Unit Overview
Content Area: Science
Unit Title: Earth Science
Unit: 1
Target Course/Grade Level: Sixth Grade
Timeline: 10 weeks
Unit Summary
This Earth Science unit provides a means for students to discover Earth’s history and formation by gaining
comprehension of Earth’s interior, the Theory of Plate Tectonics, earthquakes, and volcanoes. Each
section within the unit leads to the next creating a progression of knowledge. Earth is composed of layers;
each layer has different physical and chemical properties. These properties cause Earth’s plates to move
resulting in continental drift, sea-floor spreading, earthquakes, and volcanic eruptions. The unit culminates
with students participating in experiments, group discussions, and projects with the goal of understanding
the natural events/ disasters that occur on this planet in which we inhabit.
Primary interdisciplinary connections: Language Arts, 21st Century Life and Careers, and Technology
21st century themes and skills: A. Critical Thinking and Problem Solving B. Creativity and Innovation,
C. Collaboration, Teamwork, and Leadership
Unit Rationale
“Today more than ever before, science holds the key to our survival as a planet and our security and
prosperity as a nation” (Obama, 2008).
Theories and forces related to Earth have helped shape and make Earth into the planet that it is today.
Without the knowledge of forces such as continental drifting, plate tectonics, earthquakes, and volcanoes,
scientists wouldn’t have the information and technology that they currently hold. Humans need to
understand how the Earth works so that we can live economically and environmentally responsible lives.
Learning Targets
Standards
Standard 5.1 Science Practices
All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding 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.
B. Generating Scientific Evidence Through Active Investigations: Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
Standard 5.4 Earth Systems Science
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.
B. History of the 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.
C. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar
system, and provides us with the raw resources needed to sustain life.
D. Tectonics: The theory of plate tectonics provided a framework for understanding the dynamic
processes within and on Earth.
Standard 9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Content Statements
Related Content Statements for Standard 5.1
 Mathematics and technology are used to gather, analyze, and communicate results.
 Carefully collected evidence is used to construct and defend arguments.
 Scientific reasoning is used to support scientific conclusions.
 Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.
 Science involves practicing productive social interactions with peers, such as partner talk, wholegroup discussions, and small-group work.
Related Content Statements for Standard 5.4
 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.
 Rocks and rock formations contain evidence that tell a story about their past. The story is
dependent on the minerals, materials, tectonic conditions, and erosion forces that created them.
 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.
 Earth has a magnetic field that is detectable at the surface with a compass.
 Earth is layered with a lithosphere, a hot, convecting mantle, and a dense, metallic core.
 Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result
from the motion of plates. Sea floor spreading, revealed in mapping of the Mid-Atlantic Ridge,
and subduction zones are evidence for the theory of plate tectonics.
 Earth’s magnetic field has North and South poles and lines of force that are used for navigation.
Related Content Statement for Standard 9.1
 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve
the problem is a lifelong skill that develops over time.
 Gathering and evaluating knowledge and information from a variety of sources, including global
perspectives, fosters creativity and innovative thinking.
 Collaboration and teamwork enable individuals or groups to achieve common goals with greater
efficiency.
 Leadership abilities develop over time through participation in groups and/or teams that are
engaged in challenging or competitive activities.
CPI #
Cumulative Progress Indicator (CPI)
5.1.8.B.2
Gather, evaluate, and represent evidence using scientific tools, technologies, and
computational strategies.
5.1.8.B.3
Use qualitative and quantitative evidence to develop evidence-based arguments.
5.1.8.B.4
Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
5.1.8.C.1
Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.D.1
Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.4.6.B.1
Interpret a representation of a rock layer sequence to establish oldest and youngest layers,
geologic events, and changing life forms.
5.4.6.B.2
Examine Earth’s surface features and identify those created on a scale of human life or on
a geologic time scale.
5.4.6.C.3
Deduce the story of the tectonic conditions and erosion forces that created sample rocks or
rock formations.
5.4.6.D.1
Apply understanding of the motion of lithospheric plates to explain why the Pacific Rim is
referred to as the Ring of Fire.
5.4.6.D.2
Locate areas that are being created (deposition) and destroyed (erosion) using maps and
satellite images.
5.4.6.D.3
Apply knowledge of Earth’s magnetic fields to successfully complete an orienteering
challenge.
5.4.8.D.1
Model the interactions between the layers of Earth.
5.4.8.D.2
Present evidence to support arguments for the theory of plate motion.
5.4.8.D.3
9.1.8.A.3
Explain why geomagnetic north and geographic north are at different locations.
Summarize strategies used by various organizations and agencies to solve problems that
impact communities, and compare them with strategies used by similar organizations in
another state or country.
9.1.8.B.1
Use multiple points of view to create alternative solutions.
9.1.8.C.1
Determine an individual’s responsibility for personal actions and contributions to group
activities.
