Lesson Plans – Earth’s Layers and Plate Tectonics
Objectives – Students will be able to:
E2.2A Describe the Earth’s principal sources of internal and external energy
(radioactive decay, gravity, solar energy – also extraterrestrial impacts) – section 6.2.
E2.2C Describe the natural processes in which heat transfer in the earth occurs by conduction, convection, and
radiation (motion of plates is due to convection currents in mantle) – section 6.2.
E3.1B Explain the relationship between the rock cycle and plate tectonics theory in regard to the origins of igneous,
sedimentary, and metamorphic rocks – section 6.4.
E3.2A Describe the interior of the Earth (in terms of crust, mantle, inner and outer cores) and where the magnetic field
of the Earth is generated - section 6.1 (especially convergent and divergent plate boundaries)
E 3.2C Describe the differences between oceanic and continental crust (including density, thickness, age,
composition) – sec 6.1-6.4.
E3.3A Explain how plate tectonics accounts for the features and processes (sea floor spreading, mid-ocean ridges,
subduction zones, earthquakes and volcanoes, mountain ranges) that occur on or near the Earth’s surface. (6.1-6.4)
E3.3B Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with
the cooling and sinking of aging ocean plates that results from their increased density – section 6.2.
E 3.3C Describe the motion history of geologic features (e.g., plates, Hawaii) using equations relating rate, time, and
distance – section 6.3.
E3.4A Use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries
Use at start of unit next time (16-17): Log: Look at the image of the earth that is up on the screen and describe
what you see (well enough so that another person can try to visualize it by using your description). The earth
now looks a lot different than this recreation of what scientists believe it looked like about 250-270 million
years ago, propose a way in which the earth may have changed to look like it does today.
Classwork: Hand out textbooks and textbook condition assessment forms while students complete the log
question. 8th graders get their book from last year. All students must complete (or verify) a condition
assessment document, get it signed by their parent/guardian, and return the sheet by Wed, 12 Dec.
Introduce earth’s layers and plate tectonics. Put name in textbook – this means YOU! Discuss log.
Introduce concept of plate tectonics, relate to structure of the earth’s interior. Begin Earth’s Layers Foldable
(complete between today and tomorrow, quiz on Thurs).
Homework: Get book assessment sheet signed by Wed. Get (or make) a cover for your textbook by 17 Dec.
Vocab (Mon – Wed):
17 Oct 2014: Classwork: Use textbook to begin the Layers of the Earth flipbook. Be sure to put any distances in
both km and miles.
Vocab (17-21 Oct): Pangaea, crust, mantle, inner core, outer core, lithosphere, asthenosphere, convection currents.
20 Oct: Classwork: Finish the Layers of the Earth flipbook. Use pages 88-91 of the class set of “Inside the Restless
Earth” textbooks to add to your info from your textbook.
Classwork/Homework: RSG 8.2, Sec Rev, P. 189 probs 1-3
Homework: Play “Earth’s Layers” game (number 11768) at www.reviewgamezone.com if you have time.
Otherwise, you can do it from home.
21 Oct: Enviro Club meets today from 3-4:30pm. You must be picked up promptly at 4:30pm or you risk being
excluded from the club.
Classwork: Help with yesterday’s homework as needed. Discuss flipbook. Add details from Princeton Prof’s
study of the composition and thickness of the mantle. Discuss amorphous solids, temp and pressure impact
on “mineral” perovskite to make lower mantle a solid, definition of minerals, reasons we believe inner core is
solid and outer core is liquid, density and layering of the earth. Perovskite’s current/future use in solar
panels.
Vocab: Amorphous, viscous, density, mineral
Homework: “Quiz” sheet from Bill Nye Crust movie – used as a review/check for understanding, not a grade
(quiz section). “Why Was the Earth so Hot?” (e.e.) reading passage and 6 related questions.
Due: Flipbook on Earth’s Layers, with today’s added notes
22 Oct: Log: What does density apparently have to do with the current setup of the layers of the earth?
Due: Yesterday’s homework
Classwork: Go over “Why Was the Earth so Hot?” (e.e.) and add details for asteroids, meteors, meteorites,
and uniformitarianism. Discuss/take notes on age of the universe and earth, minimum duration of mantle
convection current loop (at least 75 million years) – EC for finding scientific research for this duration.
