Science Unit 2- Plan
6th Grade
Unit Time Frame:
January 5, 2015 to April 17, 2015
Table of Contents
1
Unit Overview
Page 3
Preconception and Misconceptions
Page 8
Materials Sheet
Page 9
New Jersey Common Core Standards in Science
Page10
Next Generation State Standards
Page 12
Common Core State Standards
Page 14
Chapter 11
Page 15
Chapter 14
Page 16
Chapter 17
Page 17
Chapter 18
Page 18
Chapter 19
Page 19
My Journal Writing
Page 20
Body of Evidence and Unit Resources
Page 22
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Science Unit 2
Grade 6
Unit Overview
Students will study the scientific view of how the earth was formed and explore continental drift theory
and Pangaea. They will investigate and discuss mechanical and chemical weathering. In addition they
will explore erosion and deposition. They will they move on to the solar system and explore our system
and its components.
Primary Interdisciplinary Connections: Math, Language Arts, Social Studies
21st Century : Global connections
Enduring Understanding:
Unit Essential Questions:
Students will understand that…..
 The Earth’s interior is made up of layers
 How do scientists know what the structure
that vary in characteristics.
of the Earth’s interior looks like if they have
never been there?
 The ocean floor remains a fairly constant
size; it is created at mid-ocean ridges and
 How do we know that the continents were
is recycled in ocean trenches.
once connected?
 The various movements of plates results
 What causes the continents to move?
in the creation and destruction of
 What types of evidence exist to support the
landforms, earthquakes, and volcanoes.
Theory of Sea Floor Spreading?
 Weathering is the process that breaks
 How are mountains and volcanoes created?
down rock and other substances at Earth’s
 How does Earth’s physical characteristics
surface.
and motion compare to other bodies in the
 Although weathered rock is the basic
Solar System?
component of soil, the composition and
 What are the characteristics of weathering,
texture of soil and its fertility and
and how does weathering differ from
resistance to erosion are greatly
erosion?
influenced by plants and other organisms.
 What is meant by weathering?
 Human activities, such as reducing forest
 How many different kinds of weathering
cover and intensive farming have changed
processes are there?
the Earth’s surface.
 How are weathering and erosion different?
 How are weathering and erosion related?
 The Sun is a star that gives off radiant
 How does the formation of soil relate to the
energy that drives Earth systems and is
processes of weathering and erosion?
essential for life. The tilt of Earth’s axis
of rotation as it orbits the Sun points in
 What predictable, observable patterns occur
the same direction with respect to the
as a result of the interaction between the
stars.
Earth, Moon, and Sun?
 The tilt and orbital rotation of Earth
 How does Earth’s physical characteristics
around the Sun cause variation in the
and motion compare to other bodies in the
amount of solar radiation striking a
Solar System?
location on the Earth’s surface which
 How has technology expanded
results in variation in the length of
our knowledge of the Earth,
day/night and seasons.
Moon, and Sun System.?
 Moon phases occur because the relative
position of Earth, moon and Sun
change, thereby enabling us to see
different amounts of the Moon’s
surface.
 The Moon is a natural satellite of Earth
and is different that the Earth in size,
atmosphere, gravity, and surface
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features.
Tides are caused by the gravitational
interactions of the Sun, Moon, and
Earth.
Planets and their moons have been
shaped over time by common processes
such as cratering, volcanism, erosion,
and tectonics. The presence of life on a
planet can contribute to its unique
development.
The Sun is a star that gives off radiant
energy that drives Earth systems and is
essential for life.
The tilt of Earth’s axis of rotation as it
orbits the Sun points in the same
direction with respect to the stars. The
tilt and orbital rotation of Earth around
the Sun cause variation in the amount of
solar radiation striking a location on the
Earth’s surface which results in
variation in the length of day/night and
seasons.
Moon phases occur because the relative
position of Earth, moon and Sun
change, thereby enabling us to see
different amounts of the Moon’s
surface.
Tides are caused by the gravitational
interactions of the Sun, Moon, and
Earth.
Knowledge:
Students will know….
 That the scientific process is a continuous
method of investigation.
 The Earth’s surface is made up of large
and small plates that are constantly
moving in different speeds and directions.
 Convection currents in the mantle are the
force that move the plates and move the
continents.
 Waves from an earthquake vary in type
and intensity and can be measured.
 Erosion is the movement of rock particles
by water and wind.
 Deposition occurs where the agents
(forces) of erosion lay down sediment.
 Water, wind and ice are agents of erosion.
 Soil is comprised of a mixture of rock
particles, decomposed organic materials,
minerals, and water.