9.1.8.C.2
Demonstrate the use of compromise, consensus, and community building strategies for
carrying out different tasks, assignments, and projects.
9.1.8.C.3
Model leadership skills during classroom and extra-curricular activities.
Unit Essential Questions
Unit Enduring Understandings
 What is Earth composed of?
 Earth is composed of various layers that each have
unique physical and chemical characteristics.
 Have the continents always remained as they are
now?
 The continents have not always remained the
same; there was once a supercontinent called
 What causes earthquakes?
Pangaea which has slowing drifted apart over the
 What causes a volcano to erupt?
last 300 million years. Continental drift,
 How do we build and refine models that describe
discovered by Alfred Wegener, is caused by seaand explain the natural and designed world?
floor spreading, a theory formed by American
 What constitutes useful scientific evidence?
geologist Harry Hess.
 Stress occurs within rock. There are 3 kinds of
stress: tension, compression, and shearing. When
stress builds up in rock, faults are created.
Earthquakes occur along faults.
 A volcano is a weak spot in the crust where
magma comes to the surface. Eruptions are caused
by gases within the magma expanding.
 Measurement and observation tools are used to
categorize, represent and interpret the natural
world.
 Evidence is used for building, refining, and/or
critiquing scientific explanations.
Unit Learning Targets
Students will ...
 Compare the various layers of Earth’s crust and interior.
 Create the super-continent, Pangaea, using evidence from the fossil record to help prove the theory of
plate tectonics.
 Make reasoned judgments about Alfred Wegener and Harry Hess’s theories concerning continental drift
and seafloor spreading.
 Compare and contrast plate boundaries: divergent, convergent, and transform boundaries.
 Explain how stress in the crust changes Earth’s surface.
 Identify the causes of an earthquake and ways scientists monitor seismic waves.
 Explain why Earth’s volcanic regions are located where they are.
 Identify the physical and chemical properties of magma.
 Describe a volcano’s stages of activity.
Evidence of Learning
Summative Assessment
After learning about plate tectonics students will apply their knowledge to construct Pangaea using
evidence from land features, fossils, and climate. At the end of this section, students will also write a 5paragraph essay using one of the topics listed on the assignments paper. Along with the essay students
should include brain-storming ideas, prewriting, and a visual (picture, drawing, map, etc) that summarizes
the topic of the paper.
After learning about earthquakes and volcanoes, students will create and construct an escape plan. Items
that need to be included within the plan are: a map, typed evacuation procedure, safety precautions, and a
presentation (poster, PowerPoint, Brochure, or Song).
Equipment needed: SMARTBoard, laptops, Internet, PowerPoint, poster board, scissors, glue
Teacher Instructional Resources: Discovery Education, Science Explorer: Inside Earth Textbook
Formative Assessments
Plate Tectonics:
 Earth Science Writing Assignment Rubric
 Plate Tectonics Guided Reading and Study
Worksheets
 Lab Write-up for Convection in the Mantle
 World Map for identify continents and oceans
 Quiz on Earth’s Interior, Convection, and
Continental Drift.
 Jig-Saw on Seafloor Spreading
 Unit Test: Plate Tectonics
Earthquakes:
 Earthquakes Guided Reading and Study
Worksheets
 Seismic Wave Slinky Lab Worksheet and Write-up
 Quiz on Faults and definitions
 Earthquake Timeline Project (and grading rubric)
 QUAKE (Earthquake BINGO as test review)
 Unit Test: Earthquakes
Volcanoes:
 Volcanoes Guided Reading and Study Worksheets




Viscosity Lab with graph creation
Profile-view of Volcano: Drawing
Build a Volcano Project
Unit Test: Volcanoes
Integration of Technology
Students will use Microsoft Office programs on the laptops and the SMARTBoard for project construction
and presentations. They will also use various websites to help engineer volcano construction and escape
plan.
Technology Resources:
Click the links below to access additional resources used to design this unit:
Discovery Education: http://www.discoveryeducation.com/
National Geographic: http://www.nationalgeographic.com/
US Geological Survey: http://www.usgs.gov/
Opportunities for Differentiation
Throughout the marking period (10 weeks) students will work individually, in partners, and within groups.
Partners and groups will be student designed and teacher-made and are composed of those that are at a
variety of learning levels. This unit caters to students of all learning styles (i.e., kinesthetic, visual, tactile
and auditory instruction).
Unit information is taught through various methods including: PowerPoint presentations, lecture, lab
experiments, textbook reading, and group work. An assortment of notes and projects have been designed
to allow all learners the ability to participate and gain knowledge.
Assessments will be in the form of tests, projects, quizzes, essays, homework, lab write-ups, worksheets,
and presentations.
Teacher Notes:
If laptop and Internet use isn’t available students can use library books for research and posters for the
presentations. Students are encouraged to explore science outside of the classroom from web-browsing to
television shows, to help keep their science knowledge up-to-date.