Earth Science Class Mrs. Moore Lombard Middle School Lesson Plans 2-28 3-6 2020 Plate Tectonics/ Earthquakes

Friday/ Monday - Skyward start.  Repeat terminology of Plate tectonics and add earthquake

information.  We will discuss the waves that travel through the earth - primary, secondary

and surface waves.  We will look again at seismograph readouts and what they tell us about

earthquakes, plate tectonics, and the internal structure of the earth.  We will watch several

short videos on earthquakes, earthquakes in a swimming pool, liquefaction, and tsunamis,

We will conclude with a worksheet together on reading a seismograph to understand where

and what happens in the earth during an earthquake.  We will take time to discuss the COV

-19 virus.

Tuesday - Wednesday - Skyward start.  We will look at three different earthquakes and find

evidence on the internet that will help us discuss the worst earthquake in North America. 

Students will debate using original source information. We will discuss what data tells us

and how to be a discerning scientist when looking at data or listening to others explain

data.  We will relate it to the COV-19 virus information from our last class. We will discuss

what pitfalls happen when you want to predict an earthquake. We will look at entrepreneurs

in the field of seismology.  We will watch a short video on seismic safe beds. We will

complete a card stacking activity and then we will discuss our seismic safe structure assignment.

Thursday - 30 minute classes   Skyward start. We will complete our seismic safe structure

building assignment.  Homework is a lat/long worksheet.  

Friday - Skyward start. Go over worksheet and start our slide presentation of volcanoes.

Monday - Tuesday  Skyward test!!!!!! Class time to work on a volcano project.  We will look
at volcano types, eruption types, and cone types.  If time allows we will look at data and use
our uniformitarianism skill to predict volcanic eruptions.  Students will watch part of
SuperVolcano where the government manipulates a scientists to downplay an imminent
volcanic eruption. What we do not finish we will continue on Wednesday.

Earth Science ClassMrs. Moore Lombard Middle School Lesson Plans 2-17 to 2-25-2020

Plate Tectonics/ Earthquakes

Tuesday/Wednesday - Start with a skyward start.  The start is a modified start we have

completed before about experimentation.  As a class we will make up an experiment and list

out the variable, controls, constants, dependent variable, and a possible constraint.  Second

we will continue our note presentation hopefully finishing with the notes on plate

boundaries. We will attempt a plate boundary dance to help us remember our processes.

Students will be asked to think of a way to speed up or slow down the convection current.  I

will redo a lab we did earlier in the year. Students will be asked to come up with a way to

modify the experiment.  Homework is a convection current worksheet.   Paper copies will be

available in class.  https://www.mvschools.org/cms/lib03/ca01001212/centricity/domain/134/mantleconvection.pdf

Thursday/Friday - Finish slide presentation from past class if necessary. Demonstrate plate

boundaries with clay models.  We will then complete a lab using different layers of plastic

wrap (selifane). Students will complete a lab independently with a hypothesis,

experimentation, data table, graph, and conclusion.  Homework is a worksheet on plate

tectonics. Paper copies will be available in class and a digital copy will be attached in

skyward. 

       Before we leave class I will ask for any thoughts on how to modify our experiment from

earlier in the year.  Students that wish to try their hypothesis will be given supplies and

expected to share results when completed.

Monday/Tuesday Skyward start using plate tectonic terms. We will look at usgs.gov.   We

will cut and paste pangaea on balloons (5 minutes), we will complete a sea floor spreading

paper demonstration (7 minutes). We will again use the clay to demonstrate the different

plate boundaries.  Students will be asked to color and label the plate boundaries on a world

map. The map will be due at our next class. If time allows we will watch the three videos on

my web page. Any extra time can be used to complete the two additional article readings or

have those who have completed extra experiments share the results.

Wednesday/Thursday - Start class with a look at USGS.gov.  We will label/diagram an
earthquake. We will demonstrate seismic waves - primary, secondary, and surface. We will
complete an activity either on the computer - if it works - adobe - or on paper about the
process on finding the epicenter of an earthquake.  Worksheet on finding an earthquake
epicenter. There will be a few short video clips showing the different movements in the Earth
as a result plate movement. We will also take a look at tsunami waves and their destruction.
Students will be encouraged to watch the Nova series on sinking cities in the world.

Earth Science Class Mrs. Moore Lombard Middle School Lesson Plans 2-3 to 2-14

Monday - Tuesday - Start Thinkcerca with videos and articles about the

deepest hole in the Earth.  Students will play a game about the organization

of the paper. Students will have time to complete the intro paragraph of the

paper.  The material is online.

Wednesday- Thursday - Workday for Thinkcerca.  Students will have 30

minutes to complete the intro, and three body paragraphs.  We will have a

pair share in the middle of class. Following will be a quick review on the

organization of the paper.  Students will have the remaining time to finish

the counter argument and the conclusion. The paper is due on Feb 14th.