 Weathering breaks the rocks down.
 Erosion transports weathered rock
material.
 Physical weathering includes frost
wedging, exfoliation, and thermal
expansion.
 Chemical weathering includes dissolution,
hydrolysis, and oxidation.
 Biological weathering-organisms assist in
breaking rocks down
 Humans can increase erosion through
poor farming practices or disturbing the
land through development.
 There are practices which can be
implemented to control erosion-contour
plowing, terracing, ground cover,
windbreaks.
 Waves erode the shoreline.
 Manmade structures are sometimes built
to help control erosion.
 Man made structures along the coastline
have the unwanted side effect of
enhancing coastal erosion.
 Construction on steep slopes can lead to
mass wasting or erosion by gravity,
including slumps and landslides.
 The amount of radiant energy Earth
receives from the Sun throughout the
years is nearly constant.
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Skills:
Student will be able to ….
 Identify and describe the layers of the
Earth’s interior.
 Describe how convection moves matter in
the asthenosphere.
 Differentiate between continental and
oceanic crust.
 Compare and contrast the three types of
seismic waves.
 Describe how scientists use seismology to
make inferences about the Earth’s interior.
 Illustrate the arrangement of Pangaea and
the movement of the continents over
millions of years.
 Describe the Theory of Continental Drift
and examine evidence to support the theory
 Explain the Theory of Plate Tectonics as it
relates to the movement of the lithospheric
plates by convection.
 Explain the relationship between
Continental Drift, Plate Tectonics and Sea
Floor Spreading and describe how these
processes form features of the Earth’s
surface.
 Explain the role of the Mid-Atlantic Ridge
in Sea Floor Spreading.
 List and describe evidence that supports the
Theory of Sea Floor Spreading.
 Identify and describe the three types of plate
boundaries and the relationship between the
boundaries and natural disasters.
 Describe the processes that change the
Earth’s surface, including weathering,
erosion, sedimentation, deposition and
uplift.
 Describe the relationship between plate
boundaries and earthquakes and volcanoes.
 Identify ways in which water, wind, and ice
erode rocks.
 Demonstrate how weathering breaks rocks
down.
 Demonstrate how erosion transports rock.
 Compare and contrast mechanical and
chemical weathering.
 Describe the different types of chemical
weathering.
 Investigate ways to control erosion.
 Identify landforms created by wave erosion.
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The Solar System consists of comets,
asteroids, planets, and their respective
satellites, most of which orbit the Sun on a
plane called the ecliptic. The planets in
our Solar System revolve in the same
direction around the Sun in elliptical
orbits that are very close to being in the
same plane. Most planets rotate in the
same direction with respect to the Sun.
The amount of radiant energy Earth
receives from the Sun throughout the
years is nearly constant.
Planets can be categorized as inner or
outer planets according to density,
diameter and surface features.
The Moon is a natural satellite of Earth
and is different that the Earth in size,
atmosphere, gravity, and surface features.
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Demonstrate an understanding of the
components of our Solar System and their
characteristics, including the Moon, the
Sun, the planets and their moons, extrasolar planets, and smaller objects such as
asteroids and comets.
Use a variety of resources (e.g., NASA
photographs, computer simulations) to
compare and contrast the physical
properties (i.e., temperature, size,
composition, surface features) of planets.
Demonstrate an understanding of the
motion of the bodies in our Solar System.
Use models, charts, illustrations, and other
suitable representations to predict and
describe regular patterns of motion for
most objects in the Solar System.
Explain how the Sun is the central and
largest body in our Solar System and the
source of the light energy that hits our
planet.
Use models to explain how variations in
the amount of Sun’s energy hitting the
Earth’s surface results in seasons.
Recognize that the force of gravity keeps
planets in orbit around the sun and
influences objects on Earth and other
planets (i.e., tides, ability of humans to
move and function).
Differentiate between an object’s mass and
weight.
Use models to describe how the relative
positions of the Sun, Moon, and Earth
account for Moon phases, eclipses, and
tides.
Describe how the relative positions of the
Earth, Moon and Sun can cause high and
low tides, and unusually high or low tides.
Evidence of Understanding:
Pre- Assessments
Notebook and Journal Entries
Performance Assessments
Reading/ Writing Prompts
Student Observation
Homework
Readorium
Unit Assessments
Differentiation opportunities will include:
• Challenge worksheets/problems for advanced learners; e.g. blanks instead of word banks or
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matching
• Extension opportunities
• Choice of number of problems on homework sheets
• Weaker students paired with stronger students during group work and lab activities
• Modification of tests for lower level learners; word banks instead of blanks; smaller sections
of matching; three choice multiple choice problems; choice of type and number of open-ended
questions
• Visual, kinesthetic and auditory presentation of material
• Use of graphic organizers to take notes
• Varied reading strategies; e.g. students read aloud, students read silently, students read as a class,
teacher reads to students, students read to a partner.
