Earth Science Class Mrs. Moore Lesson Plans October 22-25th

Period 2,4, and 9 Monday and Wednesday

Period 3,5, and 10 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

Phenomena Pictures -  See above

Monday/ Tuesday - Start with a review of our thinkcerca lesson.  Less than 20 minutes of time in class
will be spent.  Submit work before Friday - but only submit when you have quality work.

* Review your work -you are allowed to put it on a document and have me review it before you submit it.

** Follow the form correctly - Intro- connect, summary, claim. Body paragraphs - reason, evidence,
reasoning. Conclusion- sum up with up without repeating verbatim.

We will continue on our new unit Geology.  Look at our Phenomena picture and ask questions and
hypothesize  the answer. What do we need to know to figure out the past? Why would be want to know
our past? Who would value the information and why?
We will start with a relative dating moon activity. This activity will be with partners and students will
have to explain their decisions and justify to those who disagree.
We will guess our way through the examples of rock strata on the front board trying to figure out the
history from oldest to youngest.   Students will be given notes on the 7 Principles of Historical
Geology. The notes will be on the chromebook.  We will search for images that show the principle and
then write our own definition for the geological principle. Homework will be given.  The worksheet is
at file:///home/chronos/u-7a340433fdd79e2e928d6d8387d2d03358c909ef/Downloads/relative_dating
_homework%20(1).pdf  A paper copy will be given in class, a copy will be attached in skyward too.

Wednesday/ Thursday

Start with a skyward review assignment.  I will collect homework worksheets. Students will start a
petrification activity with sponges.  Students will work in groups trying relative dating problems. We
will turn our attention to absolute dating with an activity to demonstrate the concept.  We will use our
spreadsheet program on the computer to complete simple absolute dating problems.

Students will have time to look at the index fossil in the room plus the 15 common minerals that are on
display.  Homework is a simple worksheet on absolute decay. A paper copy will be given and a copy
will be attached to skyward.  

Fun Information we will cover is below!

1. Uniformitarianism - What happens in the past will happen again geologically.
2. Two types of dating rocks - relative and absolute (radioactive decay)
3. Types of Rocks - Igneous, Metamorphic, Sedimentary
4. Hydrosphere, Lithosphere, Atmosphere, Biosphere
5. Unique characteristics of all minerals
1. Solid
2. Made by nature
3. Crystal pattern
4. Organic
5. Unique formula

6.  Types of Fossils

1. Petrified
2. Molds and casts
3. Index
4. Carbonaceous
5. Original remains
6. Trace

7.   Fundamental Principles of Geology

1. Law of Superposition -
2. Principle of original horizontality  -
3. Principle of original lateral continuity -
4. Principle of intrusive relationships -
5. Principle of  cross-cutting relationships
6. Unconformities -para, non, dsc, angular
7. Fossil succession -

8. Common Minerals of Illinois

1. Brachiopods
2. Cephalopods
3. Crinoids
4. Sponges
5. Gastropods
6. Blastoids
7. Corals
8. Trilobites

Minerals we will id by sight Rocks we will id by sight

Pyrite Mica Slate Shale Pumice

Rose quartz Halite Granite Scoria Limestone

Crystalline quartz Basalt Coquina Gneiss

Hematite Copper Schists Sandstone Obsidian

Sulfur Fluorite Marble Coal Conglomerate

Talc Kaolin

Gypsum Galena

Calcite Graphite

Identification Testing  

Name	Feel	Streak	Smell	Luster	Magnetic	Chemical Test (HCl)
Hardness	Mass	Volume	Density	Crystal Pattern		Cleavage or Fracture
Fluorescent	Tenacity	Diaphaneity	Flame		Color	Formula

Oct. 9th -12th Earth Science

All week we will be working on our Thinkcerca on Fossils!!!
 Our next unit is Geology and Geologic History of the Earth!!!

Science class Oct 1-5 Sputnik week!!!!!

Monday/ Tuesday - Start with a Skyward review assignment.  As a group we will model the moon cycles,
eclipses, and neap/spring tides using the lamps and the golf balls.  Students will then
be asked to create a model of the moon cycles using oreo cookies. Students will be
required to take a picture of the model and email it to smoore2@galesburg205.org  
Students will be given a homework worksheet which needs to be completed before
the test on Friday.

