Lesson Plans January 30th to February 3rd 2017 Mrs. Moore Earth Science

Period 2,4, and 9  Monday, Wednesday, and  Thursday

Period 3,5, and 10 Tuesday, Wednesday, and Friday

Day 1  Skyward assignment.  Review a lab - Hypothesis and procedures will be given.  Students will perform the experiment and collect the data on the shared spreadsheet document.  As a group we will analyze the data and write a conclusion statement.  Students will be given notes on earthquake terminology. We will create a standing demonstration of the types of seismic waves.  Students will be asked to read an article about the New Madrid Seismic Zone. It will be given in paper form or can be found on my Plate Tectonics, Earthquake, and Volcano web page http://lombardmiddleschoolmrsmoore.weebly.com/plate-tectonics-earthquakes-and-volcanoes.html.  Link to article is http://dnr.mo.gov/pubs/pub2465.pdf  

Wednesday - Dynamic Earth Interactive followed by finding an Earthquake epicenter. Please have your chromebook completely charged at the beginning of the day.  If we have time we will discuss the New Madrid Seismic Zone article and the process called liquefaction.

Day 2 - Students will complete a study of earthquake data using depth of foci and distance from a coastline and try to extract knowledge from the raw data.  Second, students will then take the 103-143 degree shadow zone information and create two circle charts.  This is a model of primary waves as they travel through the layers of the Earth. Students will be asked to explain the information from the charts.  Homework skyward assignment due by Monday.

Extra Credit - FInd evidence on what is causing the increase in earthquakes in Oklahoma?

NGSS -

MS- ESS2-2 - COnstruct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

MS-ESS2-3  Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

MS-ESS3-2   Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects

MS- ETS1-1  Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Other Standard connections

CCSS.ELA-LITERACY.RST.6-8.1

Cite specific textual evidence to support analysis of science and technical texts.

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RST.6-8.3

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RST.6-8.7

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Lesson Plans January 23rd to January 27th 2017 Mrs. Moore Earth Science

Monday - Wednesday Period 2,4, and 9

Tuesday - Thursday Period 3,5, and 10

Friday - all classes!!!!

Day 1-  Start with a skyward review on layers of the Earth and the type of plate boundaries.  Students will be given time to fix and finish clay models of the plate boundaries.  Second we will revisit the plate pictures of the layers of the earth.  Students will have to pick the picture that best represents the actual layers of the Earth.  We will discuss what makes a quality model and as a group will create a class model of the layers of the Earth picture.  We will then share our clay models of the Earth documents with the class.  Students will be given time to fix and resubmit the clay models document.  We will move on to earthquakes.  Students will be grouped and asked to snap or break a item.  Students will be asked to make observations about the breaking of the item.  Students will write a hypothesis statement that can be proven with an experiment.We will then try to create an experiment to predict the breaking.  Students will make criteria and constraints to predict the breaking of their item.  We will continue this process at our next class.

Day 2 - Review our hypothesis statements and clarify if necessary.  The class will continue working on our experimental procedures to prove or disprove our hypothesis.  Students will clearly write out the procedures step by step on an organized lab sheet.  Students will collect data on a spreadsheet and graph results.  As a group we will discuss conclusion statements.  Students will have the remaining time to finish completing the lab sheet: hypothesis, experimental procedures, data collection and graph, and conclusion statement.

Friday - Students present their lab findings to the class. Homework worksheet on earthquakes due Monday/ Tuesday.

NGSS Standards

S-ESS2-1

Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.

MS-ESS2-2.	Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
MS-ESS2-3.	Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. ESS2.B: Plate Tectonics and Large-Scale System Interactions Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.

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. (MS-ESS2-1)

Lesson Plans January 9th to January 13th 2017 Mrs. Moore Earth Science

Tuesday -Thursday Period 2,4, and 9

Wednesday - Friday Period 3,5, and 10

Day 1 - Students will start with a skyward assignment. Watch video and take notes.  With this material students are to make a model of the Earth with a paper plate.  The list of required components will be on the front chalkboard. We will display our models and give constructive comments to each other. Next we watch another video on the mechanism of plate tectonics.  Students will be asked to model with labels the plate boundaries with clay.  They will be asked to take pictures of the models and create a document explaining plate tectonics.  There are 5 models that will be required.  Student will have 30 minutes to complete the picture process.  Students will be in groups of two.  Before leaving today the student will watch http://lombardmiddleschoolmrsmoore.weebly.com/plate-tectonics-earthquakes-and-volcanoes.html. Homework is to complete the skyward assignment called plate tectonics homework.

Day 2 - Students start with a skyward assignment.  Students will watch several demonstrations on materials snapping in half.  We will start together to write a hypothesis that is testable in our classroom that may help explain earthquakes. We will focus on braking rubber bands and predicting what makes them break.  Students will work as a group to create the criteria  and constraints to complete the experiment. If time allows we will complete the data collection and create a graph showing our results.  Students will discuss what makes a credible conclusion statement.  Assessment will be the completed lab sheet which will be due when we finish it in class.

