notes
4. Earthquakes –
Monitoring Faults
Small Group
Practice
5. Plate Tectonics
Review – Whole
Group Review
6. Earthquakes
and Volcano Lab
and compases
7. List of weekly
vocabulary
8. Frayer Model
diagram example
9. Earthquakes –
Volcanoes and
Plate Tectonics
Notes
10. Earthquakes –
Volcanoes and
Plate Tectonics
Individual Review
11. Summary –
Concept Map
Materials:
1. Set vocabulary
terms posted on
board
2. Thinking Maps
posted for
concept map
reference
3. Earthquakes
PPTs and review
sheets (have PPT
and review sheets
for 1 and 2
available for
discussion)
4. Study Guide to
reference and
prepare for quiz
5. Science Fair –
Packet Three
6. Project
Selection Approval
3. What is the relationship between plate movements, volcanoes, and sea floor spreading?
Topic – “The Earth” – Earthquakes: Monitoring Faults
Set – Faults
Draw a labeled diagram of the different types of faults.
Create a modified Venn diagram that compares and contrasts the different types of faults
Direct Instruction –
“Earthquakes – Monitoring Faults”
Students will take notes in their Science Notebook using the Guided Notes (Entry # 73).
Whole Group discussion and review of any question during notes.
Small Group Practice (Peer Tutoring Pairs)–
Monitoring Faults Summary and Enrichment
Earthquakes and Volcano Labs
Whole Class Discussion & Review
Weekly Vocabulary Terms & Review Frayer Model template
Plate Tectonics Review
Individual Practice and Review
“Earthquakes – Volcanoes and Plate Tectonics”
Students will take notes in their Science Notebook using the Guided Notes (Entry # 75).
Whole Group discussion and review of any question during notes.
Summary –
Students will create a concept map:
Create a concept map that accurately describes the relationship between the earthquake power
points and notes that we have reviewed this week.
Provide students with key words and vocabulary terms.
Homework – Complete the “Earthquakes – Volcanoes and Plate Tectonics” Review
EQ
“The Earth”
1. What is the relationship between plate movements and areas of earthquake activity?
2. What is the relationship between plate movements and mountain building?
3. What is the relationship between plate movements, volcanoes, and sea floor spreading?
“Science Fair”
4. What is my approved research question for science fair?
5. How do I begin the research needed to complete my science fair project?
6. What is a hypothesis?
7. How can I differentiate between variables in a scientific experiment?
Topic – “The Earth” – Earthquakes
Set –
Create a Concept Map that utilizes last week’s vocabulary terms
Vocabulary Terms: Normal Fault, Reverse Fault, Sheering, Compression and Tension
Whole Class Discussion
Earthquakes PPT from Week 2
PPT 1: Earth’s Crust in Motion PPT and Review Sheets
PPT 2: Measuring Earthquakes PPT and Review Sheets
Discuss assignments and due dates
Whole Class Discussion
Study Guide review and questions
Quiz 1 will be on Tuesday
Notes, Review and
Reinforcement, Peer
Tutoring, Extended
Time, Hands-on
Learning
- Enrichment: Peer
Tutoring, Critical
Thinking Skills, & Handson Learning
- Summary:
Concept Map
Differentiated
Instruction:
- Remediation: Guided
Notes, Hands – on
Concrete Modeling:
Snack Tectonics, Peer
Tutoring, Modified
Research directions and
expectations
Collect work to be graded
for the Science Fair
- Enrichment: Snack
Tectonics – Analogies
and Critical Thinking,
Peer Tutoring
- Formative Assessment:
- Review of Earthquakes
PPT 1 and 2 (along with
review and summary
work)
- Compare the Set and
Closure activities.
plates on the scale of continents
and oceans continually move at
rates of centimeters per year.
SPI 0707.7.6
I can describe the relationship
between plate movements and
earthquakes, mountain building,
volcanoes, and sea floor
spreading.
13
“Science Fair” –
GLE 0707.Inq.1
I can design and conduct
open-ended scientific
investigations.
CFU 0707.Inq.1
I can design and conduct an
open-ended scientific
investigation to answer a
question that includes a
control and appropriate
variables.
SPI 0707.Inq.1
I can design a simple
experimental procedure with
an identified control and
appropriate variables.
“The Earth” –
GLE 0707.7.3
I can analyze the characteristics of
the earth’s layers and the location
of the major plates.
