Earth Science Class Mrs. Moore Lesson Plans

May 13- May 24th

Monday/ Tuesday -  Start with a short skyward assignment. We will work together on a

packet of notes about the motion of the atmosphere and the oceans.  Students will watch a

BIll Nye on the atmosphere and complete a sheet with the video. Students will be asked to

memorize the four layers of the atmosphere, the three major wind systems, and the major

reasons for the motion of the ocean and atmosphere.  We will have a quiz at our next class.

Wednesday/ Thursday - Start with a quiz,  Review notes. Students will look at what makes

a cloud and complete a demonstration of a cloud in a bottle.  Students will review a few

experiments we did last week and discuss what was really happening and why. We will look

at the egg in a bottle, crushed can, candle in the water, wacky bottle, ping pong ball hair

dryer, and spitwad in a container and relate it to weather.  Homework is to complete the

worksheet on types of clouds.

Friday/ Monday  Start with notes on how a cloud forms followed by the creation of storms.

 We will look at air masses and the fronts that form from the interaction. There will be

several video clips.  We will discuss the formation of supercells and tornadoes. Homework

is to find data on one tornado that took place in tornado alley.  There will be a worksheet to

complete with the information.

Tuesday/Wednesday  Hurricane day!  We will discover the process of development of a

hurricane.  We will watch a short video clip. We will look at current data and the increase of

hurricanes both quantity and intensity.  We talk about what this means and how the cycling of many different systems interact to cause this increase. Homework is to find out the name of

the next hurricane in the Atlantic and the South Pacific.

Thursday/ Friday - we will wait to see where we need to go next!

Tuesday/ Wednesday

Thursday/ Friday

Monday - review for final

Tuesday - Fun City

Wednesday - Finals

Thursday - awards day!!!!

Earth Science Class

Mrs. Moore

Lesson Plans

May 6th-10th

Period 3,5, 10

Period 2,4,9

Monday/ Tuesday - Skyward review start. Go over the Lithosphere/ Biosphere/ Atmosphere/

Hydrosphere with a paper to clarify cycles that work through/within the sphere.  We will look

at the rock cycle, carbon cycle, water cycle, nitrogen cycle, and oxygen cycle. We will

discuss the water and wind patterns on a global scale. We will look at how the Earth

changes as a result of the interaction.  We will use river systems and demonstrate the complexities of the Earth interacting systems. We will dig into our sandbox of science with

a demonstration of how a river system develops and is constantly changing through time. Key terms will be drainage basin, oxbow lake, meanders, young, mature, and old streams,

alluvial fan, deltas, load,  and levees. Homework is to locate and label the world’s major

river systems.

Wednesday / Thursday - Start by making sediment sticks and observing 2 minute deposition

patterns.  Keep a pattern log for 10 minutes. Students will see many pictures of mouths of

river systems. We will discuss the variables that affect the differences in the deposition of

sediments.  We take a short quiz over weathering , erosion, and deposition. This quiz will be

on the computer. When finished student will take data from atmosphere temperatures and

create a graph that shows the layering of our atmosphere.  There will be questions about the

created graph. What is not finished in class will be homework.

Earth Science Lesson Plans

April 29th - May 3rd

Monday, Wednesday Period 2,4,9

Tuesday Thursday Period 3,5,10

Unit - Weathering, Erosion, and Deposition

Monday/ Tuesday - Review Start, reducing erosion activity.  Students will build sand castles with

popsicle sticks, straws, and a bag.  The goal will be to build it as high as possible with building

techniques that will help it with stand  erosion of some sort. Students will fill out a sheet explaining

their processes. After the surprise erosion the students will have an opportunity to rebuild.  A

worksheet will be completed by a partnered group and is to be turned in when completed.

Wednesday / Thursday - Students will review all material from the year with the goal of seeing how it

all fits together and will culminate with our study of the Earth’s weather.  Students will graph the

layers of the atmosphere, map the world water currents and world wind patterns. We will again

discuss the convection currents (density differences) and how it is one of many interacting forces

that constantly underscores the motions on our planet.  Homework is to complete the slide

presentation with visuals from the lithosphere, atmosphere, and the hydrosphere. There will be a

slide on gravity too. Presentation should be completed next week.