• Performance options
• Study guides
Preconception /Misconceptions
Earth Settings and plate tectonics
 Planet orbits are strongly elliptical (this is due to orbits being shown from oblique view in most
textbooks to save page space)
 Pluto lies at limit of solar system (again tied to text illustrations designed to save space).
 Moon is typical size for moons in general
 Life exists on Earth because the Earth is the right distance from the Sun for water to exist in
liquid form.
 Only continents move
 Most crust motions (especially those associated with processes of mountain building or deep sea
trench formation) are due to vertical motions, not
 Divergent ocean ridges are due to vertical uplift or convergence, rather than divergence (In
students' experience, buckling is usually due to convergence or uplift, not heat/density
differences, so illustrations of ridges do not readily fit with a pulling apart motion).
 Present oceans only began as Pangea broke apart - tied to general idea that Pangea was the
original continent at the Earth's start (few educational earth science films mention what came
before Pangea & emphasis on Atlantic spreading leads to Pacific being overlooked).
 Plate movement is imperceptible on a human timeframe (common use of fingernail growth
analogy is only true for slowest plates and underestimates importance of motion).
 Plate motion is rapid enough that continent collision can cause financial and political chaos, while
rifting can divide families or separate a species from its food source.
 Oceans are responsible for oceanic crust (rather than being closer to other way round).
 Continental 'shelves' are similar to shelves in homes, extend out over edge of continent and can
break and collapse to form tsunamis (so Boxing Day tsunami was due to shelf collapse)
 The edge of a continent is the same thing as a plate boundary.
 Over time there has been no significant change in ratio of oceanic to continental areas (idea of
stasis is a common misconception, but this was also part of Lyell's original concept).
 Apart from differences due to changes in ice volume, sea level has remained relatively constant
through time (recognition of impact of plate speed on sea level not even recognized by geologists
until relatively recently).
 A plate boundary type is the same thing as a plate. For example, a plate has to be divergent or
convergent.
List other that you discover in your class:
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Solar System
 There are stars in our Solar System other than our Sun
 The Earth is the center of the Solar System about which the other objects revolve
 The Solar System formed during the Big Bang, along with the rest of the Universe
 The Solar System is the same as our Galaxy.
 The Earth is the largest object in the Solar System
 The Solar System is very crowded
 The Sun is not a star
 The Solar System only includes the Sun, planets, and our Moon
 Pluto is farther than the stars
 Planets cannot be seen without a telescope
 Planets appear in the same place every night
 Gas giants are large balls of gas, which a spaceship could fly through
 Mars is hot
 Mars is larger than the Earth
 All planets have rocky surfaces
List other that you discover in your class:
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List other that you discover in your class:
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Before beginning unit administer pretest. (Week of 9/8/2014) Check that all materials are available,
usable, and ready
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Materials Provided:
Materials are supplied by the Teacher or School Site: Be aware that the classroom teacher or school site
must supply a few items. Here is a summary of those items needed for chapters 11, 14, 17, 18, & 19.
Chapter 11:
Chapter 14:
Chapter 17:
 Bathymetric map
 stream table (includes
 Flashlight
 Colored pencils
stage, two buckets, table,
 Masking tape
 Fossil
removable tray, sand
 Black electrical tape
 Fossil data, scissors
sediment)
 Large open space
 construction paper
 plastic petri dish
 Clock
 different types of paper
 beaker
 Cardboard
 old magazines
 tweezers
 String
 markers
 shovel
 Scissors
 toothpicks
 Tape
 clay
 Many colors of
 sheets of heavy duty
construction paper
aluminum foil
 Colored pencils
 rocks of various sizes
 compass
 2- medium plastic
containers with lids
 Limestone chips
 Filter
 Balance
 Water
 Vinegar
 Permanent marker
 Stopwatch
 Notebook
 Graph paper
Chapter 18
Chapter 19
 Name tags
 Telescope
 Cut up sections of the
 3x5 index card
world continents
 Metric tape measure
 String/yarn
 Ruler with millimeter
 Protractor
 Graph paper
 (2) 20x26 cm cardboard
 Calculator
 Scissors
 30cm piece of string
 Metric ruler
 Protractor
 Tape
 Small metal washer
 Navigational compass
 Drinking straw
 Flashlight
 Masking tape
 2-3 foam balls
 flashlight
 Popsicle stick
 Globe
 Velcro tabs
 100watt light source
 Solar (PV) cell
 Digital meter
 Meter stick (or tape
measure)
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5.1 Science
Practices
Strand A
5.1.4.A.1
5.1.4.A.2
Strand B
5.1.4.B.1
5.1.4.B.2
5.1.4.B.3
5.1.4.B.4
Strand C
5.1.4.C.1
5.1.4.C.2
Strand D
5.1.4.D.1
5.1.4.D.2
5.1.4.D.3
5.3 Earth
Science
Strand A
5.4.6.A.1
5.4.6.A.2
5.4.6.A.3
5.4.6.A.4
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Addresses in Unit 1
New Jersey Common Core Standards
All students will understand that science is both a body of knowledge and an evidencebased, model-building enterprise that continually extends, refines, and revises knowledge.