Wednesday/Thursday - Start with the same review start from last class.  Students will be asked to take
notes (paper or computer) about the space race and the mission to the moon. A guided
note sheet will be available for all students to access,Students will then look at what the
current ISS looks like with a 3d tour on the internet. We will discuss the future of space
travel and create a t chart with pros and cons for the future space endeavors.  If we have
time we will play a review Kahoot game.

All Classes Friday - Astronomy final test  on skyward.

Tuesday/ Wednesday Start Thinkcerca on Fossils.

Thursday/ Friday continue and finish thinkcerca

Revamped lesson because of shorten classes! 9-24 to 9-28

Monday, Sept 24th  All classes complete scientific notation worksheet on walking planets
model.  Students will go outside and participate in a walking model of the solar system.
Homework is a skyward review assignment.

Tuesday/ Wednesday - Students will research  moon cycles, year cycles and the
month/day cycles.  Students will create clay models of the Earth, Moon, Sun
relationship.Tables will be assigned one of the cycles.  They will be required to
teach another group using their model. Two question - Why do we have time?
Why do we see a different shape of the moon every night?  Students will create
two questions that they want the learners to answer after their explanation.
Students will be assigned a moon cycle chart to complete, due at our next class.
If time we will watch one of our short moon videos.

Thursday/ Friday - Review Start questions 27-28.  Students will take notes on moon
cycles, eclipses, and tides.  We will throw the model of the moon around the room
and simulate our discussion with human models.  We will finish with creating the

Earth Science Class Mrs. Moore Lesson Plans Sept. 17th - 28th

NGSS

MS-ESS1-1

Develop and use a model of the Earth-sun moon system to describe the cyclic patterns
of lunar phases, eclipses of the sun and moon, and seasons.

MS-ESS1-2

Develop and use a model to describe the role of gravity in the motions within galaxies
and solar system

MS-ESS1-3

Analyze and interpret data to determine scale properties of objects in the solar system

Assessment questions on essential skills earth science. These  questions pertain to the
lessons for the two weeks.

Students will create a scale model of the solar system (planets size, motion, and distance)
Create a diagram to illustrate how the Earth, Sun, and moon move in relation to each other.

Use arrows for direction of movement, label the diagram and include a detailed written

description that includes the terms rotation, revolution, orbit, axis, day, year, and gravity.  

Create a diagram to illustrate the phases of the moon.  Include all moon phases, the Earth,

and the sun. Label the diagram.

 Analyze this diagram and answer the questions that follow:

On the diagram, label the four seasons that the northern hemisphere is experiencing in

each of the four Earth models.  

Why does it rarely snow in Mexico?  Explain in detail.
Why does the northern hemisphere have summer at the same time the southern hemisphere has winter. Explain in detail how this occurs.
Why is it generally coldest near the north and south poles?  Explain in detail. 

Day 1 Review Skyward (RS17-18)Students will have class time to finish the planets to scale
poster.  Students will self assess their work with rubric. Students will research online current
data of planets.  Assignment is due at the next class. If we have time we will watch one of our
short moon videos.

Day 2  Review Skyward (RS19-20) Collect research material on the planets. We will discuss
modeling of the solar system.  We will complete walking model of the solar system.
(outside- keep an eye on the weather). We will discuss moon cycles.  Students will create
clay models of the Earth, Moon, Sun relationship. Students will be assigned a moon cycle
chart to complete, due at our next class. If time we will watch one of our short moon videos.

Day 3  Review Skyward (RS21-24) Turn in the moon cycle chart.  Notes on Moon Cycle,
eclipses and tides while throwing the Moon around our classroom.  Students will be asked to
create a model of the moon cycle and eclipses using our clay, or golf balls or other approved
materials to explain to younger students why we see different moon phases each night.  This
assignment will be due Friday, September 28th. We will also have the lamps in our room to
simulate the moon cycle.

Day 4 Review Skyward (RS25-26) Work day in science class. Students will work on
completing all models correctly.  Students will be helping each other with their moon
cycle projects or other missing work in science class. There will be a short reading
assignment with three questions to answer in the last 10 minutes of class.