Lesson Plans January 9th to January 13th 2017 Mrs. Moore Earth Science

Monday -Thursday Period 2,4, and 9

Tuesday - Friday Period 3,5, and 10

Wednesday science in we will complete practice materials for the Illinois State Science Test. Students will remain in advisory classes because of the shorten day.

Day 1 - Skyward assignment. Rock cycle diagram. Go over model rubric and grade our convection current models from last week. Pie model of the Earth activity. All students will create a model of the layers of the Earth to scale. Students will subdivide the layers of the Earth from just crust, mantle, core to add lithosphere, asthenosphere, and outer core. We will place the convection current in the asthenosphere.  Notes on Plate Tectonics with slide presentation. Students will create clay models of plate boundaries; convergent, divergent, and transform boundaries. Students will take pictures of models add them to the notes.  Students will be allowed to participate in a plate boundary game and make plate tectonic puzzle pieces.  Homework is watch the two small videos on my web page. https://www.youtube.com/watch?v=Y1GWz_XHWEo  and https://www.youtube.com/watch?v=zbtAXW-2nz0 . Please answer the question on the skyward assignment called Cont. Drift and Plate Tectonic info.

Day 2 - Skyward assignment/ Rock cycle diagram. Review notes from previous lesson using pom poms. We will watch the video The Early Earth and Plate Tectonics (5 minutes).  Students will be asked to complete earthquake volcano mapping worksheet. While working students will be asked

1. Why was Wegener's original idea about continental drift referred to as intuition and not science?
2. What did Wegener find that he believed was evidence to support his theory?
3. Why didn't others think that his findings constituted evidence?
4. How did the new information about the ocean floor support Wegener's theory?
5. How do the rocks at Lake Mead support the theory of plate tectonics?
6. What other evidence would help convince you that the theory of plate tectonics was real?

What is not completed in class will be homework. If time allows we will try a quizlet - https://quizlet.com/17554628/flashcards.

NGSS

HS-ESS2.B.3 ( High School Earth and Space Sciences ): Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust.

MS-ESS1.C.3 ( Middle School Earth and Space Sciences ): Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.

MS-ESS2.B.3 ( Middle School Earth and Space Sciences ): Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.

Lesson Plans January 3rd to January 6th 2017 Mrs. Moore Earth Science

Tuesday/Thursday Period 2,4, and 9

Wednesday/ Friday period 3, 5, and 10

Day 1 - Skyward assignment to start class.  Review rock cycle, students will be expected to complete the chart with 80 percent accuracy. Students will be divided into groups and asked to understand geology maps of Illinois. There will be 8 different maps. At each map students will be asked to add information about the map to the poster.  Each group will be given a different color marker to identify their group contribution.  We will as a class make general statements about the past geology of the state of Illinois and what can be said about all of the maps. We will look for patterns and similarities as well as order of development. Students will then start a process in understanding the convection current.  A worksheet will be given to each student to complete.  This sheet will be completed by the end of our next class. Students will model air molecule movement around a flame. Students will model warm and cold water molecule interactions. Students will be challenged by unexplained examples. Students will be asked to explain the processes modeled and then create an original model that will demonstrate the same concept. Students will draw the model and present it to class. Students will be expected to question other students’ models and make suggestions to improve the explanation of the models.

Day 2 - Skyward assignment to start class. Review rock cycle, students will be expected to complete the chart with 85 percent accuracy. Students will continue to work through the convection current material ending with group models to show and share in class. The rubric for the model will have both a teacher and peer component. Homework skyward assignment due by Monday morning January 9th, 2017.  The assignment is to complete the virtual Pangaea activity from the Plate Tectonics, Earthquakes, and Volcanoes web page on my site. http://lombardmiddleschoolmrsmoore.weebly.com/plate-tectonics-earthquakes-and-volcanoes.html  and answer the question on skyward about the activity. Also watch the video at the bottom of the web page called Earth 100 Million Years From Now.  Here is the link to the video, https://www.youtube.com/watch?v=uGcDed4xVD4 .

Geology Map web sites for day 1.

1. http://isgs.illinois.edu/sites/isgs/files/maps/statewide/imap14-front.pdf
2. http://isgs.illinois.edu/sites/isgs/files/maps/statewide/imap14-back.pdf
3. http://isgs.illinois.edu/sites/isgs/files/maps/statewide/end-moraines-8x11.pdf
4. http://isgs.illinois.edu/sites/isgs/files/maps/statewide/2013-coal-industry.pdf
5. http://isgs.illinois.edu/sites/isgs/files/maps/statewide/imap12.pdf
6. http://isgs.illinois.edu/sites/isgs/files/maps/statewide/il-surf-topo-8x11.pdf
7. http://isgs.illinois.edu/sites/isgs/files/maps/statewide/imap10_front.pdf
8. http://isgs.illinois.edu/sites/isgs/files/maps/statewide/il-w-counties-8x11.pdf

NGSS

MS-ESS2-1 - Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

MS-ESS2-2 - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scale.

MS- ESS2-3 Analyze and interpret data on the distribution of fossil and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.