GLE 0707.7.4
I can explain how earthquakes,
mountain building, volcanoes,
and sea floor spreading are
associated with movements of
the earth’s major plates.
CFU 0707.7.5
I can analyze the relationship
between plate movements and
areas of earthquake activity.
CFU 0707.7.6
I can analyze the relationship
between plate movements and
mountain building.
CFU 0707.7.7
I can analyze the relationship
between plate movements,
volcanoes, and sea floor
spreading.
SPI 0707.7.5
I can recognize that lithospheric
plates on the scale of continents
and oceans continually move at
rates of centimeters per year.
SPI 0707.7.6
I can describe the relationship
between plate movements and
earthquakes, mountain building,
volcanoes, and sea floor
spreading.
Forms and
Research Forms
7. Homework
Collection Folders
for S. Fair
documents
Whole Class Discussion
Science Fair – Packet Three
Phase 2 – Researching & Planning
 Confirm Topic
 Discuss Hypothesis
 Begin Research
 Background Research – Notes
Individual Conferences –
Project Approval
Collect Science Fair documents that are due.
Grade Science Fair documents for completion, discuss with students.
Review the Research Log directions and expectations.
Summary –
Oral questions to review vocabulary terms to prepare for tomorrow’s quiz.
Homework – Prepare for Quiz 1 on Tuesday
Materials:
1. Quick Write /
Quick Draw
template
2. Set Question
posted on Apple
TV
3. Quiz 1
4. Earthquakes
PPTs and review
sheets (have PPT
and review sheets
for 4 and 5
available for
discussion)
5. List of weekly
vocabulary
6. Frayer Model
diagram example
7. Earthquakes
and Volcanoes PPT
8. Earthquakes
and Volcanoes
Foldable
9. Geology
Newspaper Article
#2 Options,
Directions, and
Expectations
10. Summary –
Essential?
“The Earth”
1. What is the relationship between plate movements and areas of earthquake activity?
2. What is the relationship between plate movements and mountain building?
3. What is the relationship between plate movements, volcanoes, and sea floor spreading?
Topic – “The Earth” – Earthquakes
Set – Quick Write / Quick Draw
Students will answer the following questions with a written response and a labeled diagram.
1. How do earthquakes occur?
2. How do volcanoes occur?
Assessment –
Quiz 1
This assessment has been postponed and rescheduled for today due to inclement weather and
absences.
Whole Class Discussion & Review Earthquakes PPT from Week 2
PPT 4: Monitoring Faults
PPT 5: Volcanoes and Plate Tectonics
Review associated assignments and due dates
Whole Class Discussion –
Weekly Vocabulary
Review Frayer Model directions and expectations
Seismic Waves, Seismograph, Epicenter, Focus, Volcano Vent
Direct Instruction –
Earthquakes and Volcanoes PPT
Begin construction and completion of Foldable
Review questions
Whole Class Review and Discussion –
Discuss the Geography Newspaper Article 1 (Geology Consortium) and questions
Differentiated
Instruction:
- Remediation: Guided
Notes, Review and
Reinforcement, Peer
Tutoring, Extended Time
Summative Assessment
for first half of this unit:
Quiz 1
- Enrichment: Peer
Tutoring
Set
- “Quick Write and Quick
Draw”
Closure
- Exit Ticket
Formative Assessment for
lesson effectiveness:
Exit Ticket
Introduce Article #2 – Convection Currents and the Mantle
Completed Articles (both) will be due on Friday
Summary –
-
Exit Ticket
How are the movements of earth’s plate related to earthquakes and volcanoes?
Homework – Complete the notes for Earthquakes and Volcanoes PPT
14
“The Earth” –
GLE 0707.7.3
I can analyze the characteristics of
the earth’s layers and the location
of the major plates.
GLE 0707.7.4
I can explain how earthquakes,
mountain building, volcanoes,
and sea floor spreading are
associated with movements of
the earth’s major plates.
CFU 0707.7.5
I can analyze the relationship
between plate movements and
areas of earthquake activity.
CFU 0707.7.6
I can analyze the relationship
between plate movements and
mountain building.
CFU 0707.7.7
I can analyze the relationship
between plate movements,
volcanoes, and sea floor
spreading.
SPI 0707.7.5
I can recognize that lithospheric
plates on the scale of continents
and oceans continually move at
rates of centimeters per year.
