Earth
7-8
Geologic processes, fossil evidence, rock types/formations
Super-positioning, rock cycle, rock strata, relative age dating
Emily Gray
RSU 9
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.
Next Generation Science Standards
Content area: Earth and Space Science
Standard Label: MS-ESS1 Earth's place in the
Universe
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Grade level span: Middle School
Standard: MS-ESS1-4 Construct a
scientific explanation based on
evidence from rock strata for how the
geologic timescale is used to organize
Earth's 4.6-billion-year-old history.
Performance Indicators: C
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 can help us understand the rock's history.
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?
•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,
•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.
Goal: Your task is to create an iMovie of a certain time period in Earth's history.
Role: You are a geologist.
Audience: The Executive Producers of the show Cosmos.
Situation: Cosmos is looking for mini-clips that display knowledge of time periods and the geologic
evidence we use to learn more about that period.
Product/Presentation: You will create an iMovie that represents a segment in a TV show.
Standards (six categories for each rubric)
Presentation Rubric:
Comprehension 30%, Enthusiasm 20%, Preparedness 20%, Posture and Eye Contact 10%, Speaks Clearly
10%, Volume 10%.
Product Rubric:
Storyboard 20%, Content 20%, Research 20%, Enthusiasm 10%, Quality of Production 10%, Duration of
iMovie 10%.
•ComicLife: Students will pair up and make a comic depicting the rock cycle and different rock types.
•Glogster: Students will make a poster with a visual representation of the principle of superposition.
•Podcast: Students will go back in time to when tectonic plates were first discovered and create a podcast
discussing the theory.
•Inspiration Timeline: Students will create a timeline of rock strata and relate it to how geologist use strata
to date the Earth.
•Keynote: Students will be placed in groups and present information about a specific plate boundary.
•Maps: Students will create a map of the world that displays important fossils - students will show how
fossil evidence is used to explain continental drift.
• Pre- Asessment: Students participate in a KWL.
• Checking for Understanding: Handprint, Word sort, One minute essays, exit card,
misconception check, student conference.
• Timely Feedback: Self, Peer, Teacher.
Students will understand the importance of the relationship
between fossils and finding time periods.
Students will learn from other classmates presentations and
begin to organize Earths History.
Students will understand the role rock strata plays in relative age
dating.
NGSS -Middle SchoolEarth's Place in the Universe
MS-ESS1-4
Understanding of Rock Strata importance.
Relative age dating understanding.
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.
iMovie
Oral presentation
By what criteria will student products/performances be evaluated?
Storyboard 20%
Content 20%
Research 20%
Enthusiasm 10%
Quality of Production 10%
Duration of segment 10%
Comprehension 30%
Enthusiasm 20%
Preparedness 20%
Posture and Eye Contact 10%
Speaks Clearly 10%
Volume 10%
(W) 1.1 Students understand that rock formation/type can help us understand the rock's history. (Where),
Because you need to know about the ongoing processes of the Earth that affect you everyday life, such as
earthquakes.(Why),MS-ESS1-4 Students construct a scientific explanation based on evidence from rock
strata for how the geologic timescale is used to organize Earth's 4.6-billion-year-old history.(What)
(H) 1.2 I will bring in my rocks from Scotland and Ireland and have students try and group the rocks
depending on variables I give them on a handout.
(E) 1.3 Students will know the rock cycle, rock types, different types of Earth processes, the difference
between igneous, sedimentary, and metamorphic rocks.(Equip), Students will use an ice cream cone graphic
organizer to layer the different variables of the rock cycle. They will also use the Think-Pair-Share
cooperative learning model to get students thinking and talking about the unit (rock cycle). (Explore),
Students will pair up and make a comic depicting the rock cycle and different rock types.(Experience)
(R) 1.4 The students will be presented with three large blank posters where they will add to the appropriate
poster terms that they know, and want to know about Earth's processes and the rock cycle. Before the class
KWL, students will complete an individual KWL online that is available for the teacher to view. The
individual KWL will get student's minds stimulated before participating in the group activity. The checking
for understanding activity will be a word sort. There are many vocabulary words that go along with learning
the rock cycle, a word sort is low stakes, and will show the teacher where each student is in understanding
key terms about the topic. (Rethink), The class will be given a rubric that has been designed by the class
after brainstorming. The classmates will examine each others comics and assess how they think the fellow
student did on the product.(Rethink/Revise), The teacher will follow the same rubric and evaluate the
students work. The teacher will also have a checklist of the major understandings focused on in the project
and make sure the student meets the requirements. (Revise/Refine).
(E-2) 1.5 Formative Assessment: Pre-Assessment: Students will complete a KWL online individually, then
participate in a class KWL. Students should list anything and everything they know about rocks
(composition, characteristics), geologic time, or the rock cycle.
, Checking for Understanding: Word Sort Timely Feedback: peer, teacher (Evaluate)
(T) 1.6 Tailors
Verbal: Students will have to talk out problems during the "think-pair-share" activity.
Logic: Students will determine the design of the rubric they will be adhering to during their project.
Visual: Students will be able to make comics, that are visual representation of the rock cycle.
Musical: Students will listen to music in the background while they complete their "think-pair-share".
Kinesthestic: Students will be moving around the class looking and touching the different rocks on display.
Intrapersonal: Students will independently fill out a KWL.
Interpersonal: Students will brainstorm about the rubric together, and also talk in groups during "thinkpair-share".
Naturalist: Students will be observing rocks and be asked to go outside and pick up their own rocks.
(O) 1.7 Students will be able to express the different rock types and formations.
(Explain) Product: ComicLife Number of Days: 2-3 (Organize)
W) 2.1 Students understand that utilizing rock strata helps geologist put together a relative time scale of the
Earth's age and history. (Where) You need to be able to know how to find out the Earth's age because without
this key information, we can not know more about the Earth and it's future. By looking back in time we can
better understand the direction Earth is headed. (Why), MS-ESS1-4 Students construct a scientific explanation
based on evidence from rock strata for how the geologic timescale is used to organize Earth's 4.6-billion-yearold history. (What)
(H) 2.2 Students will create their own layers using colored sand and a cylinder vase.
(E) 2.3 Students will know how to interpret layers in a rock and how to identify them, they will also understand
the principle of superposition, and be able to know why certain layers become augmented. Students will also
know how to put together a relative time scale. (Equip) Students will be using the tic tac toe graphic organizer
to help them organize their thoughts on the importance of rock strata. Students will also participate in a
cooperative play activity where they will be making their own sample bed of rock layers. They will also
participate in a mix-freeze-pair cooperative learning activity where they will be given multiple questions on the
principle of superposition. (Explore) Students will pair up and make a Glogster to be presented in the class and
each student will individually make their own Inspiration timeline of the Earth in different categories (mass
extinctions, impacts, geologic formations, etc) (Experience)
(R) 2.4 I will be using the misconception check to check the understanding of my students, particularly with the
principle of superposition which is very easy to misunderstand. I will also be using the exit card and ask student
to write down one reason why it is important to know the age of the Earth (Rethink), Students will peer access
each team's Glogster poster and will fill out a checklist on what needed to be included in the poster. The students
will hang up their timelines and the students will walk around comparing and contrasting each others timelines.
Students will then self reflect on their own timelines, and decide what they would do differently if they could do
the assignment again. (Rethink/Revise), The teacher will also have a checklist and go over every team's
Glogster poster, and will give feedback to each student and the class as a whole on their timelines. The timelines
will not be graded. (Revise/Refine).
(E-2) 2.5 Formative Assessment: Checking for Understanding: A misconception check will be given and an
exit card will be turned in before leaving the class. Timely Feedback: self, peer, teacher.
(T) 2.6 Tailors
Verbal: A misconception check allows students to voice their knowledge and concerns.
Logic: Students will be determining the age of rock layers.
Visual: Students will create a tic-tac-toe graphic organizer.
Kinesthestic:Students will create their own layers using colored sand and a clear, cylinder vase.
Intrapersonal: An exit card will be given to students to reflect on a question to themselves.
Interpersonal: The mix-freeze-pair activity allows students to interact with their fellow students.
(O) 2.7 Students will be able to recognize the importance of rock strata in organizing the age of the Earth, (SelfKnowledge and Interpret) Product:Inspiration Timeline and Glogster Number of Days: 3-4 (Organize)
W) 3.1 Students understand that we can use fossil as evidence towards continental drift and therefore plate
tectonics. (Where) It is important to understand how the continents and plates move because we can predict
earthquakes, tsunamis, and other natural disasters associated with plate tectonics. (Why) MS-ESS1-4 Students
construct a scientific explanation based on evidence from rock strata for how the geologic timescale is used to
organize Earth's 4.6-billion-year-old history.(What)
(H) 3.2 Students will play with the Earth Viewer app in their iPads, or the teacher will display the app up on the
smart board.
(E) 3.3 Students will know how to connect fossils and link together a relative map of where the continents were
through out Earth's 4.6 billion year history. (Equip) Students will use a concept web as their graphic organizer.
Here they can connect vocabulary words and understandings. For cooperative learning, students will use the
round robin activity, where the students will team up and respond to questions posed by the teacher orally.
Students will also participate in a popcorn share, where the teacher will pose a question and students will take
turns standing up and answering them.(Explore) Students use the iPad app Earth Viewer to make a model map
of what the Earth looked like at a certain time period. Students will then separate into groups of four where they
will create a podcast that is all about the evidence of plate tectonics. (Experience)
(R) 3.4 The checking for understanding activities the teacher will give to the students is a one minute essay
describing how fossils are solid evidence for plate tectonics. The teacher will also use the handprint to
understand better where the students are at in the class. (Rethink), Students will self access themselves on their
maps work, and fill out a google survey on how well they think they did and how they could have done better.
Students will peer access each other for the podcasts assignment. The whole class will listen to each team's
podcast and grade the podcast off a checklist that was created by the students. (Rethink/Revise), The teacher
will read the submissions for the google forms and provide feedback to the student on their individual maps. The
teacher will also use the same rubric as the students in grading the podcasts. (Revise/Refine)
(E-2) 3.5 Formative Assessment: Checking for Understanding: One minute essay and handprint. Timely
Feedback: peer, self, teacher.
(T) 3.6 Tailors
Verbal: One minute essays will be given to students.
Logic: Students will have to assemble a relative time scale of the Earth's history.
Visual: A concept web will be created to help students organize ideas.
Intrapersonal: Students will fill out a google form accessing themselves on their maps.
Interpersonal: Students will work together on creating podcasts.
Naturalist: Students will be learning about fossils and extinct animals that can be connected to present day
animal life.
(O) 3.7 Students will be able to use fossils to explain the movement of Earth's tectonic plates. (Apply and
Empathy) Product: Maps/Earth Viewer App and Podcast Number of Days: 3-4 (Organize)
(W) 4.1 Students understand the geologic processes that form ocean basins and mountain chains and understand
the many different boundaries of tectonic plates. (Where), Plate boundaries affect us in real life through
earthquakes and tsunamis. It is important to understand these geologic processes so we can predict what the
Earth is going to physically do in the future. (Why) MS-ESS1-4 Students construct a scientific explanation based
on evidence from rock strata for how the geologic timescale is used to organize Earth's 4.6-billion-year-old
history. (What)
(H) 4.2 Students will make a human sea floor and simulate spreading.
(E) 4.3 Students will know how to differentiate between plate boundaries and what effects each boundaries have
on our planet (example: ocean and mountain formations). (Equip) Students will use a flow chart as a graphic
organizer that will help them interpret their thoughts on all the factors that go into creating oceans and
mountains. Students will use the one stray as a cooperative learning activity to help further their knowledge of
these incredible geologic processes.(Explore) Students will work in teams to come up with a Keynote that
analyzes their particular plate boundary and the effects it has on our world. (Experience)
(R) 4.4 A student conference will be held to check for the students understanding. This is a good lesson to use
this strategy because explaining plate boundaries can be hard to just do on paper. This way students can orally
tell the teacher what they know and perhaps draw images to further display their understandings or
misunderstandings. (Rethink), Students will watch each others presentations and then the groups will self access
their work and fill out a google form discussing how their team worked together, what they did well in their
presentation, and what could have been improved. The students will give themselves what they think they deserve
as a grade. (Pending teacher approval). (Rethink/Revise), The teacher will review the google forms and use a
rubric for the presentation to grade each student. Teacher will take into consideration the google forms and give
grades accordingly. (Revise/Refine).
(E-2) 4.5 Formative Assessment: Checking for Understanding: Student Conference Timely Feedback: self,
teacher.
(T) 4.6 Tailors
Verbal: The one stray activity will allow students to discuss with each other.
Visual: Students will use a flow chart to visualize their ideas on the topic.
Musical: Students will listen to a song about plate boundaries.
Kinesthestic: Students will simulate the spreading of the sea floor by making a "human sea floor".
Intrapersonal: Students will individually fill out a google form accessing their presentations.
Interpersonal: Students will discuss with other students during the one stray activity.
(O) 4.7 Students will be able to analyze the process that produces ocean basins and mountain
ranges. (Perspective) Product: Keynote Number of Days: 2-3 (Organize)
Lesson 3
3.1 Evidence (W)
3.2 Earth Viewer App (H)
3.3 Round Robin and Popcorn
Share (E)
3.4 One Minute Essay and
Handprint (R)
3.5 Peer, Self and Teacher (E-2)
3.7 Apply and Empathy (O)
3-4 Days
Presentation
Work Session
Lesson 2
2.1 Application (W)
2.2 Layer activity (H)
2.3 Tic tac toe, Mix-Freeze-Pair, and
cooperative play (E)
2.4 Misconception check and Exit
Card (R)
2.5 Self, Peer and Teacher (E-2)
2.7 Self-Knowledge and Interpret (O)
3-4 Days
Presentation
Lesson 4
4.1 Effects (W)
4.2 Human Sea Floor (H)
4.3 Flow Chart and One Stray (E)
4.4 Student Conference (R)
4.5 Self and Teacher (E-2)
4.7 Perspective (O)
2-3 Days
Lesson 1
1.1 Earth Processes (W)
1.2 Ireland/Scotland rocks (H)
1.3 Ice Cream Cone and ThinkPair-Share (E)
1.4 Word Sort (R)
1.5 Peer and Teacher (E-2)
1.7 Explain (O)
2-3 Days
Work Session