The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
Understand Scientific Explanations: Students understand core concepts and
principles of science and use measurement and observation tools to assist in
categorizing, representing, and interpreting the natural and designed world. Who,
what, when, where, why, and how questions form the basis for young learners’
investigations during sensory explorations, experimentation, and focused inquiry
Fundamental scientific concepts and principles and the links between them are more useful
than discrete facts.
Outcomes of investigations are used to build and refine questions, models, and
explanations.
Generate Scientific Evidence Through Active Investigations: Observations and
investigations form young learners’ understandings of science concepts.
Building and refining models and explanations requires generation and evaluation of
evidence.
Tools and technology are used to gather, analyze, and communicate results.
Evidence is used to construct and defend arguments
Reasoning is used to support scientific conclusions.
Reflect on Scientific Knowledge: Interacting with peers and adults to share questions
and explorations about the natural world builds young learners’ scientific knowledge.
Scientific understanding changes over time as new evidence and updated arguments
emerge.
Revisions of predictions and explanations occur when new arguments emerge that account
more completely for available evidence.
Participate Productively in Science: Science practices include drawing or “writing” on
observation clipboards, making rubbings, or charting the growth of plants.
Science has unique norms for participation. These include adopting a critical stance,
demonstrating a willingness to ask questions and seek help, and developing a sense of trust
and skepticism.
In order to determine which arguments and explanations are most persuasive, communities
of learners work collaboratively to pose, refine, and evaluate questions, investigations,
models, and theories (e.g., scientific argumentation and representation).
Instruments of measurement can be used to safely gather accurate information for making
scientific comparisons of objects and events.
Earth Systems: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the
universe.
History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it
has been evolving as a result of geologic, biological, physical, and chemical processes.
The height of the path of the Sun in the sky and the length of a shadow change over the
course of a year.
Earth’s position relative to the Sun, and the rotation of Earth on its axis, result in patterns
and cycles that define time units of days and years.
The Sun’s gravity holds planets and other objects in the solar system in orbit, and planets’
gravity holds moons in orbit.
The Sun is the central and most massive body in our solar system, which includes eight
Strand B
5.4.6.B.1
5.4.6.B.2
5.4.6.B.3
Strand D
5.4.6.D.1
5.4.6.D.2
Strand E
5.4.6.E.1
5.4.8.E.2
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planets and their moons, dwarf planets, asteroids, and comets.
History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it
has been evolving as a result of geologic, biological, physical, and chemical processes..
Successive layers of sedimentary rock and the fossils contained in them tell the factual
story of the age, history, changing life forms, and geology of Earth.
Earth’s current structure has been influenced by both sporadic and gradual events. Changes
caused by earthquakes and volcanic eruptions can be observed on a human time scale, but
many geological processes, such as mountain building and the shifting of continents, are
observed on a geologic time scale.
Moving water, wind, and ice continually shape Earth’s surface by eroding rock and soil in
some areas and depositing them in other areas.
Tectonics: The theory of plate tectonics provides a framework for understanding the
dynamic processes within and on Earth.
Lithospheric plates consisting of continents and ocean floors move in response to
movements in the mantle.
Earth’s landforms are created through constructive (deposition) and destructive (erosion)
processes.
Energy in Earth Systems: Internal and external sources of energy drive Earth systems.
The Sun is the major source of energy for circulating the atmosphere and oceans.
The Sun provides energy for plants to grow and drives convection within the atmosphere
and oceans, producing winds, ocean currents, and the water cycle.
Next Generation Science Standards
Performance Expectations
ESS1-1. Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of
lunar phases, eclipses of the sun and moon, and seasons.
ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the
solar system.
ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.
.
ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy thaqt drives
this process.
ESS2-2. Construct an e3xplanation based on evidence for how geosciences processes have changed
Earth’s surface at varying time and spatial scales.
ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and
seafloor structures to provide evidence of past plate motions.
NGSS Science and Engineering Practices
Developing and Using Models
Modeling in 6-8 builds on K-5 experiences and progresses to developing, using, and revising models to
describe, test, and predict more abstract phenomena and design systems. ESS1-1., ESS1-2
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to
describe, test, and predict more abstract phenomena and design systems.
Develop and use a model to describe phenomena. (MS-ESS1-1, ESS1-2)
Analyzing and Interpreting Data
Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to
investigations, distinguishing between correlation and causation and basic statistical techniques of data
and error analysis. Analyze and interpret data to determine similarities and differences in findings.
(ESS1-3, ESS2-3)
Planning and Carrying Out Investigations
Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations,
distinguishing between correlation and causation, and basic statistical techniques of data and error
analysis.
Analyze and interpret data to provide evidence for phenomena. (MS-ESS2-3)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to
include constructing explanations and designing solutions supported by multiple sources of evidence
consistent with scientific ideas, principles, and theories.
Construct a scientific explanation based on valid and reliable evidence obtained from sources
(including the students’ own experiments) and the assumption that theories and laws that describe the
natural world operate today as they did in the past and will continue to do so in the future.(ESS2-2)
Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to
include constructing explanations and designing solutions supported by multiple sources of evidence
consistent with scientific ideas, principles, and theories. ESS2-2
Disciplinary Core Ideas
ESS1.C Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor
at trenches. (ESS2-3)
ESS2.A Earth’s Materials and Systems. The planet’s systems interact over scales that range from
microscopic to global in size, and they operate over fractions of a second to billions of years. These
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interactions have shaped Earth’s history and will determine its future. (ESS2-2)
ESS2.B Plate Tectonics and Large-Scale System Interactions. Maps of ancient land and water pattern,
based on investigations of rocks and fossils make clear how Earth’s plates have moved great distances,
collided, and spread apart. (ESS2-3)
ESS2.C The Roles of Water on Earth’s Surface Processes. Water’s movements-both on the land and
underground, cause weathering and erosion, which change the land’s surface features and create
underground formations. (ESS2-2)
Ess2.A Earth’s Materials and Systems. All Earth processes are the result of energy flowing and matter
cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot
interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s
materials and living organisms. (ESS2-1)
ESS2.C The Roles of Water in Earth’s Surface Processes. Water continually cycles among land, ocean
and atmosphere via transpiration evaporation condensation and crystallization, and precipitation, as well
as downhill flows on land. (ESDS2-4) Global movements of water and its changes in form are propelled
by sunlight and gravity. (ESS2-4)
ESS3.A Natural Resources. Humans depend on Earth’s land, ocean, atmosphere, and biosphere for
many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not
renewable or replaceable over human lifetimes. These resources are distributed unevenly around the
planet as a result of past geologic processes. (ESS3-1)
Cross Cutting Concepts
Cause and Effect
Cause and effect relationships may be used to predict phenomena in natural or designed systems.
(ESS3-1)
Energy and Matter
Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.
(ESS2-4)
Stability and Change
Explanations of stability and change in natural or designed systems can be constructed by examining
the changes over time and processes at different scales, including the atomic scale. (ESS2-1)
Patterns
Patterns in rates of change and other numerical relationships can provide information about natural and
human designed systems. (ESS2-3) Time, space, and energy phenomena can be observed at various
scales using models to study systems that are too large or too small. (ESS1-2, Ess2-2)
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Common Core State Standards
CCSS: English Language Arts
Reading Informational Text
RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate summary of the
text distinct from prior knowledge or opinions.
RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
RST6-8.9
Compare and contrast the information gained from experiments, simulations, video,
or multimedia sources with that gained from reading a text on the same topic.
CCSS: WritingWrite arguments to support claims with clear reasons and relevant evidence. .
W6.1
W6.2
SL.7.1
SL8.5
6-EEB.6
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Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
CCSS: Speaking and Listening:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
CCSS: Mathematics
Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number, or,
depending on the purpose at hand, any number in a specified set.
UNIT 2
Chapter 11
Summary
11.1 Students will explain the concept of continental drift, Pangaea, and describe the evidence that supports
continental drift theory.
11.2 Students describe the sea-floor spreading hypothesis and explain the moving pieces of the lithosphere.
They will recognize examples of subduction.
11.3 They will identify the three types of plate boundaries and compare and contrast the features of the
three types of plate boundaries. Students will distinguish between oceanic and continental plates.
Core Concepts/ Understandings
 Supercontinent called Pangaea once existed on Earth
 Alfred Wegener introduced concept of continental drift
 Lithosphere is made up of plates that “float” on top of the asthenosphere
 Deep-ocean trenches are the deepest part of the ocean floor
 Mid-ocean range is continuous chain of mountains located on the ocean floor
Focus Questions
 How is the surface of Earth like a giant jigsaw puzzle?
 Why are magnetic patterns important?
 How do Earth’s movements affect the locations of mountains?
New Vocabulary
Continental drift, Pangaea, tectonic, mid-ocean ridges, sea-floor spreading, lithospheric, plates, oceanic
plates, continental plates, subduction, mantle plume, divergent boundary, convergent boundary, transform
fault boundary, deep-ocean trench
Teacher Preparations
Body of Evidence
Time Frame
-Prepare materials for the week
 Notebook Investigation Entry
4 sessions
-Administer pre-assessment for
 Lab 11A
chapter 11
 Lab 11B
-Read: “Motivate”, “Explore”,
 My Journal Entries pgs. 251, 254, 256, 263
“Explain”, “Extend”, and “Assess”
 Read Chapter
 Review Questions 11.1, 11.2, 11.3
Complete investigations: 11A Plate  Student Observation/Anecdotal Notes
Tectonics & 11B Evidence for Plate
 Chapter 11 Assessments
1 session = 80
Tectonics
minutes
-End of chapter 11 administer post
assessment
Data is to be recorded in Genesis
Homework/Center Activities/Extra Practices
 Readorium
 Skill sheets 11.1 Alfred Wegener
 Chapter “Challenges” pgs. 254, 263
 Section Review 11.1, 11.2, 11.3
 Chapter “Solve It” pgs. 253, 67, 71
 Chapter Connection pg. 264
 Chapter Activity pg. 266
Culminating project: Sea Floor Spreading Model see page 268
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Chapter 14
Summary
14.1 Students will differentiate between mechanical and chemical weathering. They describe the agents of
mechanical weathering and explain the factors that affect the speed of weathering. Students will recognize
that weathering changes Earth’s surface.
14.2 Students will distinguish between erosion and deposition. They will describe how running water
moves sediment. They will interpret layers of sediment, explain evidence of glacial erosion and recognize
the movement of sediment by wind and gravity.
14.3 Students will describe how rivers shape the land and compare and contrast river valleys and
floodplains and explain how rivers meander.
Core Concepts/ Understanding
 There are two types of weathering: mechanical and chemical
 There a several agents that cause erosion: wind, water, ice, gravity and human activity
Focus Questions
 How do rocks and minerals break down?
 What is the difference between weathering and erosion?
 How do rivers shape the land?
New Vocabulary
Weathering, mechanical weathering, chemical weathering, frost wedging, erosion, river, stream, channel
deposition, graded bedding, direction of younging, cross bedding, mass wasting, landslide, rackfall,
mudflow, slumping, floodplain, meanders, braided stream
Teacher Preparations
Body of Evidence
Time Frame
-Prepare materials for the week
 Notebook Investigation Entry
3 sessions
-Administer pre-assessment for
 Lab 14A
chapter 14
 Lab 14B
-Read: “Motivate”, “Explore”,
 My Journal Entries pgs. 331
“Explain”, “Extend”, and “Assess”
 Read Chapter
Complete Investigations: 14A Water
 Chapter Review Questions 14.1, 14.2, 14.3
Systems, & 14B Human Impacts on
 Student Observation
Coastal Erosion
 Chapter 14 Assessments
-Administer post assessment
Data is to be recorded in Genesis





Homework/Center Activities/Extra Practices
Readorium
 Skill Sheets
Chapter “Challenges” pgs. 332
 Section Review 14.1, 14.2, 14.3
Chapter “Solve It” pgs. 332, 335, 345
Chapter Connection pg. 3348
Chapter Activity pg. 350
Culminating project: Modeling Weathering pg. 353
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Chapter 17
Summary
17.1 Students explain how the solar system is organized and identify the planets in the solar system. They
recognize the effects of gravity and describe the effects or orbital motion. They compare and contrast size
and distance in the solar system.
17.2 Students explain how the planets are classified and distinguish between terrestrial and gas giants. They
summarize the properties of each planet.
Core Concepts/ Understandings
 Gravity is the force that keeps the planets in orbit around the sun.
 Earth revolves and rotates.
 Every planet has its own set of physical properties including composition, appearance, temperature,
revolution, size, atmosphere, and distance from the sun
Focus Questions
 What holds the solar system together?
 How do the planets compare to each other?
 What are comets, asteroids, dwarf plants, and meteors?
New Vocabulary
Planet, solar system, gravitational force, orbit, universal gravitation, orbit, satellite, axis, astronomical unit,
terrestrial planets, gas giants, asteroid, comet, meteor, meteorite
Teacher Preparations
Body of Evidence
Time Frame
-Prepare materials for the week
 Notebook Investigation Entry
5 sessions
-Administer pre-assessment for
 Lab 17A
chapter 17
 Lab 17B
-Read: “Motivate”, “Explore”,
 My Journal Entries pgs. 413,417
“Explain”, “Extend”, and “Assess”
 Read chapter
Complete Investigations: 17A
 Chapter Review Questions 17.1, 17.2
Planets in Motion, 17B Solar System  Student Observation
 Chapter 17 Assessments
Data to be recorded in Genesis
Homework/Center Activities/Extra Practices
 Readorium
 Skill sheets
 Chapter “Challenges” pgs. 406
 Section Review 17.1, 17.2
 Chapter Connection pg. 418
 Chapter Activity pg. 420
Culminating Project: Solar System Mobile pg. 422
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Chapter 18
Summary
18.1 Students describe Earth’s physical characteristics and recognize Earth’s orbit around the sun. They
compare and contrast Earth and the Moon. Students describe the features of the Moon and discuss how
tides are formed.
18.2 Students describe examples of astronomical cycles and how time is traced. They explain leap year,
summarize what causes lunar cycle, and draw the phases of the moon. Students compare and contrast lunar
and solar eclipses and explain why seasons occur.
18.3 Students distinguish a star from a planet and understand that the Sun is Earth’s closest star. They
explain the anatomy of the Sun and describe its features, like sunspots, solar flares, and solar wind.
Core Concepts/ Understandings
 Earth has distinct characteristics
 Moon, Earth and Sun and force of gravity affects tides
 Earth and Sun system interact to cause the astronomical cycles (day and night, years, seasons)
 The interactions of Earth, the Sun and Moon cause lunar and solar eclipses.
Focus Questions
 Where did the Moon come from?
 Why are there cycles on Earth?
 What is the Sun?
New Vocabulary
Giant impact theory, tide, craters, lunar cycle, lunar eclipse, solar eclipse, star, sunspots, aurora
Teacher Preparations
-Prepare materials for the week
-Administer pre-assessment for
chapter 18
-Read: “Motivate”, “Explore”,
“Explain”, “Extend”, and “Assess”
Complete Investigations: 18A Days
and Months, 18B Earth’s Seasons,
-Administer post assessment








Body of Evidence
Notebook Investigation Entry
Lab 18A
Lab 18B
My Journal: pgs. 429, 441
Read Chapter
Chapter Review Questions 18.1, 18.2, 18.3
Student Observation
Chapter 18 Assessments
Time Frame
4 sessions
Data to be recorded in Genesis




Homework/Center Activities/Extra Practices
Readorium
 Skill sheets
Chapter “Challenges” pgs. 437
 Section Review 18.1, 18.2, 18.3
Chapter Connection pg. 442
Chapter Activity pg. 444
Culminating project: Ancient Cultures pg. 446 see end of chapter for details
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Chapter 19
Summary
19.1 Students explain how to use scientific notation, calculate light years, describe the history of the
telescope, and differentiate between refracting and reflecting telescopes.
19.2 Students explain how stars generate light and heat. They differentiate between a star’s brightness and
its luminosity. They compare and contrast star color with temperature and identify the stages in the life
cycle of a star. Students will describe how the solar system is formed.
Core Concepts/ Understandings
There are different types of stars and they are identified by their brightness, color, and temperature
Focus Questions
 How do astronomers measure distances in space?
 How is a star born?
New Vocabulary
Scientific notation, universe, galaxy, telescope, light year, constellation, brightness, luminosity,
spectroscopy, nebula
Teacher Preparations
Body of Evidence
Time Frame
-Prepare materials for the week
 Notebook Investigation Entry
5 sessions
-Administer pre-assessment for
 Lab 19A
chapter 19
 Lab 19B
-Read: “Motivate”, “Explore”,
 My Journal Entries pgs. 454
“Explain”, “Extend”, and “Assess”
 Read Chapter
Complete Investigations: 19A Tools
 Chapter Review Questions 19.1, 19.2
of Astronomy, 19B Stars,
 Student Observation
-Administer post assessment
 Chapter1 9 Assessments

Data to be recorded in Genesis




Homework/Center Activities/Extra Practices
Readorium
 Skill sheets
Chapter “Challenges” pgs. 454, 462
 Section Review 19.1, 19.2,
Chapter Connection pg. 470
Chapter Activity pg. 472
Culminating project: Astronomy Catalog Pg. 474
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My Journal Writings
Chapter 11
11.2 How is plate tectonics related to earthquakes and volcanoes? Write an answer based on what you
know. Then, check your answer by doing research to answer this question. Use research resources in
your classroom and school library.