Friday/Monday - Start with a skyward quiz on paper organization, and

experimental vocabulary.  We will continue our notes on weathering,

erosion, and deposition. Students will be given extra time in class to work

on article readings that are also due on Feb 14th.

Tuesday/Wednesday - Quiz on weathering, erosion, and deposition. 

Students will start a slide presentation on Plate tectonics.  There is a

worksheet that follows the presentation. 

Thursday - all classes- finish presentation. Reminded to turn in Thinkcerca and the articles. 

Fri - half day - trivia in the gym as a booster, period 9/10 study hall.

Earth Science Class Mrs. Moore Lombard Middle School Lesson Plans 1-13 to 1-31st

Earth Science Class

Monday/ Tuesday Start with a skyward assignment. Watch a short 1 minute video that

shows the difference between weathering, erosion, and deposition.  Go over the simple

mechanical weathering lab and graph the results together. Requirements for a graph are -

title, x and y axis labels, key, and correct data.  Students will then complete a chemical

weathering lab with two graphs. We will take the data and write conclusion statements.

Students will have a choice to complete one of my already written labs or to create their own

chemical weathering lab. Graphs need to be emailed to Mrs. Moore at

smoore2@galesburg205.org.  Homework is a worksheet due at our next class.  The

worksheet is attached to skyward and a copy can be found on my web page.  The link is 

I will get the link on Monday!!!

Wednesday/ Thursday  Start with a skyward assignment. Students will watch a video

showing water erosion on a beach - one picture a day for 365 days.  Students will complete

a wind erosion lab with two graphs. Students will have a choice to complete one of my

already written wind labs or to create their own wind erosion  lab. Two graphs need to be

created with the data and emailed to Mrs. Moore. If time allows, students can work on their

article readings.

Friday- Start with a skyward assignment.  Students will have time in class to read and
respond to the science article readings for the 3rd quarter.  We will also watch a
short video lesson on weathering and erosion. Homework is to finish the first three articles.

Tuesday/ Wednesday - Start with a skyward assignment.  Complete two of the three

running water labs.  Students will choose between speed of water, meanders, and slope as

there variables.  The students will be responsible for writing accurate and concise

hypothesis statements, complete an experiment write up identifying constants and the

control, collect data, graph data, and write a precise conclusion statement. 

Thursday/ Friday  Finish running water labs.  Notes on Gravity - Mass movement of land,

and glaciers.  We will look at pictures of deposition and explain what has happened in the

past to create the landforms. Homework is a skyward assignment due by Monday of next

week.  

Monday/ Tuesday-  Students will create a landform in their sandboxes that can withstand
wind, water,a glacier, or gravity. A list of materials will be available to use. Everyone will
have the same materials. Students will pick from the deck of erosion and their creation will
experience the erosion.  Students will be given one redo. Students will be scored on their
ability of their landform creation to withstand the erosion. 1-5 points. Verbal explanations
will be necessary. 

Wednesday/ Thursday - time for adjustments.  IF time allows we will share our labs in

class showing how we connected our hypothesis to our conclusion statements. We

will look at the district rubric on public speaking and relate it to scientific knowledge. 

We will look at what we can and cannot say. :)

Friday- Test on Weathering, erosion, deposition, and the scientific method.  The test will be
multiple choice and essay. We will again try to write a statement about our future based on
our past.  

Monday - Feb3rd - Start Thinkcerca.

Earth Science Class 1-7 to 1-10

Mrs. Moore

Lesson Plans 

1-7 to 1 - 10
New unit - Weathering and Erosion (short) will lead into the larger
Unit on Plate Tectonics, Earthquakes, and Volcanoes.

Start period 2 with the review of expectations with rotations around the school.

Tuesday/ Wednesday- Review of the Earth from the beginning to today.  We will review the

universe beginning, the Earth’s beginning, and the consistent processes that shape our

world today.  We will review uniformitarianism. Students will complete a skyward review

assignment in partners. Students will create a model of the earth’s layers on a paper plate. 

Students will diagram the continental crust, the oceanic crust, the mantle (lithosphere and

asthenosphere), the outer core, and the inner core. Please bring your colored pencils or

markers to class.  Homework is to read the weathering lab and prepare a testable

hypothesis, create the lab procedures and data collection chart. If this is not completed

before our next class it will only be given 50% credit. FIll in the yellow highlighted portion of

the lab sheet.

https://docs.google.com/document/d/1_Colf7bEGjTcKMAKbyHfrhrkVoEl4DSgjDneFpguQEs/edit

Thursday/ Friday - Skyward assignment to start. Turn in testable hypothesis, the lab

procedures and data collection chart.  Students will review their materials with Mrs. Moore

and then begin the weathering lab. The lab will be about mechanical weathering and what

causes more weathering.  Students will maintain one variable per experiment and control the

constants. We will discuss what makes the lab valid and reliable. We will graph our results

on sheet and include two different graphs - title, x and y axis, key, and data.  A logical

conclusion statement should be made after reflecting on the data collected and confirm or

deny the hypothesis statement. The lab will be shared verbally with our peers next week. 