SPI 0707.7.6
I can describe the relationship
between plate movements and
earthquakes, mountain building,
volcanoes, and sea floor
spreading.
15
“The Earth” –
GLE 0707.7.3
I can analyze the characteristics of
the earth’s layers and the location
of the major plates.
GLE 0707.7.4
I can explain how earthquakes,
mountain building, volcanoes,
Materials:
1. Thinking Maps
posted for
concept map
reference
2. Set directions
posted on Apple
TV
3. Station 1 –
Volcano Lab
directions and
materials for Ring
of Fire
Investiagation
4. Station 1 –
Foldable Paper
and Markers
5. Station 2 –
Mercalli Scale lab
6. Station 3 –
Engineering
packet for
Spaghetti
Earthquake
Challenge
7. Spaghetti
Earthquake
materials –
spaghetti, mini
marshmallows,
duct tape, and
dissecting pans
8. Summary – Exit
Ticket
Materials:
1. To-do list
template (printed)
2. Set directions
posted on Apple
TV
Essential ?
“The Earth”
1. What is the relationship between plate movements and areas of earthquake activity?
2. What is the relationship between plate movements and mountain building?
3. What is the relationship between plate movements, volcanoes, and sea floor spreading?
Topic – “The Earth” – Earthquakes & Engineering
Set – Engineering
Create a Concept Map that lists and describes the five steps of the Engineering Design Process
Small Group Stations –
Students will complete work at three separate stations
Students will have 17 minutes to work with their small groups at each station
Station 1 – Volcano Lab
- Ring of Fire investigation
- Complete Earthquake and Volcano Foldable
Station 2 – Earthquake Lab
- Mercalli Scale
Station 3 – Engineering an Earthquake-Proof Tower
- Design and Plan the Earthquake-Proof Tower
- Consider and evaluation the materials available to model your group’s Earthquake-Proof Tower in
the Spaghetti Earthquake Challenge
Summary –
Students will answer the following questions as an exit ticket:
1. What are the different kinds of seismic waves?
2. How does the energy of an earthquake travel through Earth?
3. What are the scales used to measure the strength of an Earthquake?
Differentiated
Instruction:
- Remediation:
Heterogeneous
Grouping, Peer
Tutoring, and modified
work assignments
Extended Time
- Enrichment: Peer
Tutoring
Homework – Complete the station work for Earthquakes and Volcanoes stations
Essential ?
“The Earth”
1. What is the relationship between plate movements and areas of earthquake activity?
2. What is the relationship between plate movements and mountain building?
3. What is the relationship between plate movements, volcanoes, and sea floor spreading?
Differentiated
Instruction:
- Remediation:
Heterogeneous
Grouping, Peer
Tutoring, and modified
Formative Assessment for
lesson effectiveness:
Set
- Concept Map
Station 3
- Engineering Plan for
Spaghetti Earthquake
Challenge
and sea floor spreading are
associated with movements of
the earth’s major plates.
CFU 0707.7.5
I can analyze the relationship
between plate movements and
areas of earthquake activity.
CFU 0707.7.6
I can analyze the relationship
between plate movements and
mountain building.
CFU 0707.7.7
I can analyze the relationship
between plate movements,
volcanoes, and sea floor
spreading.
SPI 0707.7.5
I can recognize that lithospheric
plates on the scale of continents
and oceans continually move at
rates of centimeters per year.
SPI 0707.7.6
I can describe the relationship
between plate movements and
earthquakes, mountain building,
volcanoes, and sea floor
spreading.
STANDARDS
3. Engineering
packet for
Spaghetti
Earthquake
Challenge
4. Spaghetti
Earthquake
materials –
spaghetti, mini
marshmallows,
duct tape, and
dissecting pans
5. Data sheets and
documents for
Spaghetti
Earthquake
Challenge.
8. Summary – Peer
Review Sheets and
To-do list
feedback
Topic – “The Earth” – Earthquakes & Engineering
Set – Engineering
Work in your small groups to create a “To-do” list for today’s class.
Your list should begin with today’s goals and should also include each team member’s role and
responsibilities for the Spaghetti Earthquake Challenge.
Small Group Hands-on Lab –
Spaghetti Earthquake Challenge
Students will continue their work from Station 3 (from the previous lesson)
- Students will use their Designs and Plans for their Earthquake-Proof Tower
- Students will construct and engineer their earthquake-proof tower
- Students will test and experiment with their group’s tower
- Students will compare their tower’s data with other seventh grade teams
Summary –
Students will work in small groups to review their “To-do” lists to determine their team’s
performance for today’s lesson and tasks.
Students will complete peer reviews for each team member in their small group
work assignments
Extended Time
- Enrichment: Peer
Tutoring
Homework – Complete the Geology Newspaper Article #2.
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
Embedded Inquiry
Conceptual Strand
Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 st century.
Guiding Question
What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
Grade Level Expectations:
GLE 0707.Inq.1
GLE 0707.Inq.2
GLE 0707.Inq.3
GLE 0707.Inq.4
GLE 0707.Inq.5
Checks for Understanding
0707.Inq.1
0707.Inq.2
0707.Inq.3
0707.Inq.4
Design and conduct open-ended scientific investigations.
Use appropriate tools and techniques to gather, organize, analyze, and interpret data.
Synthesize information to determine cause and effect relationships between evidence and explanations.
Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.
Communicate scientific understanding using descriptions, explanations, and models.
Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.
Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation.
Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon.
Review an experimental design to determine possible sources of bias or error, state alternative explanations, and identify questions for further investigation.
0707.Inq.5
State Performance Indicators
SPI 0707.Inq.1
SPI 0707.Inq.2
SPI 0707.Inq.3
SPI 0707.Inq.4
SPI 0707.Inq.5
Design a method to explain the results of an investigation using descriptions, explanations, or models.
Design a simple experimental procedure with an identified control and appropriate variables.
Select tools and procedures needed to conduct a moderately complex experiment.
Interpret and translate data in a table, graph, or diagram.
Draw a conclusion that establishes a cause and effect relationship supported by evidence.
Identify a faulty interpretation of data that is due to bias or experimental error.
Embedded Technology & Engineering
Conceptual Strand
Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
Guiding Question
How do science concepts, engineering skills, and applications of technology improve the quality of life?
Grade Level Expectations:
GLE 0707.T/E.1
GLE 0707.T/E.2
GLE 0707.T/E.3
GLE 0707.T/E.4
Explore how technology responds to social, political, and economic needs.
Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing, evaluating, modifying, and
retesting.
Compare the intended benefits with the unintended consequences of a new technology.
Describe and explain adaptive and assistive bioengineered products.
Checks for Understanding
0707.T/E.1
0707.T/E.2
0707.T/E.3
0707.T/E.4
0707.T/E.5
Use appropriate tools to test for strength, hardness, and flexibility of materials.
Apply the engineering design process to construct a prototype that meets certain specifications.
Explore how the unintended consequences of new technologies can impact society.
Research bioengineering technologies that advance health and contribute to improvements in our daily lives.
Develop an adaptive design and test its effectiveness.
State Performance Indicators
SPI 0707.T/E.1
SPI 0707.T/E.2
SPI 0707.T/E.3
SPI 0707.T/E.4
Identify the tools and procedures needed to test the design features of a prototype.
Evaluate a protocol to determine if the engineering design process was successfully applied.
Distinguish between the intended benefits and the unintended consequences of a new technology.
Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).
Standard 7 – The Earth
Conceptual Strand 7
Major geologic events that occur over eons or brief moments in time continually shape and reshape the surface of the Earth, resulting in continuous global change.
Guiding Question 7
How is the earth affected by long-term and short term geological cycles and the influence of man?
Grade Level Expectations:
GLE 0707.7.3
Analyze the characteristics of the earth’s layers and the location of the major plates.
GLE 0707.7.4
Explain how earthquakes, mountain building, volcanoes, and sea floor spreading are associated with movements of the earth’s major plates.
Checks for Understanding
0707.7.5
Analyze the relationship between plate movements and areas of earthquake activity.
0707.7.6
0707.7.7
State Performance Indicators
SPI 0707.7.4
SPI 0707.7.5
SPI 0707.7.6
Analyze the relationship between plate movements and mountain building.
Analyze the relationship between plate movements, volcanoes, and sea floor spreading.
Differentiate among the characteristics of the earth’s three layers.
Recognize that lithospheric plates on the scale of continents and oceans continually move at rates of centimeters per year.
Describe the relationship between plate movements and earthquakes, mountain building, volcanoes, and sea floor spreading.