11.2 Create a table to compare and contrast continental drift and plate tectonics. Include the answers to
the following questions: 1.Which is a hypothesis and which is a theory? 2. What is the difference
between these two ideas when explaining why Africa and South America seem to fit together like two
puzzle pieces?
11.3 Using clues to make discoveries: On the ocean floor special lava formations called pillow lava are
clues to the location of ancient mid-ocean ridges. The pillow lava forms when basaltic lava flows out
under the surface of lava, forming a crust. This crust stops the flow of lava for a moment. Then the crust
cracks and a new jet of lava flows out. This process causes the lava to form what looks like a pile of
pillows. Ancient mid-ocean ridges existed near pillow lava formations. Write a paragraph describing a
recent experience where you used a clue to discover something about a place or an object.
11.3 Careers in Earth Science. Have you ever thought about being an Earth scientist? Find out what
kinds of careers are available to people who study Earth science and geology. For example, a
geodynamicist studies how lithospheric plates move and change shape. Write a description of one Earth
Science career that interests you.
Chapter 14
14.1 Find an outdoor place near your house that will not get disturbed. Make a pile of sediment and
rocks. You may want to put a sign near your pole that says “Do Not Disturb”. Make a prediction about
what you think well happen to the pile over the next two weeks. Keep in mind that weathering events
usually take longer than two weeks to happen. However, what events might occur that would affect the
pile during this time period? Make a regular observations in a journal. Then, write up your finding in a
short report.
Chapter 17
17.2 Suppose you were given the opportunity to travel to another planet or to a moon of another planetr.
Would you go? Why or why not? Would you go to Neptune, knowing the trip would last 20 years?
What if you could bring along anything and anyone you wanted? Write an essay exploring your
answers to these questions.
17.3 Kuiper Belt Research. The Kuiper Belt was discovered in 1992, yet its existence was predicted in
1952. Conduct research on the Kuiper belt to answer the following questions: 1. What technology led to
the discovery of the Kuiper Belt? 2. What evidence was used to predict its existence? What is the
largest Kuipe3r Belt Object found to date? 4. How do astronomers look for objects in the Kuiper Belt?
Chapter 18
18.1 In 1969, Neil Armstrong and Buzz Aldrin were the first people to land a lunar module on the
Moon, 384,400 kilometers from Earth. You may have heard of Armstrong’s famous phrase, spoken
when he stepped out of the module onto the Moon’s surface: “That’s one small step for man, one giant
leap for mankind.” Imagine you are an astronaut on the Moon. Describe everything you see and feel.
Use terms that you have learned in this unit so far in your writing,
18,3 Solar Energy research. There are many ways to collect sunlight and use it to produce energy for
our everyday needs. When we use energy fro the Sun it is called solar energy. Photovoltaic (or PV)
also called solar cells, are devises that convert sunlight directly into electricity. You may have seen
solar cells on calculators, watches, or some outdoor light fixtures. Research solar cells and find the
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answers to the following questions: 1. How do solar cells work? 2. How efficient are solar cells at
converting sunlight into energy? 3. What are the drawbacks to using solar energy? 4. How are scientists
trying to make solar cells more efficient?
Chapter 19
19.2 Sirius, the brighte3st star in the sky is 8.8 light years from Earth. When you look at Sirius, how old
is the light you are seeing? Write a short story about the journey of that light from Sirius, to your eyes.
What do you think the light would encounter along the way? What discoveries might the light make?
Use your imagination.
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Overview of Body of Evidence
This guide is intended to support the collection of Body of Evidence Opportunities. A student’s Body of
Evidence should, at a minimum, include work from in-class investigations that demonstrate a student’s
level of proficiency, data from Readorium, journals, the pre-assessment given at the beginning of the unit
or/ and each chapter, the I-checks, and post assessments.
Resources:
Content books
Websites:
*United streaming:
http://www.discoveryeducation.com//?ref=streaming&returnUrl=http%3A%2F%2Fstreaming%2Ediscov
eryeducation%2Ecom%2Findex%2Ecfm
*Readorium
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