Earth Science Class Mrs. Moore Lesson Plans December 16th - 20th

Period 2,4, and 9  Monday, and Wednesday

Period 3,5, and 10 Tuesday, Tuesday, and Thursday

Earth’s Systems (Geology)

1. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6 billion-year-old history
2. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process
3. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales
4. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions 
5. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, groundwater resources are the result of past and current geoscience processes

 Monday/ Tuesday - Start with a skyward assignment on the seven geological principles.  Students

will complete testing of rocks and minerals to learn physical and chemical properties to aid in

identification. We will start it as a group and complete at least three rocks and minerals.   We will

create models of the rock cycle to share with each other. We will toast marshmallows to show

metamorphism, melt chocolate to show igneous rocks and put it on crackers to show sedimentary

rocks.  We will complete a Kahoot quiz on the computer. Make sure you have your articles

completed.  

Wednesday - Thursday - Review 6 fossil types, 7 geo principles, 8 common Illinois Fossils, radioactive decay problems, 4 geological timeline eras, what the order of life development was on our planet,  the 15 minerals, the 15 rocks, the 15 mineral/rock identification tests. We will use this information to look at visible geology and read the land to explain what has happened on our planet when no one was there to see it happen.  We will discuss the future of our planet. All students will use uniformitarianism and make an educated hypothesis about life, land, water, and the atmosphere of our planet. We will write sentences with evidence to support our hypothesis.

Earth Science Class Mrs. Moore Lesson Plans December 2nd - 20th

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

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

Earth’s Systems (Geology)

1. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6 billion-year-old history
2. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process
3. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales
4. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions 
5. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, groundwater resources are the result of past and current geoscience processes

Monday/ Tuesday - Start with a skyward assignment There will be radioactive decay questions.

Second, we will create a geological timeline of the Earth’s history using eras, periods, and epochs.

  We will complete a timeline together with 26 different events that changed the planets, atmosphere,

lithosphere, biosphere, and hydrosphere. New terms - precambrian, paleozoic, mesozoic,

cenozoic, cambrian, silurian, ordovician, mississippian, pennsylvanian, and  permian. We will play a

manipulative game with the information on our desks. We will watch a video clip on what is

evolution, what is the evidence for evolution, what is natural selection Homework is a short skyward

assignment and a comparative anatomy color sheet due before you come to class again.

Wednesday/ Thursday  Review skyward assignment with geo boxes, radioactive decay, and geo timeline questions.  Students will replay the manipulative game with geo timeline information.

Students will review the geo timeline on the front board.  Students will walk around the room looking

at our rocks and minerals again. We will look at our crystals and our petrified fossils. Students will

start to learn the process to identify physical and chemical properties of rocks and minerals. 

Students will look at density, mass, volume, streak, hardness, diaphaneity, tenacity, color, smell,

HCl, Luster, and the flame test to identify unknown rocks and minerals. Homework is to complete

the article readings by Dec. 16th.

Friday- Monday - Students will complete independent testing of rocks and minerals to learn physical

and chemical properties to aid in identification.  Students will be instructed on the process for the

flame test. Homework is to complete the article readings by Dec. 16th.

Tuesday - Wednesday  - Students will watch a BBC series on Cenozoic life.  Students will have a

worksheet to fill in as they watch the videos.  There is no need for computers today. Mrs. Moore will

be gone on Wednesday.  The paper is due at the end of the class. No homework. Please finish the

article readings on skyward by December 16th. 

Thursday - Friday First half of the class we will complete a flame test lab.  The second half of the

class we will subdivide the rocks from the minerals.  We will complete notes on what makes a

mineral and a rock different. We will create models of the rock cycle to share with each other. 

Students will be asked to write questions to ask each other about the rock cycle and different

minerals. The students will need 3 questions to share in our next class.

Monday - Tuesday - save for revision on timing - snow day or other events.

Wednesday - Thursday - Review 6 fossil types, 7 geo principles, 8 common Illinois Fossils,

radioactive decay problems, 4 geological timeline eras, what the order of life development was on

our planet,  the 15 minerals, the 15 rocks, the 15 mineral/rock identification tests. We will use this

information to look at visible geology and read the land to explain what has happened on our planet

when no one was there to see it happen.  We will discuss the future of our planet. All students will

use uniformitarianism and make educated hypothesis about life, land, water, and the atmosphere of

our planet. We will write sentences with evidence to support our hypothesis.