Week 11:
10/21-25/13
Earth & Space Lesson Plan
Anderson
MS Framworks
Day 46: Monday 10/21/13
Obj: 1. Explain how magma type influences volcanic activity.
2. Describe the role of pressure and dissolved gases in eruptions.
3. Recognize classifications of material ejected by eruptions.
Bell Ringer: What are the 3 types of magma and what is the difference between? (pg. 510)
Set: What kind of magma has a viscosity similar to that of honey?
T2O:
Take up/Reminders: 1. Test Thursday
Notes: Finish Chapter 18 Sec. 2
Video: 1. Finish “The Core”
2. Volcanoes (www.learn360.com)
Activity: 1. Cont. Volcanoes Foldable/ Thinking Map with notes
2. Video Summary
3. Demo: Olive oil in a dropper and insert in a glass of water. Slowly squeeze out drops of oil. Students
will compare the movement of the oil to the movement of magma.
4. Use phones to look-up the 1902 Eruption of Mount Pelee (rubric from glencoe.com)
5. Enhancement worksheets 18.1-3
Closure: Ask: Which type of lava, basaltic or rhyolitic, as a greater viscosity as a result of its temperature?
Ask: What do you think happens to viscosity as magma or lava cools?
Evidence of Learning: Students will be able to identify the 3 types of magma from class discussion.
Differentiated Instruction: Monitor and adjust, modeling by teacher, large group, guided practice, individual learning
Day 47: Tuesday 10/22/13
Obj: 1. Compare and contrast features formed from magma that solidifies near the surface with those that solidify deep
underground.
2. Classify the different types of intrusive rock bodies.
3. Describe how geologic processes result in intrusive rocks that appear at Earth’s surface.
Bell Ringer: Does all magma erupt at the surface?
Set: Have you ever been surprised when the icing on the inside of a layer cake was a different color or flavor than the icing on
the outside? You might also be surprised if you could look inside Earth’s layers because much volcanism cannot be seen
at Earth’s surface.
T2O:
Take up/Reminders: 1. Test Thursday
Notes: Ch. 18 Sec. 3
Video: Volcanoes (www.learn360.com)
Activity: 1. Cont. Volcanoes Foldable/ Thinking Map with notes
2. Video Summary
3. Enhancement worksheets 18.1-3
Closure: Compare and contrast the different types of plutons.
Evidence of Learning: All students will be able to compare and contrast the different types of plutons from discussion and
chart.
Differentiated Instruction: Monitor and adjust, modeling by teacher, large group, guided practice, individual learning
Day 48: Wednesday 10/23/13
Obj: 1. Review for TEST on Volcanoes
2. Describe aspects of a specific volcano assigned to your group.
Bell Ringer: What is the difference between tephra and a pyroclastic flow? (pg. 512-513)
Set: Kilauea, a shield volcano on the island of Hawaii, is one of the world’s most active volcano in the US, according to the US
Geological Survey (USGS). Scientists monitor the conditions of Kilauea at the nearby Hawaiian Volcano Observatory
(HVO). The observatory also serves as a laboratory where samples gathered in and around Kilauea can be studied. (Pg.
518)
T2O:
Take up/Reminders: 1. Test Thursday – Volcanoes
2. Test next Friday - Earthquakes
Notes: Review - Ch. 18 Sec. 1-3 for questions pertaining to Test on Thursday
Video: If not finished from yesterday - Earthquakes (www.learn360.com)
Activity: 1. Volcano Foldable/ Thinking Map with notes
2. Demo: Take silicone putty make into a rectangle and fold it into the shape of a book. Ask students what
type of deformation this demonstrates. What happens when you pull the clay?
3. Video Summary – turn in if not finished from yesterday
4. Enhancement worksheets 19.1-3
5. Group Project - Volcanoes
Closure: What did you learn from your group project…explain.
Evidence of Learning: Students will be able to explain what will be on the test tomorrow and what they learned from their
group project.
Differentiated Instruction: Monitor and adjust, modeling by teacher, large group, guided practice, and individual learning
Day 49: Thursday 10/24/13
Obj: 1. TEST on Volcanoes
2. Describe aspects of a specific volcano assigned to your group.
Bell Ringer: Study for your TEST!
Set: Please prepare to take your test by placing all items (books, notes, etc…) under your desk or in your closed book bag.
Remember to only use a pencil on the test and no cheating or I will call parents/guardian and give a zero. Cover your
papers.
T2O:
Take up/Reminders: 1. Test TODAY – Volcanoes
2. Test next Friday - Earthquakes
Notes: N/A
Video: Earthquakes (www.learn360.com)
Activity: 1. Video Summary – turn in if not finished from yesterday
2. DUE/TURN IN: Enhancement worksheets 18.1-3
3. Finish Group Project - Volcanoes
Closure: What did you learn from your group project…explain.
Evidence of Learning: Students will be able to explain what an earthquake is by watching the video.
Differentiated Instruction: Monitor and adjust, modeling by teacher, large group, guided practice, and individual learning
Day 50: Friday 10/25/13
Obj: 1. Define stress and strain as they apply to rocks.
2. Distinguish among the 3 types of movements of faults.
3. Contrast the 3 types of seismic waves.
Bell Ringer: What determines when a material will break?
Set: If you bend a paperclip, it takes on a new shape. If you bend a Popsicle stick, it will eventually break. The same is true of
rocks; when forces are applied to rocks, they either bend or break.
T2O:
Take up/Reminders: 1. Test next Wednesday
Notes: Ch. 19 Sec. 1
Video: Earthquakes (www.learn360.com)
Activity: 1. Earthquakes Foldable/ Thinking Map with notes
2. Demo: Take silicone putty make into a rectangle and fold it into the shape of a book. Ask students what
type of deformation this demonstrates. What happens when you pull the clay?
3. Video Summary
4. Enhancement worksheets 19.1-3
Closure: Look at figure 19.2 (pg. 529) and answer in a group the question.
Evidence of Learning: Students will be able to explain the difference between stress and strain from class discussion.
Differentiated Instruction: Monitor and adjust, modeling by teacher, large group, guided practice, individual learning
Day 51: Monday 10/28/13
Obj: 1. Describe how a seismometer works
2. Explain how seismic waves have been used to determine the structure and composition of Earth’s interior.
Bell Ringer: Discuss how we form images of any object, whether it be something right in front of us or bones inside a human
body
Set: When you look in a mirror, you see yourself because light waves reflect off your face to the mirror and back to your eye.
Similarly, seismic waves traveling through Earth reflect off structures inside Earth, which allows these structures to be
imaged.
T2O:
Take up/Reminders: 1. Test Friday
Notes: Ch. 19 Sec. 2
Video: Finish Earthquakes (www.learn360.com)
Activity: 1. Earthquakes Foldable/ Thinking Map with notes
2. Demo: Fill a dish with about 1 cm deep of water. Place touch finger in water and make ripples. Ask
students to observe what happens to the height of these ripples as they move away from your. When ripples
reach the edge of the dish, what happens ? What happens to their height after they reflect?
3. Enhancement worksheets 19.1-3
Closure: How have scientists determined the structure and dimensions of Earth’s interior?
Evidence of Learning: Students will be able to describe how a seismometer works from class discussion.
Differentiated Instruction: Monitor and adjust, modeling by teacher, large group, guided practice, individual learning
Day 52: Tuesday 10/29/13
Obj: 1. Compare and contrast earthquake magnitude and intensity and the scales used to measure each.
2. Explain why data from at least 3 seismic stations are needed to locate an earthquakes epicenter.
3. Describe Earth’s Seismic belts.
Bell Ringer: Why are 3 seismic stations necessary to locate the epicenter of an earthquake? Use Fig. 19.17 pg. 542
Set: When someone speaks to you from nearby, you can hear them clearly. However, the sound gets fainter as they get farther
away. Similarly, the energy of seismic waves gets weaker the farther away you are from the source of an earthquake.
T2O:
Take up/Reminders: 1. Test Friday
Notes: Ch. 19 Sec. 3
Activity: 1. Earthquakes Foldable/ Thinking Map with notes
2. Demo: pg 542 Travel Times: Illustrate how the difference in travel times of P- and S-waves increases as the
waves travel further. One represents P-wave and one an S-wave. Stand next to each other at one end of the
room. When signaled (earthquake occurs), the P-wave student will take one step every 2 seconds, the Swave student one step every 4 seconds. Determine the travel time across the room for each wave. How
does the travel time difference change as the waves travel across the room?
3. Enhancement worksheets 19.1-3
Closure: Compare and contrast the modified Mercalli and Richter scales.
Evidence of Learning: Students will be able to recall why 3 seismic stations are necessary to locate the epicenter of an
earthquake from discussion and notes.
Differentiated Instruction: Monitor and adjust, modeling by teacher, large group, guided practice, individual learning