Vocab: Asteroid, Meteor, Meteorite, Uniformitarianism
Homework: Cloze procedure for “Why Was the Earth so Hot?” (e.e.) article, with 6 related questions on the
back. This is a review of the sheet that we went over in class today.
23 Oct: Is 100,000 years a long or short time period in relationship to a human life span? How about in relationship
to planet earth’s age? By the way – how old do scientists think the earth is at this time?
Due: Cloze procedure from last night.
Classwork, Part 1: Exchange 17-question fill-in-the-blank Cloze procedure from “Why Was the Earth so
Hot?” article with a person in your group so that you don’t have your paper, score the worksheet for
accuracy, then turn them in with your NAME, HOUR, ST# on the top of the page that has been graded. Put
the Score out of 17 possible points in the big empty space to the right of the vocab list at the top of the page.
Classwork, Part 2: Read “Plate Tectonics” (e.e.) article, while highlighting or underlining the important
information and key terms in the article, and then answer the related questions on the back.
Classwork, Part 3: The last paragraph of the Plate Tectonics article indicates that there are 12 large plates
making up the surface of the earth. Use page 195 in your text to label 9 of those plates on the map of the
earth you picked up on the way into class (e.e.); put the arrows from page 195 on your map as well.
Vocab: Infer, Wegener, continental drift, convergent, divergent, boundary, supercontinent, mid-Atlantic
ridge
Homework: Section review, page 195, questions 1-3, 6. (e.e.)
24 Oct: MEET IN LAB 3 – Room 227 – Complete PBIS ppt during Phantom Time (in lab 15)
Log: Complete the graphs and charts activity that you picked up on the way into class. (logs)
Due: Sec Rev, P. 195
Extra item to deal with: Enviro Club permission slips and Enviro Club field trip forms (for 11 Nov Turkey
Farm visit)
Classwork, part 1: Predict what the U.S. Forest Service’s map of fall colors will look like, then go to
http://www.fs.fed.us/fallcolors/2014/index.shtml and have a look to see if you are correct.
Classwork, Part 2: Complete “Internet Introduction to Pangaea” (e.e.) exercise that is handed out in class.
Any remaining time: For review, use our quizlet (Mr. C Approved MACAT plate tectonics and also play
“Earth’s Layers” game (number 11768) at www.reviewgamezone.com if you have time. Otherwise, you can
do it from home.
Vocab: mya, bya, Pangaea, Laurasia, Panthalassa, Tethys Sea, Wegener
Homework: Anything not completed in class
27 Oct: Mr. C at Central Office 8-11:30am
Log: Pangea’s name is derived from the Greek pangaia, meaning “all the Earth.” Why was it named that way
by scientist Alfred Wegener in 1912?
Classwork, Part 1: Read the article called “Magnetic Mapping of the Ocean Floor” (e.e.) and answer the
question on the back, as well as the related questions on the back of the “Why Was the Earth so Hot?” (e.e.),
which was the cloze procedure (fill-in-the-blank) sheet from last week (Pass these sheets back out from the
stack in the outbox, if needed).
Classwork, part 2: In your e.e. section, do the following on one page: Answer the “Check Your Reading”
questions on pages 201, 202, and 204. Do the Section Review on page 204 (all of it)
Vocab: magnetic reversal, paleomagnetism, magnetometer
Homework: “Magnetic Mapping of the Ocean Floor” (e.e.) cloze procedure. As always, try to complete this
sheet without using the word bank or the original passage, but feel free to use those items for help if needed.
(due tomorrow)
28 Oct: Due: “Magnetic Mapping of the Ocean Floor” cloze procedure
Classwork: Magnetic reversals lab. Prepare for the plate tectonics individual/group project (each student
will draw and label specific items on ¼ of the planet and be graded on that work; when assembled together
each group has the entire planet)
Homework: Start working on your part of the project!
Vocab: Polarity, Polar
29 Oct: MEET IN LAB 3 – Room 227
Classwork: Research for your part of the plate tectonics individual/group
project – group determines who does each part of the project and puts initials
next to every item (1-37) on the directions side of the rubric. Set up the ocean
ridges to cross from one map to the other smoothly, label the oceans and
continents and anything else you can label.