*****  Friday we are going to Western Illinois University for a visit.  Please bring a lunch if you did not one from school. We will leave right at 8:15, please do not be late to school.   We will be back by2:15. Be ready to see what a real university looks like!

Earth Science Class

Mrs. Moore

Lesson Plans

March 18th -21st

Period 2,4, and 9 Mon. Wed. Fri

Period 3,5, and 10 Tues. Wed. Thurs

Illinois State Science Test is Wednesday

Our lessons will focus on trying to solve the following question.  We will spend time researching,

modeling, and experimenting to figure out the answers.

“How do the materials in and on Earth’s crust change over time, How does the movement of tectonic

plates impact the surface of Earth, How does water influence weather, circulate in the oceans, and

shape Earth’s surface, What factors interact and influence weather, and How have living organisms changed the Earth and how have Earth’s changing conditions impacted living organisms?”  Taken

from the NGSS website.

Unit - Weathering, Erosion, and Deposition

Essential Questions:

• How does interaction between the Earth's lithosphere, atmosphere, biosphere, and hydrosphere lead to the wide range of beautiful and complex landscapes we see today?
• How do climate and types of materials influence the landscapes we see in different regions on Earth?
• How does classification help us understand the great variety and complexity of Earth's materials?

Monday/ Tuesday - Start with a skyward assignment.  Students will create labs about weathering chalk.  Students will take a topic and create a hypothesis, write up the lab procedures, and perform the lab collecting data as well as graphing the data on a hapar basic lab sheet. The students will write a conclusion based on their data.  Students will add their data to the class data table and analyze the overall class results. We will discuss the constants and constrains of the experiments. We will examine the validity of the experiments by generating a list of possible flaws and a list of improvements to make the data more accurate and relevant to our hypothesis.  Homework is to complete the packet of practice questions for Wednesday.

Wednesday- review for Illinois Science Test.  We will go through our pack of practice questions and then work through several simulations on the chromebook.  https://www.cde.ca.gov/ta/tg/sa/practicetest.asp

Thursday - ISA Testing with your Period 3, 5 10 teacher

Friday - Meet with your 2-4-9 teacher - we will start our erosion testing with Running water. We work to complete slope, speed of water, and meander labs. We will conclude with self directed labs with the topic of wind erosion.   Day 1 will have class Friday, Monday - Thursday with Mrs. Moore. All labs must be completed by Thursday. Each lab sheet must have a hypothesis, experimental procedures, data collected and graphed, and a conclusion statement.  All this will be collected on the hapara program and students can turn them in as groups.

Earth Science Class Mrs. Moore Lesson Plans March 18th -21st

Period 2,4, and 9 Monday and Wednesday

Period 3,5, and 10 Tuesday and Thursday

Our lessons will focus on trying to solve the following

question.  We will spend the rest of the year

researching, modeling, and experimenting to figure

out the answers.

“How do the materials in and on Earth’s crust change over time, How does the movement of

tectonic plates impact the surface of Earth, How does water influence weather, circulate in

the oceans, and shape Earth’s surface, What factors interact and influence weather, and

How have living organisms changed the Earth and how have Earth’s changing conditions

impacted living organisms?”  Taken from the NGSS website.

Monday/ Tuesday- Start with finding pictures of National Monuments; Mount Rushmore, Niagara Falls, Grand Canyon, Statue of Liberty, Grand Tetons, Garden of the Gods and

examples from students.   We will have a discussion about why the areas look the way it

does today and will it remain the same in 100 years, 10,000 years or 1,000,000 years. Why the change and what causes the change.  We will make a list of questions that may need to be answered to make our assumptions. We will watch 3 video clips from my web page.

Students will work together on Assignment 1 for the unit - a worksheet on the two types of

weathering.  Students will identify the four types of erosion. Students will pile 100 mL of soil, gravel, and sand on a tray on their student desks. Students will be asked to create a

testable hypothesis and place it on the shared document. We will review the hypothesis

and pick a few to complete in class.  Students will write the procedure to correctly obtain the

answer to the hypothesis. Students will prepare a data table to accurately record the

independent variable from the experiments. The material for the lab will be on hapara. The

next class students will collect data, graph it, and make conclusions.  

