Lesson Plans March 6th to March 10th Mrs. Moore Earth Science

Monday and Wednesday -  Period 2, 4, and 9

Tuesday and Thursday - Period 3,5, and 10

Day 1 - Discuss the question “what changes the Earth’s surface?”  We will discuss weathering and erosion - the breaking down and the movement of sediments around the planet.  Students will read through the visual notes of weathering on my web page. We will create experiments in class that will represent mechanical and chemical change that will model real life weathering.  We will spend 15 minutes in class working on terminology from a quizlet and then the remaining time we will look at pictures of different landforms and try to hypothesize how it was formed.  The three classes that did not have time to complete “shape it up” will spend time on this activity first.

Day 2 - Lab activity on acidity, surface area, temperature, and agitation.  Students will complete lab sheet and graph results looking to assess the validity and reliability of the experiments.  Students will use correct lab procedures, which includes correctly measuring liquids, reading scales, and collecting accurate data.  The students will have to analyze the data and write their own conclusion statement.  The end goal is to differentiate between mechanical and chemical weathering.

Lesson Plans March 6th to March 10th Mrs. Moore Earth Science

Monday- All classes

Tuesday/ Thursday Period 2,4, and 9

Wednesday/ Friday Period 3,5, and 10

Monday - Complete our last volcano experiment on temperature of magma and the explosively of the materials.  We will complete a data table on the front chalkboard to be used on the test. We will discuss the parts of a good experiment and how to make it valid and reliable.  Second we will review material for the plate tectonic, earthquake, and volcano test.

Day 1- Take test.  

Day 2 - Retake test to fix any incorrect questions. Students will be given 30 minutes. When finished the students will work through the http://www.kineticcity.com/mindgames/warper/ activity from my web page.  We will start a question board about how our Earth’s surface is changed by chemical and mechanical change.  We will look at wind, running water, gravity, and glaciers. Students will be ask to look at several photos and guess what caused the land formation and predict what it will look like in 100 years as well as 100,000 years.  Homework is to pick a landscape picture from one of the national parks listed on my web page and explain the surface formation.

Lesson Plans February 27th to March 3rd 2017 Mrs. Moore Earth Science

Monday/Tuesday - All classes

Wednesday Period 2,4, and 9

Thursday Period 3,5, and 10

Friday all classes

Monday/Tuesday - Watch Supervolcano while those that need to finish or retake the US Constitution test will work with Mr. Carpenter. Remember your volcano slides need to be turned in a.s.a.p

Wednesday/Thursday- Start with the picture of the volcano again and name the parts of the basic volcano on the sheet to turn in for a grade. Second we will discuss where volcano are found.  We will complete a virtual volcano internet activity together on our chromebooks. We will then take raw data and graph out both a shield and a cinder cone volcano.  Students will be able to graph basic data on a spreadsheet and analyze the material to identify the type of volcano by the magmatic tremor earthquake information.  Finally we will work on our volcano experiments.  The first experiment will look at structure of a volcano and the eruption result comparing a wide opening to a narrow opening. We will diagram what we think. We will write a hypothesis, procedure, and data table.  We will correctly collect data and read the results.  We will finish with a conclusion statement based on the data collected in class.  If time allows we will start on our experiment about magma content; more or less gas in the magma - what causes a bigger eruption and why?  We will also look at temperature and viscosity of magma!!!

Friday - Continue Volcano experiments.

**** Test on Plate Tectonics, Earthquakes, and Volcanoes next week!!  The test is over everything from the beginning of January till now!!  The test is a lot of reading charts, vocabulary, and identifying from pictures!!!  We will review the questions the day or two before the test. The test is multiple choice.

Lesson Plans February 21st to February 24th 2017 Mrs. Moore Earth Science

Tuesday/Thursday Periods 2,4,and 9

Wednesday/Friday Period 3,5, and 10

Day 1 - review skyward assignment.  Diagram how a can of soda is like a volcano.  We will create notes of plate tectonics, earthquakes, and volcanoes in groups of two.  The notes will be displayed around the room. New terms will be introduced; lahar, conduit, sill, dike, flank, parasitic cone, tephra, volcanic bombs, super volcanoes, fissure events, shield volcanoes, cryptodomes, cinder volcanoes, and composite volcanoes. We will discuss different graphs/charts and explain the effects of volcanoes on humans. Run through an old powerpoint on volcanoes. Homework is to create an individual slide presentation of 12 different volcanoes, assignment will be on mystudentdashboard.com. This will be due Monday next week.

Day 2 Review skyward assignment on volcanoes.  Review diagrams made on day one.  Discuss current volcanic activity in the world and the effects on humans. We will watch several videos of volcanic eruptions looking for key geologic features as well as identify human effects.  We will be looking for possible ideas to test in our classroom about volcanoes - ma

MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. ybe gas content, or viscosity, or temperature, or type of bedrock/landforms or ???? Remaining time will be used to work on our slide presentations.

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

Lesson Plans to February 6th to February 10th 2017 Mrs. Moore Earth Science

Period 2,4, and 9  Monday, Thursday

Wednesday is a booster day!

Period 3,5, and 10 Tuesday, Friday

Day 1 - Review skyward assignment with earthquake data and information. Watch shadow zone video clip.  https://www.youtube.com/watch?v=WCeSP8bqY1w Continue our data imaging of the shadow zone in search of the boundary between inner core and outer core and outer core and mantle.  

Students will independently work on locating an earthquake

http://www.sciencecourseware.com/VirtualEarthquake/VQuakeExecute.html in class and show results or screenshot results to Mrs. Moore. If we have time we  will start a designing for a disaster worksheet.  http://content.teachengineering.org/content/csm_/activities/csm_designingfordisaster/csm_designingfordisaster_activity1_worksheet_v3_tedl_dwc.pdf

Homework is to finish any missing assignments.

Day 2 - Continue work on our designing for a disaster worksheet and then build our structures with toothpicks and marshmallows.  Students will create a justification sheet to go along with their structure.  All structures will be tested on our shake table!!  Projects will be graded  5 points for structure and 5 points for justification sheet.  Sheet will need pictures and explanations of why you did what you did and how you may have changed your design. What is not completed in class can be finished as homework.

NGSS - New

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 achieve

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.

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)