Maps/other info for projects:
Hotspots: http://geology.about.com/od/platetectonicmaps/ss/World-Hotspots-Map.htm (beware, it’s
centered differently than our map for class). short URL: http://abt.cm/ZZH4W7
Mid-Ocean Ridge map: http://pubs.usgs.gov/gip/dynamic/baseball.html (not perfect, but has many of the
big ones). short URL: http://on.doi.gov/10yBGtY
MMS and Richter Scales: (for later use): http://www.kids-fun-science.com/moment-magnitude-scale.html
Short URL: http://bit.ly/1sErJAS
VEI: (for later use) http://volcanoes.usgs.gov/images/pglossary/vei.php Short URL:
http://on.doi.gov/1wFIxgP
30 Oct: Classwork: Continue plate tectonics individual/group project – in class.
Add this lesson in 2016-17:
Classwork: Discuss answers to log question. Complete Mid-Ocean Ridge and Sea
Floor Spreading lab similar to the one in the text – use Mr. C’s version that is handed out (labs – due at end
of class).
Due: Today’s lab is due today
31 Oct: Log: Assuming uniformitarianism, if the Atlantic continues to widen at its current rate (2.5cm/yr) how much
farther will the 5860 km (3650 mile) trip from NYC to Paris be in 100 years, 1,000 years, and 1,000,000 years?
Classwork: http://www.fs.fed.us/fallcolors/2014/index.shtml U.S. Forest Service Fall Colors. Plate tectonics
individual/group project continues.
Vocab: Purpose-built, borehole, magnetic reversal, crust, mantle, crust and mantle thickness (6km, 60km)
Classwork/Homework: Due Wed, both sheets go in the E.E. Section: Review Sheet with one side having 2 images of
earth for compositional and structural fill-in-the-blank questions, “Video Questions” on the other side (we
skipped the video, but the questions are a great review of what you should know by now). 2nd sheet is an
article about a billion dollar mission to drill into the mantle, with questions about the article.
3 Nov: Meet in lab 3 – Room 227, Hours 2-4 (my room 1st hour)
Due: I will begin checking parts of the projects today. Anything that is done can be marked on your rubric (by me)
Classwork: Remind students that the ring of fire needs to be highlighted with a pink line around the Pacific. Work on
project – trench depths (look them up) and sea floor spreading rates (see document in my outbox).
Homework: Article about oldest crust on earth to show plate tectonic movement – for “tomorrow” (Wed) – with
several questions on the article.
4 Nov – No School
5 Nov: Phantom Time: Conduct survey for yearbook
Log: How old is the earth? How old is the oldest continental crust we have found? How old is the oldest basaltic
ocean floor we can find? How do you account for the differences in these 3 ages?
Due: Structure and Composition of the earth/”Video Questions” review sheet and Billion Dollar Mantle Mission
article questions are due. Oldest crust on earth to show plate tectonic movement is also due.
Classwork: Complete both sides of 11x17 “Tectonic Map” review (T/Q) in class – alone and then in groups to check
work while I give credit for “Billion Dollar Mantle Mission” article. Small groups discuss all of the work that is
due, give credit parts of each student’s map while students work on making all 4 maps agree with oneanother and each student makes a key for their part of the map.
Classwork/homework: “Hot Spot Hawaii” (e.e.) article with questions – due tomorrow.
Vocab: Hot spot
6 Nov: Log: “I can” review with learning targets/objectives for this unit (from last lesson plans).
Due: Plate tectonics maps will be checked for adequate progress
Classwork: Discuss “Hot Spot Hawaii”. Start map activity with laminated maps of elevation (geography),
earthquakes (seismology), volcanoes (volcanology), sea floor ages (geochronology).
Vocab: Volcanology, seismology, geochronology
Homework: Read both sheets of the “Density of Oceanic Crust” lab (labs!) and complete the chart on the back of the
first page “Density vs. Depth at Site/Hole 1256C” so you can ask more about it before we do the rest of the
lab.
7 Nov: Log: Graphs and charts activity, with several questions (logs).
Classwork: Continue to work on the activity with the laminated maps in your groups of 4 (finish next Wed, since we
have the computer lab on Mon and Tues to finish your big world maps)
Homework: You still need to be working on your part of the big world map! Should be done with everything except
the earthquake and volcano by now.
10 Nov: Meet in room 227 – comp lab #3
Classwork: Work on volcano and earthquake plotting on your map with the volcano and earthquake that I give to
you. Begin the 9 island arcs, trenches, earthquakes and volcanoes questions that have been added to the
rubric file in my outbox on the server (with quakes and volcanoes).