Wednesday/ Thursday - Finish lab write up information and complete lab.  The students

will perform the lab, collect data, graph it, adn make conclusions.  All work will be on the

hapara program. Students will keep their area clean and organized and safety will be a top

priority.  

Earth Science Class Mrs. Moore Lesson Plans March 11- 15

Monday / Tuesday - Three question review start.   Start our experiment on

what causes volcanoes to erupt. Each class has a different experiment.

Each student will write a lab sheet for the experiment, collect data, graph

data, and write a conclusion based on the collected data.  When finished

students will work on Plate tectonics map with volcanoes and earthquakes.

https://docs.google.com/document/d/1wCZX9KM36YAJDKe71Pm2Ha

-mvssSX7mI0YNlO4YNmig/edit  This will be due on Friday.  Also students

will prepare for the final test on Plate tectonics, earthquakes, and

volcanoes.  This test is the same test given in January as the pretest.

Students will take the test on Friday in class.  If time allows, we will watch a

short video on volcanoes and earthquakes in class.

Wednesday/Thursday - start with a short skyward assignment. Continue

our experiments, data collection, graphing, and writing our conclusions.

 When complete I will share the other classes experiments, Time will be

given to complete Plate tectonics map sheet and study for the test.   If extra

time we will start our stalactite/ stalagmite models.

Friday - All Classes today.  Make sure to share all experiments.  Take Plate

tectonics, earthquakes, and volcanoes test.  Make sure to turn in the Plate

tectonics map paper.

Homework - https://docs.google.com/document/d/1wCZX9KM36YAJDKe71Pm2Ha-mvssSX7mI0YNlO4YNmig/edit

Test https://www.learner.org/interactives/dynamicearth/testskills/

Earth Science Class Mrs. Moore Lesson Plans Feb. 19th - 22nd

Tuesday/ Wednesday - Review skyward assignment. Research the deepest hole ever dug

in the crust.  We will make a list of engineering/ environmental difficulties that have slowed the

mission to the center of the Earth. We will discuss other issues that cause science invitation/

exploration to increase quickly or be stifled.  Students will learn three locations of where attempts to

drill to the center of the Earth. Students will research on the chromebook for pictures, statistical

data, and counter arguments about the history of drilling into the crust of the Earth.  We will start our

next Thinkcerca on Where no one has gone before. Students will be given an outline form to fill in to

turn in with their writing paper. Due March 1st. Students will end class with an engineering problem.

What are the structural keys to building a building that will withstand an earthquake longer than other

buildings?  Students will be given toothpick, marshmallows, rubberband, straws, and paperclips to

create a structure at least 10 cm tall and at least 4 cm wide. The building must withstand shaking on

our classroom shake table. Students will be allow as many redo projects as necessary to

understand the keys to designing a seismically safer structure. Homework is to work on thinkcerca

paper.

Thursday/ Friday-  TIme to work on thinkcerca.  All students must have outline completed by

the time they leave class.  (20 minutes) TIme to build our seismic safe structures. We will go over

terms; variable, constants, controls, independent manipulated variable, and dependent variable.  We

will as a group write a hypothesis to answer the question - what building criteria is the most

important to building a structure that can withstand an earthquake longer.

Monday/ Tuesday   Start with data from our building activity on Thursday/ Friday.  Students

need to make a graph to represent our data. Students will answer questions about the graph on

skyward in class.  Students will get raw data from usgs.gov to create a graph in order to identify the

type of plate boundary found in a certain area.  Both graphs need to be sent to

smoore2@galesburg205.org.  Homework will be to create a slides presentation with 10 famous

volcanoes, 3 types of volcanoes, and the many types of eruptions. Slide presentation is due at our

next meeting. A template will be given to anyone who would like it.  

Wednesday/ Thursday- 30 minutes to work on thinkcerca.  This is due March 1st - use the

outline to help organize the material.  The second half of our lesson will focus on volcanoes.

Students will be asked to write three things they would like to know about volcanoes.  We will

organize the questions and try to solve as many as we can. We will try to research answers and

create a clear hypothesis to test our answers.  Our goal will be to create experiments that give us

information that can be related to our questions about volcanoes. Can we add valuable data

knowledge about volcanoes?

Friday -   ? TIme to complete experiments Remember to turn in your thinkcerca paper.