Day 5- Students will be given the mission to the moon!  We will explore why the USA
went to the moon. We will complete an activity - our mission to hit the ceiling and return to
the table safely.  Students will create rockets with propulsion. We will again discuss
independent manipulated variables, constants, and controls in experiments.  

Day 6 - Astronomy Post test  skyward and attempt Assessment 1 questions from
Essential skills.

Day 7 - Start ThinkCerca. We will start with a simple lesson on astronomy.  There is a
reading and 5 multiple questions.

Earth Science Class Mrs. Moore Lesson Plans Sept. 4th -14th

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

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

NGSS

MS-ESS1-1

Develop and use a model of the Earth-sun moon system to describe the cyclic patterns
of lunar phases, eclipses of the sun and moon, and seasons.

MS-ESS1-2

Develop and use a model to describe the role of gravity in the motions within galaxies
and solar system

MS-ESS1-3

Analyze and interpret data to determine scale properties of objects in the
solar system

Assessment questions on essential skills earth science. These 3 questions pertain
to the lessons for the two weeks.

1. Explain the importance of gravity in our Solar System as it relates to the formation of the Solar System, motion of the sun/Earth/moon system, and tides. Also include how mass affects gravity.  
2. Students will use the H-R diagram to create an explanation of the life cycle of a star. This can be written in paragraph form or as a visual display (infographic).  Students need to identify the stages of stars, the absolute magnitude, size, and temperature of stars. Students need to express the relationships between color and temperature and size and brightness.  The following terms need to be used in the explanation; protostar, nebula, main sequence, giant (super, hyper, blue, red), supernova, black hole, white dwarf, and neutron star.
3. Students will create a scale model of the solar system

Day 1

Start with a skyward review.  Big Bang demonstration with dots and look at the
formula for gravity. SImulation for gravity.  https://phet.colorado.edu/sims/html/gravity-force-lab/latest/gravity-force-lab_en.html

SImulation for gravity on planets.

http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/free/007299181x/78778/Gravity_Nav.swf::Gravity%20Variations%20Interactive

Review Fusion and Fission and how the Universe started and light is formed.
We will review our hand motions for fusion and fission.  Students will create
an concept map to answer the question “Where is the Earth in the Universe?”
Introduce terms; cluster, local group, galaxy, milky way, solar system,  and binary star
system. Students will watch a video on scale proportions of items in the universe.
https://www.youtube.com/watch?time_continue=18&v=HEheh1BH34Q

We will end with the life cycle of a star simple diagram.  The following terms need
to be used in the explanation; protostar, nebula, main sequence, giant (super, hyper, blue, red),
supernova, black hole, white dwarf, and neutron star.

Homework is due Friday -
 https://docs.google.com/document/d/1qHGgG3TfqQYwbl7smYgLK9sRRD3_GYvECgVmCPtPzLo/edit

Day 2

Review assignment on skyward. Review our location in the Universe and the life cycle
of a star.  Students will research images of the life cycle of a star in class (10 minutes).
Students will be given a class assignment to explain the life cycle of a star.  Students
will use the H-R diagram to create an explanation of the life cycle of a star. This can be
written in paragraph form or as a visual display (infographic).  Students need to identify
the stages of stars, the absolute magnitude, size, and temperature of stars. Students need
to express the relationships between color and temperature and size and brightness.  
The following terms need to be used in the explanation; protostar, nebula, main sequence,
giant (super, hyper, blue, red), supernova, black hole, white dwarf, and neutron star. This
assignment will be due by Monday September 10th.

Day 3 - Turn in any life cycle of a star explanations. 10 points

Math day - We will look at the formula of gravity again.  We will look at scientific notation and
understanding how to add, subtract, multiply, and divide.  Students will use Astronomical units
to measure our solar system. Students will create a to scale model of the distance between
planets in our solar system.  This will be completed in class together. We will review how to
create a scale model. Students will start on their model of the planets to scale assignment.
This project is due by Friday, September 14th.  

Day 4 - Students will continue to work on the planets to scale model.

Friday September 14th  both History and Earth Science class will visit Carl Sandburg College.