Vocab: Shield volcano, cinder cone, composite volcano (stratovolcano), VEI, Richter scale, Moment Magnitude Scale.
Homework: Use the Quizlet to study for our 12 Nov Plate Tectonics Quiz – Join the “Mr. C’s MACAT Approved” class,
and perhaps the MACATs class on Quizlet.
11 Nov: Meet in room 227 – comp lab #3 – work on maps
Classwork: Finish volcano and earthquake mapping on your part of the big map, plus complete the sheet of related
questions that you started yesterday. The Rubric document in my outbox can be emailed home or saved to
your google drive so that you can continue to work after class as needed. DON’T FORGET TO MAKE THE MAP
KEY WHILE USING ALL OF THE COLORS THAT ARE LISTED IN THE RUBRIC!
Vocab: Uniformitarianism, Pangaea
Homework: Any parts of yesterday or today’s work that are not done. You should be done with your maps, and they
are due on 13 Nov.
12 Nov: Due: All 9 of the density problems on the “Density of Oceanic Crust” lab’s “Density vs. Depth at Site/Hole
1256C” chart (middle of page 2 of the 4 sides in the packet)
Log: Write down what you think the pattern of autumn leaves will be if we look at them on the U.S. Forest Service’s
autumn map. Look at the site and write what you actually see. As part of what you write, describe what
elevation and latitude have to do with fall colors.
Classwork: Discuss the 9 density problems. Go over the independent and dependent variables for the graph
described in part 2 on the top RHS of the 1st page of the lab. Continue the presentations of the laminated map info
that we started last Friday.
Vocab: independent and dependent variables
Homework: Plot the densities for the lab for next Wed.
13 Nov: Note: 4th hour Box Tops for Education Contest starts now and runs until January 15th. The winning 7th
and 8th grade classes will receive a pizza party.
Classwork: Hand out and explain/discuss classroom grading version of the map project rubric. Maps will now be due
on 17 Dec. Begin to watch “How the Earth Was Made” video, Part 1, with PPT review questions about
Wegener and Plate Tectonics. Link for video: http://documentaries-plus.blogspot.com/2011/02/how-earthwas-made.html
Homework: Compare the updated and more detailed rubric (includes the earthquakes and volcanoes we added) to
your project and make sure that you are all set for Monday. Ask additional questions tomorrow.
14 Nov: PLC Day – short classes.
Classwork: More map questions. Discuss the lander that just arrived on the comet after 10 years and 4 billion miles
of travel. Relate the recent events with Kilauea volcano on Hawaii’s big island (30th year of continuous
eruption, not overtaking another town). Discuss the recent earthquake, initially thought to be on the New
Madrid Fault , but actually too far away, may be due to fracking in Kansas? Video – beware of the comments,
I watched with comments disabled: https://www.youtube.com/watch?v=0p1sTZ0MpU0
Vocab: New Madrid Fault
Great Opportunity offered by MACAT student Bridget Stempien with the support of her parents and local birders.
YOUNG BIRDERS OUTING: December 6th at 9:00 am, Kensington Metropark greeting/nature center – see map
links below. There will be extra binoculars for everyone to use, also be sure to dress for the weather. Anyone is
allowed to join the club and if they wish to they can contact Bridget at 734-895-5417 or Mrs. Stempien 734-6589038 Map:
http://www.metroparks.com/Multimedia/www.metroparks.com/Files/Maps/Kensington_park.pdf
shorter version of the link: http://bit.ly/PMhxv2 - enter off of exit 151 on I-96, Nature Center is in the
lower left ¼ of the map. Kensington Metropark Bird Checklist: http://bit.ly/1yHutCx
Birding at the park: The Nature trails around Kensington Nature Center offers great year-round birding. In
winter, songbirds will land in your hand to eat seed, please do not drop seed on ground or feed the
sandhill cranes. In spring and fall, migrants make their way through the park. In summer, the
breeding birds are sitting on their nests. Check out link below to view the bird list.
17 Nov: Phantom Time: Formative Assessment
Classwork: Map project is due – grade in class.
18 Nov: 3-4:30pm Today – Enviro Club in my room
7:30am to 8:25 am AMC8 Math test with Mrs. Morford. Selected students only.
Log: Look at the maps on the back of these plans and explain what you see in each map and how it uses the concepts
of Volcanology, Seismicity, Sea-Floor Plate Age, and Topography to support the current version of Plate
Tectonics Theory.
Classwork: Movie – finish part 1 of “How the Earth Was Made” video, Part 1, with PPT review questions about
Wegener and Plate Tectonics. Use comprehensive maps from the laminated map activity to ask questions
and determine students’ level of understanding of the concepts relating Volcanology, Seismicity, Plate Age,
and Topography to their support of the current model of Plate Tectonics Theory.
Due: Late Map Projects
Homework: Explain how it is that the density of the crust and the sea floor accounts for the creation of mountains
like the Rockies and Sierra Nevada Mountains, then compare that to how the Appalachians, Atlas, and Urals
were formed – due tomorrow.
19 Nov: Phantom Time: Show the Hallway Behavior Lesson during Phantom Time – data to Mrs. Postel.
Classwork: Discuss last night’s homework. Make Cootie Catchers to review plate tectonics and to ensure that
students can explain the different types of boundary interactions. Mr. C grades your graphs, then we discuss
them to prep for the lab (delayed to 1 Dec due to student absences and the holiday).
Due: Graphs for the Density of Continental and Oceanic Crust Lab.
20 Nov: Log: The US and Africa are moving apart at 2.8cm/year. Assuming uniformitarianism, and the fact that we
think the continents were pressed together 250-270 million years ago (mya or ma), how far apart should the
continents be at this time? Calculate this – show your work! (don’t forget that the plates are still touching,
the Atlantic sea floor is just spreading apart at its rift valley and new sea floor is solidifying from magma
bubbling up to form the mid-Atlantic ridge).
Classwork, Part 1: How are hot spots used to track plate motion? Draw a picture to explain your answer, and
reference Hawaii in the answer as well.
Classwork, Part 2: Tie up loose ends, hand out tomorrow’s work with next week’s review sheet attached as the last 2
pages. Students can start the review today in class.
21 Nov: Log: Use Google Earth to determine the current distance between Africa and the US to decide if the
2.8cm/year plate seafloor spreading number matches well with 250-270 mya estimate of the start of the breakup of
the northern and southern parts of Pangaea.
Classwork/Homework: Complete Plate Tectonics internet activity in Lab 3 (room 227). If time permits, play Pangaea
review game at www.reviewgamezone.com – game # 11777. You can also review by going to this website to play
the Pangaea game http://www.purposegames.com/game/2321. Then use the same site play the following games:
Plate Tectonics and Earth Layers.
24 Nov: Jeopardy game for test review.
25 Nov: Due to band (21 students absent) and early vacation/illness (12 students
absent), today is a review day for students who are present to complete the review
sheet (last part of last week’s computer lab exercise) and use the laptops with Quizlet
in class for test review as well.
YBTC Club – Meets on Dec 2 and Dec 17 from 3-4pm
Enviro club dates: 4 Dec (Thurs), 9 Dec, 16 Dec
1 Dec: Put up maps – with staples!!!! Tape takes the paint off of the walls!
Log: What is has our claim been when we talk about the densities of granitic and basaltic crusts?
Classwork: Finish the Granite and Basalt Density Lab. Use this spreadsheet to share data to finish our lab:
http://bit.ly/1y4aakM (sheet has been shared with LPS address of at least one member of each lab group in
each class)
Due: Analysis questions from page one of the density lab we completed today – you should do them in class today. I
will collect them after the test or on Wed, if needed.
Vocab: Density, core sample, section, interval, basalt, granite, limestone, sandstone, gneiss, schist, metamorphic
rock, igneous rock.
Homework: Finish the Quizlet review for plate tectonics (Mr C’s MACAT Approved Plate Tectonics) Also, answer #22
and 26-31 on page 216 (no need to write these questions down)
Bring your textbook today!
2 Dec: Collect funds for Blanket Activity
Classwork: Plate Tectonics Test.
Classwork/Homework: Read section 7.1 and take notes without using the RSG – due Friday
Vocab: Fault, fault plane, normal fault, reverse fault, strike-slip fault, stress, shear
3 Dec: Collect funds for Blanket Activity
Put up maps – with staples!!!! Tape takes the paint off of the walls!
Log: Fall Colors – last look: http://www.fs.fed.us/fallcolors/2014/index.shtml
Classwork: Complete viewing of these videos: “Greatest Discoveries” video, part 1 (7 min) and part 2 (10 Min - saved
in my United Streaming acct) - With questions.
Classwork/Homework: Earthquake graphing chart (labs, for Fri)
Vocab: Fault, fault plane, normal fault, reverse fault, strike-slip fault, stress
Due: Analysis questions from the lab on Monday (last chance)
4 Dec: P and S wave lab – complete entire lab in class
Homework: Finish lab as needed for tomorrow.
Bring your textbook and RSG today!
5 Dec: PLC Day – Short Classes
Log: Compare your Earthquake graphing chart with the 4 people in your normal group. Summarize what you see,
and be prepared to read that summary aloud.
Classwork: Using your notes on 7.1, complete the 7.1 RSG – don’t look at other people’s notes, and don’t use the
book. This is a way to see if you are getting the important info out of the book and not taking too few or too
many notes. Discuss types of faults and relate them to tectonic plate boundaries (my notes + Elmo).
Due: Notes on 7.1 – Earthquakes, P and S wave lab.
Vocab: Fault, fault plane, normal fault, reverse fault, strike-slip fault, stress, shear
8 Dec: Log: 7.1 review – from textbook
Begin fault lab – obtain the plates (wood blocks) and draw as many different pictures as possible to illustrate how the
plates can move in relationship to one another.
Old plans from 2 years ago
http://www.sandatlas.org/rock-types/ - use it to redirect kids who ask me things like "which type of rock is this cool
one I found?"
Classwork: Add P and S wave info to Earth’s Layers foldable based on the results of our map and your new P and S
wave knowledge.
Volcanoes
Dec: Log: VIEW the following graph to determine which rocks have the lowest and highest amounts of Silica (Si) in
them and start to relate it to the continental crust vs. oceanic crust (we’ll complete the chart together). Note that
Andesite is named after the Andes Mountains that are found on continental crust in South America (Info taken from
http://www.geology.sdsu.edu/how_volcanoes_work/Controls.html )
SiO2
MAGMA TYPE
CONTENT
MOST COMMON LOCATION COMMENTS
VOLCANIC
OF THIS ROCK TYPE (OCEAN
ROCK
OR CONTINENT)
What is SiO2 called? __________ _________
~50%
Mafic
Basalt
~60%
Intermediate
Andesite
~65%
Felsic (low Si)
Dacite
~70%
Felsic (high Si)
Rhyolite
Use this USGS info to talk about Hawaii lava flow: http://hvo.wr.usgs.gov/maps/ Lava image for right now on Hawaii:
http://hvo.wr.usgs.gov/maps/uploads/image-177.jpg
Notes: The three main controlling factors on explosivity -- viscosity, temperature, and the amount of dissolved
gases in the magma.
Vocab: Silica content, shield volcano, mafic, felsic, viscosity. Also, in a sense, viscosity is the inverse of fluidity –
another new vocab word.
19 Dec 2014: Make blankets for charity and eat snacks in my room all day, with Mr. Senecal’s classes.
Homework: Seriously? What does the word “vacation” mean? Enjoy your time off and come back ready to
work!
7 Jan 2013 HAPPY NEW YEAR, WELCOME BACK!
Classwork: “How the Earth was Made” – Part 1, with discussion – link: http://documentariesplus.blogspot.com/2011/02/how-earth-was-made.html
Vocab: Stromatolite, protoplanet, cataclysm
Classwork: “How the Earth was Made” – Part 2, with discussion – end at roughly 45 minute mark
Vocab/details: Rift, volcanism, banded iron formations (BIF – like northern Michigan). Rodinia (1.0 Ga = 1.0
bya), snowball earth (700 Ma = 700 mya or .7 Ga ago – it ended 630 Ma ago when Rodinia
broke apart). Cambrian explosion of life, ozone layer as UV shield 400 Ma ago, removal of
iron from the oceans – oceans turn blue, removal of CO2 from the atmosphere – replaced
by oxygen – sky turns blue, formation of an oxygen atmosphere, coprolite
23 Jan 2013 Classwork: “How the Earth was Made” – Part 3, with discussion – and
PowerPoint presentation.
Homework: Finish the Earthquake graphing chart for next week.
Vocab: TBD
29 Jan
30 Jan 2013
Classwork:
Due:
Homework:
Vocab:
Due:
31 Jan 2013 Log: