1. UBD Unit outline - Ms. Susanna Miller · 6 Week 1 Day 1 Pre-Assessment Day 2 5e Lesson – Layers of the Earth E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and

1. UBD Unit outline........................................Pages 1-3

2. Pacing Guide..............................................Pages 4-13

3. Misconceptions of Plate Tectonics........Page 14

4. Letter to Parents........................................Page 15-16

5. Unit Pre-Test...............................................Page 17-18

6. 5E Lesson on GLCE–E.SE.06.52(Miller).......Pages 19-68

7. Literature Connection Lesson................Pages 69-71

8. 5E Lesson on GLCE–E.SE.06.52(choice)......Pages 72-76

9. Culturally Responsive Lesson.................Pages 77-80

10. Writing Connection Lesson......................Pages 81-85

11. Field Trip Plan.............................................Pages 86-87

12. 5E lesson on GLCE–E.SE.06.53(Hawk)........Pages 88-90

13. Post-Assessment.......................................Page 91

14. References..................................................Pages 92-94

1

Unit Title: Plate Tectonics Grade Level: Sixth

Subject/Content & Topic Area(s): Science

Key Words:

Critically important: plate tectonic, geological events, lithospheric plates, earthquakes, volcanic eruptions, mountain building, crust, upper mantle, convecting mantle, metallic core, lithosphere, transform boundaries, converging boundaries, diverging boundaries

Instructionally useful: Pangaea, Richtor scale, lava, magma, tremor, vibrations, weathering, wind, water movement, Seismograph, Magnitude

Designed By: Debbie Hawk and Susanna Miller Time Frame: 6 weeks

School District: Happy, MI School: James Middle School

Summary of Unit (Benchmarks, Standards, and Unit goals):

Scientific inquiry:

K-7 Standard E.SE: Develop an understanding of the properties of Earth materials and how those properties make materials useful.

Understand gradual and rapid changes in Earth materials and features of the surface of Earth. Understand magnetic properties of Earth.

Content Standards:

E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting in major geological events, such as earthquakes,

volcanic eruptions, and mountain building.

E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.

E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate

motions.

E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metal lic core.

Inquiry, Analysis, & Communication:

K-7 Standard S.IA: Develop an understanding that scientific inquiry and investigations require analysis and communication of findings,

using appropriate technology.

S.IA.06.11 Analyze information from data tables and graphs to answer questions about the formation of volcanoes, mountains, and earth processes.

S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.

Inquiry Process:

K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.

S.IP.06.11 Generate scientific questions based on observations, investigations, and research about the plate tectonic movement.

S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves,

microscopes) appropriate to scientific investigations.

2

Reflection and Social Implications

K-7 Standard S.RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how

scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology.

S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data.

S.RS.06.12 Describe limitations in personal and scientific knowledge.

S.RS.06.13 Identify the need for evidence in making scientific decisions.

S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles.

S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and

across cultures

Listening and Viewing - Response

L.RP.06.01 listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask clarifying questions.

Writing Standards

W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore

problems and pose solutions that culminate in a final presented project using the writing process.

W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas.

W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.

Reading Standards

R.WS.06.05 Acquire and apply strategies to identify unknown words and construct meaning.

R.CM.06.01 Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and

written responses.

R.CM.06.02 Retell through concise summarization grade-level narrative and informational text.

R.CM.06.03 Analyze global themes, universal truths and principles within and across texts to create a deeper understanding by drawing

conclusions, making inferences, and synthesizing. R.CM.06.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts.

Big Idea:

The surface of the Earth undergoes both gradual and rapid changes.

Plate tectonics is the central organizing theory of the field of geology and explains major landforms and geological events

Background information

The Earth’s crust is composed of plates.

The plates move.

Earthquakes occur from moving plates.

Plates collide.

Earthquakes, volcanoes, and mountains all occur due to colliding plates.

The Earth’s surface is made up of land, including the ocean’s floor.

The earth’s crust is the outside (exterior) of the Earth.

The Earth has a core.

The Earth’s core is made of both liquids and solids.

3

Common Misconceptions:

Students may think that tectonic plates are always neatly divided along continental lines.

Students believe that continents randomly drift about the earth’s water surface.

Earthquakes happen only in specific parts of the earth’s surface. The ground always opens up during an earthquake.

Continents move by somehow floating across oceans.

The continents will move over earth’s water surface causing them to bump back into each other.

4

Plate Tectonics - Pacing Guide (duration 6 weeks)

Monday Tuesday Wednesday Thursday Friday

Week 1

Pre-Assessment

(Introduce Unit)

Layers of the Earth

5E lesson E.SE.06.53

S.RS.06.14

S.RS.06.15

S.IP.06.11

S.IA.06.13

Layers of the Earth


S.RS.06.14

S.RS.06.15

S.IP.06.11

S.IA.06.13

Layers of the Earth


S.RS.06.14

S.RS.06.15

S.IP.06.11

S.IA.06.13

Layers of the Earth


S.RS.06.14

S.RS.06.15

S.IP.06.11

S.IA.06.13

Week 2

Reading Lesson

E.SE.06.51

R.WS.06.05

R.CM.06.01

R.CM.06.04

Reading Lesson

E.SE.06.51

R.WS.06.05

R.CM.06.01

R.CM.06.04

Active plates of the

Earth 5E Lesson E.SE.06.52

S.IA.06.13

S.IP.06.11

S.RS.06.13

S.RS.06.14



S.IA.06.13

S.IP.06.11

S.RS.06.13

S.RS.06.14



S.IA.06.13

S.IP.06.11

S.RS.06.13

S.RS.06.14

Week 3

Active plates of the Earth 5E Lesson

E.SE.06.52

S.IA.06.13

S.IP.06.11

S.RS.06.13

S.RS.06.14


E.SE.06.52

S.IA.06.13

S.IP.06.11

S.RS.06.13

S.RS.06.14


E.SE.06.52

S.IA.06.13

S.IP.06.11

S.RS.06.13

S.RS.06.14

Culturally Responsive lesson

E.SE.06.52

L.RP.06.01

W.GN.06.03

W.PR.06.05

Culturally Responsive lesson

E.SE.06.52

L.RP.06.01

W.GN.06.03

W.PR.06.05

Week 4

Writing lesson

E.SE.06.51

W.GN.06.02

W.PR.06.05

S.RS.06.11

Writing lesson

E.SE.06.51

W.GN.06.02

W.PR.06.05

S.RS.06.11

FIELD TRIP!

Handout Post-

Assessment

Earthquakes and

Change 5E lesson E.SE.06.52

S.RS.06.15

S.RS.06.19

S.IP.06.11

S.IP.06.13 S.IA.06.13

5

Week 5

Earthquakes and

Change 5E lesson

E.SE.06.52

S.RS.06.15

S.RS.06.19

S.IP.06.11

S.IP.06.13

S.IA.06.13

Earthquakes and

Change 5E lesson

E.SE.06.52

S.RS.06.15

S.RS.06.19

S.IP.06.11

S.IP.06.13

S.IA.06.13

Earthquakes and

Change 5E lesson

E.SE.06.52

S.RS.06.15

S.RS.06.19

S.IP.06.11

S.IP.06.13

S.IA.06.13

Earthquakes and

Change 5E lesson

E.SE.06.52

S.RS.06.15

S.RS.06.19

S.IP.06.11

S.IP.06.13

S.IA.06.13

Earthquakes and

Change 5E lesson

E.SE.06.52

S.RS.06.15

S.RS.06.19

S.IP.06.11

S.IP.06.13

S.IA.06.13

Week 6

Earthquakes and

Change 5E lesson

E.SE.06.52

S.RS.06.15

S.RS.06.19 S.IP.06.11

S.IP.06.13

S.IA.06.13

Earthquakes and

Change 5E lesson

E.SE.06.52

S.RS.06.15

S.RS.06.19 S.IP.06.11

S.IP.06.13

S.IA.06.13

Earthquakes and

Change 5E lesson

E.SE.06.52

S.RS.06.15

S.RS.06.19 S.IP.06.11

S.IP.06.13

S.IA.06.13

Earthquakes and

Change 5E lesson

E.SE.06.52

S.RS.06.15

S.RS.06.19 S.IP.06.11

S.IP.06.13

S.IA.06.13

Post-Assessment

due

6

Week 1

Day 1 Pre-Assessment

Day 2 5e Lesson – Layers of the Earth E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic

core.


S.IP.06.11 Generate scientific questions based on observations, investigations, and research.


S.IA.06.13 Communicate and defend findings of observations and investigations into major geological events and earth

processes using evidence.


core.







core.







core.






7

Week 2

Day 1 Reading Lesson: E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.

R.WS.06.05 Acquire and apply strategies to identify unknown words and construct meaning. R.CM.06.01 Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text

through oral and written responses.

R.CM.06.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts.

Day 2 Reading Lesson: E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.

R.WS.06.05 Acquire and apply strategies to identify unknown words and construct meaning.

R.CM.06.01 Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text

through oral and written responses.

R.CM.06.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts.

Day 3 5E Lesson – Active plates of the Earth E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from

these plate motions.


S.IP.06.11 Generate scientific questions based on observations, investigations, and research about the plate tectonic

movement.







movement.







movement. S.RS.06.13 Identify the need for evidence in making scientific decisions.


8

Week 3

Day 1 5E Lesson – Active plates of the Earth E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these

plate motions. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.

S.IP.06.11 Generate scientific questions based on observations, investigations, and research about the plate tectonic movement. S.RS.06.13 Identify the need for evidence in making scientific decisions.



plate motions. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.





plate motions.





Day 4 Culturally Responsive Lesson: E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these

plate motions.


W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and

explore problems and pose solutions that culminate in a final presented project using the writing process.

W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in

groups.

Day 5 Culturally Responsive Lesson: E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these

plate motions.


W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and

explore problems and pose solutions that culminate in a final presented project using the writing process.

W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in

groups.

9

Week 4

Day 1 Writing Lesson: E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.

W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas.

W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.


Day 2 Writing Lesson: E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.

W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting key

ideas.

W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually

and in groups.


Day 3 FIELD TRIP!

Day 4 Handout and introduce final assessment

Day 5 5E lesson – Earthquakes and Change: E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result

from these plate motions. 6th Grade

S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and

activities.

S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people

throughout history and across cultures.


S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens,

thermometer, models, sieves, microscopes) appropriate to scientific investigations. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.

10

Week 5


from these plate motions. 6th Grade S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and

activities. S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people








activities.





thermometer, models, sieves, microscopes) appropriate to scientific investigations.





activities.

S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures.


S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific investigations.




activities.





11





throughout history and across cultures. S.IP.06.11 Generate scientific questions based on observations, investigations, and research.




12

Week 6




activities.










activities.










activities.












13





Day 5 Post-assessment due

14

Common Misconceptions of Plate Tectonics

Students may think that tectonic plates are always

neatly divided along continental lines.

Students believe that continents randomly drift

about the earth’s water surface.

Earthquakes happen in specific areas of the earth’s

surface.

The ground opens up during an earthquake.

Continents move by somehow floating across

oceans.

The continents will move over earth’s water surface

causing them to bump back into each other.

15

September 24, 2013

Dear James Middle School Parents,

Next week, our science class will begin a Plate tectonics unit! We will brainstorm ideas about how continents were formed, discuss what we already know about plate tectonics, lithospheric plates of the Earth, major geological

events, such as earthquakes, volcanic eruptions, and mountain building, and begin hands on investigations on the many ways our Earth moves.

Your children will investigate 4 Big Ideas:

1. The Earth is composed of major layers: (crust, the mantle, the outer core, and the inner core).

2. Plate tectonics move to form earthquakes and volcanoes.

3. Plates move relative to each other.

4. Movement on Earth has been occurring for millions of years

Here are things that you can talk about at home:

1. Discuss when you are out and about, what things are moving and how they begin to move.

2. Ask about experiments and activities your student will be doing in school (earthquake building

models, plate tectonic activity, and Pangaea activity).

What did you learn from building your earthquake model?

How do plate tectonics help to form earthquakes? Volcanoes?

Do plates move relative to each other? Why?

Describe Pangaea and what happens to the Earth as it moves.

3. Find engaging online activities that correspond with our lessons. I have posted some educational

websites about plate tectonics, layers of the Earth, Pangaea, and plate boundaries below for extra

practice.

http://www.brainpop.com/science/theearthsystem/platetectonics/preview.weml

http://www.kidsgeo.com/geology-for-kids/0043-plate-tectonics.php

http://ettc.lrhsd.org/archives/pangaea.shtml

http://www.sciencemonster.com/earth-science/layers-of-the-earth.html

http://www.brainpop.com/science/theearthsystem/platetectonics/preview.weml

http://www.kidsgeo.com/geology-for-kids/0043-plate-tectonics.php

http://ettc.lrhsd.org/archives/pangaea.shtml

http://www.sciencemonster.com/earth-science/layers-of-the-earth.html

16

Also, keep an eye out for some of our plate tectonic work to be posted in my classroom and on our class website (www.happyschool6.org) toward the end of November!

We will be visiting the Cranbrook Institute of Science on October 15, 2013 to investigate Earth System Science and attend the program “Every Rock has a Story.” Thank you for all you do to continue to support our science class! I

am excited to share this fun science inquiry unit with your children.

Best Wishes,

Ms. Hawk

http://www.happyschool6.org/

17

Plate Tectonics Pre-Assessment Quiz 1. The instrument that is used to measure earthquakes is a __________________. Explain the purpose of

this instrument.

2. Discuss the reason and process which causes the sea floor to separate and move.

3. List each layer of the earth and explain the chemical composition and the density of each layer.

4. What is the supercontinent that once incorporated all of Earth’s land, and explain the reason that helped scientists discovered this super continent existed.

5. Who was Alfred Wegener? Explain the theory that made him famous.

18

6. List the different types of boundaries and describe each. Completely fill out the chart below.

Type of Boundary Sketch of Boundary Direction of

Movement

Description/Features of Plate

Boundary

Examples

Ocean-Ocean

Ocean-Ocean Ocean-Ocean Ocean-Ocean

Ocean-Continent

Ocean-

Continent

Ocean-Continent Ocean-Continent

19

5E Lesson – Layers of the Earth

Teacher: Ms. Miller

Unit title / Lesson Title/ grade level: Plate Tectonics/layers of the Earth/6th grade

Benchmarks GLCE’s E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core.




S.IA.06.13 Communicate and defend findings of observations and investigations into major geological events and earth processes using

evidence.

Lesson objective(s):

E.SE.06.53 SWABT: Identify the different layers that compose the Earth.

S.RS.06.14 SWBAT: Explain the chemical make-up and density differences of each layer.

S.IP.06.11 SWBAT: Select objects with different density level

S.RS.06.15 SWBAT: Construct their own model of the Earth’s layers

S.IA.06.13 SWBAT: Describe how the different density levels of the earth’s layers work with and against each other to for the layers of the

earth.

Materials:

Milky Way bars, Play dough, different types of liquids with varying densities

Time needed to complete entire lesson : 4 days

ENGAGEMENT: The Catch

Pose the question – How many layers of the Earth are there? What are they? Layers of the Earth song - http://www.youtube.com/watch?v=Q9j1xGaxYzY&feature=player_embedded#!

http://www.youtube.com/watch?v=Q9j1xGaxYzY&feature=player_embedded

20

*How many layers does the Earth have? Tell me the names of the layers of the Earth? Describe what the crust looks like. Describe what the mantle is. Describe what the outer core is. Describe what the inner core is. Predict what each layer would look like if you were to travel inside the Earth.

Show simple model of Earth’s layers. (see attached picture to project/display)

EXPLORATION: The Do

Day 1:

Show Earth’s layers PowerPoint presentation

Break students up into 6 groups. Give each group a fruit or candy.

Have them make the connections between the layers of the earth and the layers of the fruit.

How are the two alike? Can you label the parts of the earth using the given object?

Briefly present findings to another group.

Hand out foldable to students and have them begin creating it.

Day 2:

Show PowerPoint on Plate tectonics

Discuss different levels of density.

Explain to class that density level differ based on the chemical make-up.

Show examples of different liquids that would explain density (oil, water, vinegar)

Elaborate on the density of the Earth’s layers and how they work against and with each other to for the layers of our earth.

EXPLANATION: The Lesson

Hand out attached notes sheet to help students take down important information.

Talk about density and how the different chemical make-up of each layer allows the layers to occur and not mix.

ELABORATION: The Enrich

Give students play dough and construct the earth’s core together. Have student’s brain storm how else they could represent either all of the layers of the earth or choose one layer to represent.

21

Further exploration- In pairs; students must take the time to put together a model representing the different densities and layers of the

earth, based on the density lesson learned in class. This will allow students the hands on experience and inquiry as to which liquids (or solids) would best represent the different layers of the Earth.

These will be presented in class briefly explaining each layer and why they choose what they did to represent the layers, using lesson

vocabulary learned in the first two days of lesson and from notes. Choosing either the earth as a whole or an individual layer.

EVALUATION: The Proof

E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core.

SWABT: Identify the different layers that compose the Earth.

Assessment (low): Students will identify the layers of the earth through think-pair-share, and choral responses. S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles.

SWBAT: Differentiate between the different chemical make-up and density differences of each layer.

Assessment (medium): Students will use a graphic organizer to explain the density and chemical differences. S.IP.06.11 Generate scientific questions based on observations, investigations, and research. SWBAT: Choose objects with different density level

Assessment (medium): Students will use the knowledge and experiments done in class to question and choose their project layers. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. SWBAT: Construct their own model of the Earth’s layers .

Assessment (high): Students will create a model using different materials to show layers and density differences of the earth. S.IA.06.13 Communicate and defend findings of observations and investigations into major geological events and earth processes using

evidence.

SWBAT: Describe how the different density levels of the earth’s layers work with and against each other to for the layers of the earth.

Assessment (medium): Students will express that they understand the concept of different density and chemical make-up of the earth’s layers, and defend their choice for their earth’s layer project with teacher/student discussion.

Concluding the lesson with a final quiz about the layers.

22

5E Lesson – layers of the Earth

Day 1 :

PowerPoint presentation – Earth’s Layers

Earth’s layers Foldable

The Layers of the Earth

© Copyright 2006. M. J. Krech. All rights reserved.

The Four Layers The Earth is composed of four

different layers. The crust is

the layer that you live on, and

it is the most widely studied

and understood. The mantle

is much hotter and has the

ability to flow. The outer

core and inner core are

even hotter with pressures so

great you would be squeezed

into a ball smaller than a

marble if you were able to go

to the center of the Earth!

The Crust

The Earth's Crust is like

the skin of an apple. It is

very thin in comparison to

the other three layers. The

crust is only about 3-5

miles (8 kilometers) thick

under the oceans (oceanic

crust) and about 25 miles

(32 kilometers) thick

under the continents

(continental crust).

The Lithospheric Plates

The crust of the Earth is broken into many pieces called

plates. The plates "float" on the soft, semi-rigid asthenosphere.

The Asthenosphere

The asthenosphere is

the semi-rigid part of the

middle mantle that flows

like hot asphalt under a

heavy

weight.

The Lithosphere

The crust and the upper layer of the

mantle together make up a zone of rigid,

brittle rock called the Lithosphere.

The Crust

The crust is composed of two rocks. The continental

crust is mostly granite. The oceanic crust is basalt.

Basalt is much denser than the granite. Because of this

the less dense continents ride on the denser oceanic

plates.

The Mantle

The Mantle is the

largest layer of the Earth.

The middle mantle is composed of very hot dense rock that flows like asphalt under a heavy weight. The movement of the middle mantle (asthenosphere) is the reason that the crustal plates of the Earth move.

Convection Currents

The middle mantle "flows"

because of convection

currents. Convection

currents are caused by the

very hot material at the

deepest part of the mantle

rising, then cooling and

sinking again --repeating

this cycle over and over.

Convection Currents

The next time you heat anything like soup or water in a pan you can watch

the convection currents move in the liquid. When the convection

currents flow in the asthenosphere they also move the crust. The crust gets a free ride with these currents, like the cork in this illustration.

Safety Caution: Don’t get your face too close to the boiling water!

The Outer Core

The core of the Earth

is like a ball of very

hot metals. The

outer core is so

hot that the metals in

it are all in the liquid

state. The outer core

is composed of the

melted metals of

nickel and iron.

The Inner Core

The inner core of

the Earth has

temperatures and

pressures so great that

the metals are

squeezed together and

are not able to move

about like a liquid, but

are forced to vibrate in

place like a solid.

The End

BONUS:

Find a pair or trio and answer

this question:

Have we ever seen part

of the Mantle? Explain.


The Earth's Layers Foldable©

Inner Core

Outer Core

Upper Mantle

Crust

Lithosphere

Asthenosphere

Continental Crust

Oceanic Crust

Oceanic Crust

Middle Mantle Lower Mantle

Convection Currents


OUTER COREComposition

Thickness

State of Matter

MANTLEComposition

Thickness

State of Matter

CRUSTComposition

Thickness

State of Matter

INNER COREComposition

Thickness

State of Matter

THE FOLDABLE© - See http://www.dinah.com

Make an Earth's Layer's Foldable©!NOTE: Please follow the directions carefully!

1. Color the four layers using this guide:

Inner Core - red Outer Core - red-orange Lower Mantle - orange Middle Mantle - light orange

2. Fill out the small squares with the information for each of the main layers of the Earth, using your textbook.

3. Now you may cut out the layers! Also cut out the four squares and the 12 labels. Remember to cut out The Earth's Layers title.

4. Set a piece of 8 by 11 blue paper in front of you. Closely trim the title. Paste The Earth's Layers title in the top left corner of the paper (or bottom right corner after you have folded and stapled the pages together--see Image).

5. Paste the Crust on the top of the first blue paper, to the left of center on the page--see Image.

6. Set a second piece of 8 by 11 blue paper on top of the first, close to the bottom of the crust.

7. Paste the Mantle on the second piece of paper. Part of the blue will show near the brackets. That's okay! You can clip it out later.

8. Carefully lining up the bottom of the top blue paper, and holding tightly, fold up the bottom of paper to about 1/4 inch below the bottom of the Mantle. Then fold up the bottom blue paper up to about 1/4 inch from the bottom of the blank blue paper.

9. Staple the fold with two staples very close to the edge.

10. Paste the Outer Core on the third flap down.

11. Paste the Inner Core on the bottom flap. Paste the Inner Core Information Square to the left of the Inner Core.

12. Paste the three other squares inside the flaps, on the corresponding Layers.

13. Cut out any of the blue flaps that show.

14. Using a black pen or marker, add the part of the Lithospheric bracket that was cut off.

15. Add two holes and write your name. CONGRATULATIONS! YOU ARE DONE AND YOU ARE AMAZING! Line up for points!


Upper Mantle - yellow Oceanic Crust - dark brown Continental Crust - light brown Ocean - blue

THE FOLDABLE© - See http://www.dinah.com


Lithosphere on the same blue page the Crust is on. Redraw the bracket pointing to the label.

40

5 E Lesson – Layers of the Earth

Day 2:

PowerPoint presentation – Plate Tectonics

Plate Tectonics

Exploring Inside the Earth

Geologists have used evidence from rock

samples and evidence from seismic waves to

learn about Earth’s interior.

Geologists

are scientists

who study

the forces

that make

and shape

planet Earth.

Geology

is the

study of

planet

Earth.

Studying Surface Changes

Constructive forces

shape the surface by

building up mountains.

Destructive forces are

those that slowly wear

away mountains and,

eventually, every other

feature on the surface.

The Crust

The crust is a layer

of solid rock that

includes both dry

land and the ocean

floor.

Three main layers make up

Earth’s interior: the crust,

the mantle, and the core.

Each layer has its own

conditions and materials.

The Mantle

Earth’s mantle is made up of rock that is very hot,

but solid. The mantle is divided into layers

based on the physical characteristics of those

layers.

The Core

The core is made mostly of the metals iron and

nickel. It consists of two parts–a liquid outer

core and a solid inner core.

Types of Heat Transfer

There are three types of heat transfer:

radiation, conduction, and convection.

Radiation –

the transfer of

energy

through empty

space

Heat

transfer –

the

movement

of energy

from a

warmer

object to a

cooler

object

Conduction –

heat transfer by

direct contact of

particles of

matter

Convection Currents

Heating and cooling of the fluid, changes in

the fluid’s density, and the force of gravity

combine to set convection currents in

motion.

Convection

– heat

transfer by

the

movement

of a h eated

fluid

Convection

currents –

the flow

that

transfers

heat within

a fluid

Convection Currents in Earth

Heat from the core and the mantle causes

convection currents in the mantle. This is

how the heat is transferred.

Continental Drift

Wegener’s hypothesis was that all the continents were once joined together in a single landmass. Continental drift – The idea that the continents slowly moved over Earth’s surface.

Scientists now believe that about 250 million

years ago, a super-continent known as Pangaea

existed. This super-continent was made up of all

the continents on Earth.

Evidence for Continental Drift

Fossils – any trace of an ancient organism that

has been preserved in rock.

Wegener could not provide a

satisfactory explanation for the force

that pushes or pulls the continents.

Mid-Ocean Ridges

The East Pacific Rise is just one of the many mid-

ocean ridges that wind beneath Earth’s oceans.

The mid-

ocean

ridge is

the

longest

chain of

mountai

ns in the

world

Sonar –

a device

that

bounces

sound

waves

off

under-

water

objects

and then

records

the

echoes

of these

sound

waves

What Is Sea-Floor Spreading?

In sea-floor spreading, the sea floor spreads apart along

both sides of a mid-ocean ridge as new crust is added

to the ocean floor. As a result, the ocean floors move

like conveyor belts, carrying the continents along with

them.

Evidence for Sea-Floor Spreading

Several types of evidence supported the theory of

sea-floor spreading: eruptions of molten

material, magnetic stripes in the rock of the

ocean floor, and the ages of the rocks

themselves.

Subduction at Trenches

In a process taking tens of millions of years, part of the ocean

floor sinks back into the mantle through deep-ocean trenches.

Deep-ocean trenches are deep underwater canyons formed

where the oceanic crust bends downward.

Subduction – the process by

which the ocean floor sinks

beneath a deep-ocean trench

and back into the mantle.

Growing an Ocean

Because of sea-floor spreading, the distance

between Europe and North America is

increasing by a few centimeters per year.

How Plates Move

The lithosphere is broken into separate sections called plates.

The theory of plate tectonics explains the formation, movement, and subduction of Earth’s plates.

Scientific

theory – a

well-tested

concept

that

explains a

wide range

of

observation

s

Faults –

breaks in

Earth’s

crust

where

rocks

have

slipped

past each

other

Plate Boundaries

There are three kinds of plate boundaries:

1. divergent boundaries -

2. convergent boundaries

3. transform boundaries.

A different type of plate movement occurs along each type of boundary.

Rift valley

– a deep

valley that

forms

along the

divergent

boundary

Plate Boundaries

At the locations where two tectonic plates interact,

a boundary between these plates exist. There

are three types of boundaries that geologist

observe. These boundaries are divergent

boundaries, convergent boundaries, and

transform boundaries.

Continental Drift

It has taken the continents about 225 million

years since the breakup of Pangaea to

move to their present locations.

Resources

• http://www.kidsgeo.com/geology-for-

kids/0037-the-earth-earth-inside-out.php

• Prentice Hall, Inc. Textbook Series

http://www.kidsgeo.com/geology-for-kids/0037-the-earth-earth-inside-out.php















66

Layers of the Earth Quiz Q.1) Which is the correct order of the earth's layers starting from the inside and going outwards?

A. crust, mantle, outer core, inner core

B. mantle, crust, outer core, inner core

C. inner core, outer core, mantle, crust

D. continental cruse, oceanic crust, mantle, core

Q.2)

The core contains the densest elements. What does the word "dense" mean in this

sentence?

A. far apart

B. not that bright

C. closely compacted together

D. very thick

Q.3) Oceanic crust contains more ________ than continental crust.

A. salt

B. rocks

C. iron

D. magnesium

Q.4) Most of the earth's mass is contained in the:

A. crust

B. mantle

C. outer core

D. inner core

67

Q.5) Please explain in a complete sentence why the mantle is denser than the crust?

Q.6)

Which is NOT a possible way that scientists can learn about the mantle?

A. By digging down directly to it.

B. By studying rocks.

C. By observing the Earth's surface

D. By studying the ocean floor.

Q.7) Which of the following statements is true about the crust?

A. It is 67% of the Earth's mass

B. It is about 3,00 km thick

C. It is less than 1% of the Earth's mass

D. It includes 3 different types

Q.8) No one has ever visited the mantle.

A. True

B. False

Q.9) The crust is about 50-70km thick.

A. True

B. False

68

Q.10) The inner core is liquefied.

A. True

B. False

Q.11) Explain in complete sentences why the Earth has its own magnetic field.

Q.12) Scientist believe that the inner core is made mostly of:

A. gold

B. silver

C. magnesium

D. iron

Q.13) How many meters are in a kilometer?

A. 10

B. 100

C. 1,000

D. 100,000

Q.14) Describe the elements that compose the earth’s crust.

69

Plate Tectonics Literature Connection

Teacher: Ms. Hawk

Unit Title: Plate Tectonics

Grade Level: 6th

Benchmarks:

E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. R.WS.06.05 Acquire and apply strategies to identify unknown words and construct meaning.

R.CM.06.01 Connect personal knowledge, experiences, and understanding of the world to themes and

perspectives in text through oral and written responses. R.CM.06.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts.

Objectives:

Students will discuss and confirm predictions concerning plate tectonic movement.

Student will define new vocabulary (decode unknown words: plate tectonics, earthquakes, lithospheric

plates, Pangaea, convergent, divergent, and transform boundaries).

Students will demonstrate comprehension through reading.

Students will examine and interpret informational texts on plate tectonics.

Anticipatory Set:

Begin with an anticipation guide on plate tectonics. After students have completed the guide, have students read

the book: Fradin, Judy and Dennis. Witness to Disaster: Earthquakes. Washington D.C., copyright 2008.

Input:

Continue writing a KWL chart on the board and discuss questions about the reading.

1. What do you think will happen in the book?

2. What do you already know about plate tectonics?

3. What do you want to learn about plate tectonics?

4. Did we find answers to our questions?

5. What is still unanswered or unclear?

6. What additional information did we find?

7. What is the most important, interesting or surprising part of the book?

8. What have we learned by reading this article?

9. Can students explain how lithospheric plates move centimeters per year?

Guided Practice:

Students will take a trip to their school library.

Students will read one other book about plate tectonics.

Students will anticipate what will happen in their books by writing in their reading journals.

Students will then work in groups of 3 and discuss key words and facts found in their books.

70

Each group will chose 1 book to discuss with the class.

Teacher will write key words and facts on the board.

Teacher will discuss the key words and facts from the board.

Independent Practice:

Students will be able to interpret a book from the library on plate tectonic movement. (low)

Evaluation: Teacher will have students discuss book interpretations orally in small groups while teacher

evaluate.

Students will be able to define vocabulary words related to plate tectonics.

Evaluation: Students will then play “Plate Tectonic” Bingo with vocabulary words and recall plate

tectonic vocabulary in a quiz. (low)

Students will be able to examine several plate tectonic books. They will draw from their personal

knowledge, experiences and understanding of plate tectonics (in the world) in order to visualize different

perspectives and themes in the text.

Evaluation: Teacher will assign students write in their reading journals and allow students to share their

personal knowledge and experiences with plate tectonics. (medium)

Students will be able to defend how plate tectonics involve science, social studies and mathematics

texts.

Evaluation: Teacher will have students explain how science, social studies and mathematics are all

related to plate tectonics by having students construct a book that involves science, social studies and

mathematics. (high)

71

Anticipation Guide for Plate Tectonics

True or False

1. ____ Earthquakes that originate above the ocean can disturb the water,

creating tsunamis.

2. ____ Our planet has 4 basic layers.

3. ____ Places where underground rocks have fractured are called faults.

4. ____ A Richter is an instrument used to detect earthquakes and

determine their location and strength.

5. ____ Some earthquakes are followed by small tremors called aftershocks.

6. ____ A geologist is a scientist who only studies earthquakes.

7. ____ A foreshock is a larger quake that precedes some smaller quakes.

8. ____ A strainmeter is an instrument that measures rock movements

along faults.

9. ____ The Earth’s innermost layer is the crust.

10. ____ A seismologist is an expert on tsunamis.

72

5E Lesson – The Active Plates of the Earth

Teacher: Ms. Hawk and Ms. Miller

Unit title / Lesson Title/ grade level: Plate Tectonics/Active Plates of Earth/6th grade

Benchmarks GLCE’s


motions. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.





E.SE.06.52 SWBAT: Create model of a plate boundaries.

S.RS.06.14 SWBAT: locate and Identify different geological events, and compare.

S.IP.06.11 SWBAT: Report and explain major geological occurrence.

S.RS.06.13 SWBAT: Develop a prediction of plate boundaries in the future.

S.IA.06.13 SWBAT: Defend their prediction based on evidence.

E.SE.06.52 SWBAT: Identify different plate boundaries.

Materials:

Map of the world, markers (red and blue), computer access

Time needed to complete entire lesson : 6 days


Revisit Plate tectonics and their movements. Discuss as a class what has been explored in the previous lesson about the earth and the

movements of the lithospheric plates. *Show PowerPoint slide show on Plate Tectonics

Pose the question – “How would you know if you had a crack or break in your bone if you can’t see inside your body?” Further develop the conversation by asking the question, “How might we know about the cracks in the earth’s crust? An How would we discover a crack on the ocean floor if we can’t get all the way down to the bottom to see it?”

73

*Help students make the connection between the compound fracture in their body yielding blood and the crack in the ocean floor yielding

lava. Also lead them to the connection of the pain from the broken bone and the “pain” caused by an earthquake.

EXPLORATION: The Do

Split students up into groups of three to four (so that you have an even amount of groups in the class).

Give students copies of the world map and the USGS data for recent volcanic and earthquake activity.

Have half of the groups plot the earthquakes in Blue, and the other half of the students plot the Volcanic activity in red.

After a sufficient amount of time to complete this activity have two opposite groups meet together and discuss the similarities and

differences of their maps.


(Day 1)

Come back together as a group and show the student’s a world map of the plate boundaries. Discuss as a class how their plotted maps

are similar to the map with the plate boundaries.

Connect their observations to the Engage question that was posed at the beginning of the lesson ...”How do we see cracks (plate boundaries) on the ocean floor when we can’t see the ocean floor?” Guide students to the conclusion that by locating the volcanic and

earthquake activity, the plate boundaries become apparent. Also that the events of geologic activity occur as a result of pla te movement.

(Day 2) – Revisit information learned in yesterdays lesson and connect to conclusions made

*Now it is time to begin discussing the different types of boundaries and plate movements. (Convergent, Divergent, and Transformative)

Show plate Rap - http://www.youtube.com/watch?v=dkELENdZukI

Discuss the three types of boundaries that were discussed in the video.

Hand out graphic organizer for notes and begin to go over each type of boundary. (Show an example of each)

Show BrainPop about Volcanoes and Earthquakes.

http://www.youtube.com/watch?v=dkELENdZukI

74

ELABORATION: The Enrich

For the Elaboration stage the students will choose a boundary or landmark with geologic activity and will research the reason for

the seismic activity.

Students will use this information to formulate a prediction based on the researched evidence and observations.

Students will construct a model of this boundary, showing how the land could look in the future due to continued plate

movement..

Information will be presented in essay form with 2-3 pages double spaced.

Presentation will be given in class 5-7 minutes, explaining their plate boundary and defending their prediction for this boundary

in the future.



motions.

SWBAT: Identify the different plate boundaries

Assessment (low): complete a quiz in class where they will have to discuss and illustrate the three main boundaries. SWBAT: Create model of a plate boundaries. Assessment (high): Students will create a model of a plate boundary using their research and predictions.


SWBAT: Defend their prediction based on evidence.

Assessment (high): Students will express their prediction and defend it using evidence in the class presentation.


SWBAT: Report and explain major geological occurrence.

Assessment (low): Students will research a major geological occurrence and write a 2-3 page paper


SWBAT: Develop a prediction of plate boundaries in the future.

Assessment (high): After researching students will use the information they researched to develop a prediction about the plate boundry and what it may look like in the future.


SWBAT: locate and Identify different geological events, and compare.

Assessment (medium): Students will find two different geological occurrences on a map; plot and then compare them.

75

TYPES OF PLATE BOUNDARIES

Name_________________________________________ Block _______

Type of

Boundary

Sketch of Boundary Direction

of

Movement

Description/Features of

Plate Boundary

Examples

Diverging

Plate

Boundary

Transform

Boundary

Converging

Boundary

***

Collision

Collision

Boundary

***

Subduction

Ocean-Ocean

Ocean-Ocean Ocean-Ocean Ocean-Ocean

Ocean-Continent

Ocean-Continent Ocean-Continent Ocean-Continent

76

Earth’s Plate Boundaries Quiz

Look at the organizer below and fill in the information based on what we learned and discovered

about the earth’s plate movements in class. Give as much information as possible...the MORE the

better!

Type of

Boundary

Description/features of

plate boundary

Direction of

plate movement

Sketch of boundary

77

Plate Tectonics

Culturally Responsive Lesson

Teacher: Ms. Miller


Lesson Title: Culturally responsive writing lesson

Grade level: 6th

Benchmarks:

E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result

from these plate motions.

L.RP.06.01 listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask

clarifying questions.

W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to

organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the

writing process.

W.PR.06.05 proofread and edit writing using grade-level checklists and other appropriate resources both

individually and in groups.

Objective:

L.RP.06.01 SWBAT: communicate with students of a school located on the San Andreas fault line.

W.GN.06.03 SWBAT: compose questions to ask in an interview letter.

W.PR.06.05 SWABT: locate and correct mistakes in their writing.

E.SE.06.52 SWBAT: connect the interviewees’ experiences with the geological events that occur due to the plate

movements.

Anticipatory set: “What is something that we deal with each year in Michigan that may be different somewhere else? (lead students to weather, tornadoes, snow, ect.) Imagine if you had to deal with one of the geolocical occurances that we have learned about in this unit.” *talk about practicing fire drills and tornado drills...relate student to practicing earthquake drills. See attached

sheet for accepted fire drill, have students practice the drill.

78

“What would it be like to live each day knowing that a earthquake could destroy your school, town, and home at any second?” Continue to talk about living in an area that had lots of seismic activity. Also talk about the reason that earthquakes occur.

Show videos-

Brainpop on Earthquakes

Earthquake information http://www.youtube.com/watch?v=VSgB1IWr6O4

Safety Tips http://www.youtube.com/watch?v=FSnWIcNRzKc

Input:

Discuss the importance of learning about earthquakes and geological occurrences throughout the country.

Also discuss the importance of learning information first hand from a source.

Guided practice:

“I will now pair you up with a partner and give you a topic to interview them about. This activity will take 20 minutes and you must make sure to have supportive details to back up your theory. You will have 5-10 minutes to write the questions (3-5) and the rest of the time to interview your partner.” Students will work as pairs on a given topics (attached to lesson) to practice interviewing skills.

Independent practice (assessment):

E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result

from these plate motions.

SWBAT: connect the interviewees’ experiences with the geological events that occur due to the plate movements Assessment (medium): Students will take the responded answers from the letter and write an informational essay using evidence to support the geological events that they interviewee was expressing.

L.RP.06.01 listen to or view knowledgeably a variety of genre to summarize, take notes on key points, and ask

clarifying questions. SWBAT: communicate with students of a school located on the San Andreas fault line.

Assessment (medium): Students will each write a letter to a pen-pal at Arrowhead Middle School in San Bernardino, California (6th grade science teacher will have been contacted previously).

http://www.youtube.com/watch?v=VSgB1IWr6O4

http://www.youtube.com/watch?v=FSnWIcNRzKc

79

W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to

organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the

writing process.

SWBAT: compose questions to ask in an interview letter.

Assessment (medium): Students will come up with 5-10 questions and write a friendly/interview letter to a student from this school.


individually and in groups. SWABT: locate and correct mistakes in their writing.

Assessment (low): Students will work on peer/self/teacher editing to ensure that their letter and final paper is edited and corrected properly

80

Sample Interview Questions 1. Have you ever been directly impacted by an earthquake?

2. Have you ever been in an earthquake?

3. What are the steps that your school takes in case of an earthquake?

4. What are the guidelines that your community follows when dealing with an

earthquake?

5. Describe to me how it sounds and feels

*Remember that you are writing this personal letter to someone that could

have been seriously affected by this natural disaster. Ask questions but do not

press into their personal life...you are scientists trying to gather information!

Imagine it is a T.V. interview; what as the viewer would you want to know?

81

Plate Tectonics Writing Lesson Teacher: Ms. Miller


Lesson Title: Persuasive writing about plate tectonics

Grade level: 6th

Benchmarks:

E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.

W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting

key ideas.


individually and in groups.


Objective:

W.GN.06.02 SWBAT: develop and write a persuasive essay supporting the theory of plate tectonics.

E.SE.06.51 SWBAT: explain in their persuasive essay how tectonic plates move.

W.PR.06.05 SWBAT: examine and edit writing.

S.RS.06.11 SWBAT: Analyze Wegener’s theory.

Anticipatory set:

Begin students thinking with several questions. “Have you ever heard a friend tell a story that you didn’t believe, or you told a story that someone else didn’t believe? Maybe it just seemed like that story could never happen or the facts didn’t add up. No matter what you said you couldn’t convince them that it had happened.” “This is what happened with Wegener’s theory; and even though there is ample evidence to prove that plate tectonics are constantly moving some people do not believe in this theory.” Continue on to talk about some of the evidence, (this is a great opportunity to informally assess the student’s knowledge of the different occurrences from shifting plates).

Show videos-

Alfred Wegener http://www.youtube.com/watch?v=nbU809Cyrao

Pangaea explanation http://www.youtube.com/watch?v=QDqskltCixA

http://www.youtube.com/watch?v=nbU809Cyrao

http://www.youtube.com/watch?v=QDqskltCixA

82

Input:

Discuss and review what students have learned about plates and their movements, and explain how the

information they have learned will help them form an argument for their independent practice. Discuss components of a persuasive essay, and expectations of a persuasive essay. Attached sheet is an excellent

guideline and key points can be explained to students.

Guided practice:

“I will now pair you up with a partner and give you a topic to write a persuasive paragraph about. This activity will take 15-20 minutes and you must make sure to have supportive details to back up your theory” Students will work as pairs on a given topics (attached to lesson) to practice persuasive writing. Paragraphs will be briefly shared in class.

Independent practice:

Students will address the given essay question with a well thought out and supported answer. They will be graded

based on the attached rubric.

Persuasive Prompt - Plate Tectonics

Writing Situation: “For some people it is hard to believe that the Earth of long ago was any different from our

Earth today. Plate tectonics have caused gradual changes in the Earth’s surface and this continues even today.”

Writing Directions: Write a multi-paragraph essay to persuade the reader to believe in the Theory of

Continental Drift. Give examples of fossil and landform evidence that is commonly used to support the

theory.

Assessment:


SWBAT: Analyze Wegener’s theory.

Assessment (medium): Students will discuss Wegener’s theory in class as a group and examine both sides.

W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting

key ideas. SWBAT: develop and write a persuasive essay supporting or negating the theory of plate tectonics.

Assessment (medium): Students will follow the writing process and develop a solid persuasive essay with supporting facts for their argument. E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.

SWBAT: explain in their persuasive essay how tectonic plates move.

Assessment (low): Students will express their knowledge of plate tectonic movement as a component of their essay.

83


individually and in groups. SWBAT: examine and edit writing.

Assessment (low): Students will work on peer/self/teacher editing to ensure that their letter and final paper is edited and corrected properly

79

Persuasive Essay Outline

Introduction:

A. Get the readers attention by using a "hook."

B. Give some background information if necessary. C. Thesis or focus statement.

I. First argument or reason to support your position:

A. Topic sentence explaining your point and reason

B. Possible concession toward opposing argument C. Elaboration to back your point. D. Clincher

II. Second argument or reason to support your position:

A. Topic sentence explaining your point and reason B. Possible concession toward opposing argument C. Elaboration to back your point. D. Clincher

III. Third argument or reason to support your position:

A. Topic sentence explaining your point and reason B. Possible concession toward opposing argument C. Elaboration to back your point.

D. Clincher IV. Opposing Viewpoint: (This is optional, however highly recommended, so that the reader will know you have considered another point of view and have a rebuttal to it.)

A. Opposing point to your argument. B. Your rebuttal to the opposing point. C. Elaboration to back your rebuttal.

Conclusion:

A. Summary of main points or reasons B. Restate thesis statement. C. Personal comment or a call to action.

Persuasion RubricDirections: Your assignment will be graded based on this rubric. Consequently, use this rubric as a guide when working on your assignment and check it again before you submit it.

Copyright 2009 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes.

Traits 4 3 2 1

Organization The introduction is inviting, states the goal or thesis, and provides an overview of the issue. Information is presented in a logical order and maintains the interest of the audience. The conclusion strongly states a personal opinion.

The introduction includes the goal or thesis and provides an overview of the issue. Information is presented in a logical order but does not always maintain the interest of the audience. A conclusion states a personal opinion.

The introduction includes the main goal or thesis. Most information is presented in a logical order. A conclusion is included, but it does not clearly state a personal opinion.

There is no clear introduction, structure, or conclusion.

Goal or Thesis

There is one goal or thesis that strongly and clearly states a personal opinion and identifies the issue.

There is one goal or thesis that states a personal opinion and identifies the issue.

A personal opinion is not clearly stated. There is little reference to the issue.

The personal opinion is not easily understood. There is little or no reference to the issue.

Reasons and Support

Three or more excellent reasons are stated with good support. It is evident that a lot of thought and research was put into this assignment.

Three or more reasons are stated, but the arguments are somewhat weak in places.

Two reasons are made but with weak arguments.

Arguments are weak or missing. Less than two reasons are made.

Attention to Audience

Argument demonstrates a clear understanding of the potential audience and anticipates counterarguments.

Argument demonstrates a clear understanding of the potential audience.

Argument demonstrates some understanding of the potential audience.

Argument does not seem to target any particular audience.

Word Choice Word choice is creative and enhances the argument.

Word choice enhances the argument.

There is evidence of attention to word choice.

Word choice is limited.

Visuals/Delivery

Visuals are appealing, highly relevant, and add support to the argument. Delivery is fluent, with an engaging flow of speech.

Visuals are appealing and add support to the argument. Delivery is fluent.

Visuals are related to the topic. Delivery lacks some fluency

Visuals are not directly related to the topic. Delivery is not fluent.

Grammar, Mechanics, & Spelling

There are no errors in grammar, mechanics, and/or spelling.

There are few errors in grammar, mechanics, and/or spelling, but they do not interfere with understanding.

There are several errors in grammar, mechanics, and/or spelling.

There are numerous errors in grammar, mechanics, and/or spelling.

Name: _________________________________________________ Date: _________________________

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Name: ______________________________

Community Resource Information Sheet

Site/Speaker: Cranbrook Institute of Science/ Mr. Zawaski (Geologist)

Address: 39221 Woodward Avenue, P.O. Box 801

City, State, Zip: Bloomfield Hills, MI, 48303-0801

Telephone: 1-877-462-7262 or 248-645-3050

Web Site and/or e-mail: science.cranbrook.edu/http://science.cranbrook.edu/contact-us

Field Trip Information

Description:

Earth System Science/Every Rock has a Story (program)

Compare Earth to the other rocky planets and use spectacular rocks, minerals and satellite images to better

understand our planet as a system driven by the Sun and internal geothermal heat. Discover how the aspects of

solid Earth processes – plate tectonics, volcanism and rock weathering – are linked to the atmosphere, oceans,

biosphere, and climate system. Investigate how rocks are formed and get hands on experience with different

types of rocks.

(http://science.cranbrook.edu/for-teachers/explore-museum-programs)

Additional Resources at museum:

o Focus on plate boundary types, as well as continental rifts and oceanic hot spots, volcanism and rock

associations.

o Experience the New Madrid fault zone.

o Global map of 10 years of earthquakes (in a certain magnitude range) and volcanic eruptions plotted

over oceanic and crustal topography (nice correlation with plate boundaries) and a mantle convection

model.

o Rock samples from around the world.

87

Objective of the Field Trip:

1. Students will acquire hands on experience with rock samples from around the world during museum

program: “Every Rock has a Story.”

2. Students will learn about Earth’s geological activities (plate tectonics, volcanism, rock weathering) and

how they are related to the atmosphere, oceans, biosphere, and climate system.

3. See how earthquakes and volcanic eruptions have progressed over the last 10 years on a global map.

4. Identify the New Madrid fault zone on wall map.

Fees: $9/Student (1 program), $10/Chaperone (1 chaperone is admitted free for every 5 students), School bus (1) $150.00.

Advanced Notice Required? Yes, 2 week notice Grades/Age: 4-Adult

Available Days/Times: Tues. /Thur., 11:00a.m./2:00p.m. Group Size Limit: 20 paid attendees

Length of Tour: 1 hour Guides Available? Yes/Geologist

Dining Facilities: Reflection Café- Lunches are pre-ordered for delivery to the school's designated dining area at

the time of the visit. Each school lunch special includes a slice of cheese or pepperoni pizza, carrots and dip,

100% juice box or milk, and a cookie ($4.75 per student). If your child will be eating a Reflection Café lunch-final

day for money collection will be October 15, 2013. Feel free to pack a lunch for your child. We will have

several coolers with ice for student lunches. Lunch will be served after the program is complete (12:00 p.m.) in

the Reflection Café.

Restroom Facilities: (See Attached Map)

Adult/Student Ratio Required: 1 chaperone: 7 students

Miscellaneous Information/Notes: We will be attending the 11:00 a.m. session on Tuesday, October 15, 2013.

Please arrive at James Middle School by 10:15 a.m. Bus will leave promptly at 10:30 a.m.

http://www.google.com/imgres?um=1&hl=en&sa=N&tbo=d&qscrl=1&rlz=1T4ACGW_enUS393US393&biw=1093&bih=448&tbm=isch&tbnid=clmPGxJvc3idVM:&imgrefurl=http://geology.phillipmartin.info/geology_rocks.html&docid=CaNIGPEBtEQF_M&imgurl=http://geology.phillipmartin.info/science_rocks.gif&w=794&h=391&ei=NxsTUdOXO-bRyAH8roHoDA&zoom=1&ved=1t:3588,r:4,s:0,i:96&iact=rc&dur=1155&sig=102850576412286438049&page=1&tbnh=157&tbnw=294&start=0&ndsp=10&tx=94&ty=94

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5E lesson - Earthquakes and Change Teacher: Hawk

Subject area / Course/ grade level: Science/Earth Science/ 6th

Benchmarks GLCE’s for this lesson:

E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these

plate motions. 6th Grade S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history

and across cultures. S.IP.06.11 Generate scientific questions based on observations, investigations, and research.

S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer,

models, sieves, microscopes) appropriate to scientific investigations. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.


Students will be able to:

o ESE.06.52 Defend how major geological events result from plate motions. (high)

o SRS.06.15 Describe how earthquakes have changed the environment. (low)

o SRS.06.19 Formulate questions about the advancements in earthquake technology. (high)

o SRS.06.11 Differentiate between scientific questions based on observations, investigations, and research and non-

scientific questions. (medium)

o SIP.06.13 Discuss findings as a group after creating earthquake proof structure. Have students support their findings

using evidence from the model of the earthquake proof structure. (low)

o SIA.06.13 Examine how the structures were built and explain design choices and information helpful in the design

process. (medium)

Materials:

o Popsicle sticks

o Blocks o Modeling clay

o Pipe cleaners o Tape

o Toothpicks

o Rubber bands

o Sugar cubes o Frosting o Marshmallows

o Earthquake simulator

o Stopwatch o Ruler

o Computer and internet for research on earthquake structure technology

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Timeline: 10 Class Periods


o Earthquake song: http://www.youtube.com/watch?v=sA6oZ4YgKCA&list=PLBAA13301E5C1DA16 o Earthquake proof building in Tokyo:

o http://www.youtube.com/watch?v=tF204Pgfeo&list=PLBAA13301E5C1DA16&index=6&feature=plpp_video

o Building an earthquake proof building: http://www.youtube.com/watch?v=_0kxGDURgb4&list=PLBAA13301E5C1DA16

o Discuss earthquake and plate tectonic misconceptions as a class (see attached “Earthquake Misconceptions” sheet).

o Discuss as a class whether or not we can predict earthquakes and if we should try to predict them.

o Discuss whether or not it is important to prepare for earthquakes and why.

EXPLORATION: The Do

o Student Team Challenge: Building an Earthquake Proof Structure. o Assemble students into 4 groups.

o Students research online various earthquake proof structures.

o Based on their prior research, students are challenged to create an earthquake proof structure that will withstand shaking

for 10 seconds on an earthquake simulator.

o Students present a written design for their structure complete with reasons for their design decisions, and research

sources cited.

o Students build their earthquake proof structures.

o Students make brief presentations to the class explaining how they built their structures, reasons for their design choices

and information helpful to the design process.

o Students test their model structure with an earthquake simulator.


o Develop an anticipation guide for students.

o Discuss plate tectonic and earthquake misconceptions

o Show students video clips on plate tectonics

o Describe how plates move and the three types of plate movement: convergent, divergent, and transform boundaries. o Discuss: transfer of energy, waves, plate tectonics, earthquakes and faults.

o Demonstrate how science and technology have improved by doing online research.

o Research the advancements in earthquake technology. o Write 1 page report on the advancements in earthquake technology throughout the years. o Discuss earthquake safety.

o Do earthquake drop, cover, and roll activity in the classroom.

o Build an earthquake proof structure. o Discuss and defend design choices of student models.

o Students will share their results of their research with their groups. o Teacher will write student ideas on the board.

http://www.youtube.com/watch?v=sA6oZ4YgKCA&list=PLBAA13301E5C1DA16

http://www.youtube.com/watch?v=tF204Pgfeo&list=PLBAA13301E5C1DA16&index=6&feature=plpp_video

http://www.youtube.com/watch?v=_0kxGDURgb4&list=PLBAA13301E5C1DA16

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o ELABORATION: The Enrich

o Possible independent variables: Create a minimum of 3 different structures using 3 different materials (sugar cube,

toothpick, popsicle stick, blocks, etc.). o Possible dependent variables: strength of earthquake simulator.

o Students discuss changes they could make in their design and encourage more time for reflection, how to modify their design, rebuild their structure, and retest their structure.

o Formulate questions about earthquake technology after creating a model of an earthquake proof structure. o Discuss findings as a group after creating earthquake proof structure. Have students support their findings using

evidence from the model of the earthquake proof structure.

o Present to the class how the structures were built and explain their design choices and information that was helpful in the design process.


o ESE.06.52 Defend how major geological events result from plate motions. (high)

Evaluation: Students will discuss how major geological events result from plate motions in groups of four.

o

o SRS.06.15 Describe how earthquakes have changed the environment. (low)

Evaluation: Teacher will have students do internet research and write a report about how earthquakes have changed the

environment.

o

o SRS.06.19 Formulate questions about the advancements in earthquake technology. (high)

Evaluation: Teacher will lead students in a debate about the advancements in earthquake technology.

o

o SRS.06.11 Differentiate between scientific questions based on observations, investigations, and research and non-scientific

questions. (medium)

Evaluation: Students will research a variety of science and plate tectonic books to determine if questions are scientific or non-

scientific.

o o SIP.06.13 Discuss findings as a group after creating earthquake proof structure. Have students support their findings using

evidence from the model of the earthquake proof structure. (low)

Evaluation: Students will present evidence in their earthquake model groups and present findings to the class.

o

o SIA.06.13 Examine how the structures were built and explain design choices and information helpful in the design process.

(medium) Evaluation: Teacher will observe students during earthquake structure lab.

o

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Plate Tectonics Post-assessment

Write a short story using one

of the geographic

occurrences (earthquakes,

volcanoes, etc.)

E.SE.06.52

Create a model of the layers

of the Earth

E.SE.06.53

Construct a Bingo game using

the information you learned in

class on plate tectonics

E.SE.06.51

Define vocabulary from plate

tectonics unit

E.SE.06.51

E.SE.06.52

E.SE.06.53

Complete plate tectonics

crossword puzzle

E.SE.06.51

E.SE.06.52

Design a poster with

convergent, divergent, and

transform boundaries to

display in the classroom

E.SE.06.51

Interview a person who has

experienced an earthquake or

volcanic activity first hand

and write a report on your

findings

E.SE.06.52

Compare and Contrast

divergent and convergent

boundaries in an essay

E.SE.06.51

Write a song about plate

tectonics and sing it to the

class

E.SE.06.51

E.SE.06.52

E.SE.06.53

92

References TEACHER REFERENCES:

Byrnes Science. Earthquake STEM Lesson. 2012.

http://byrnesearthquakestem.weebly.com/index.html

Earthquake Proof Building in Tokyo.

http://www.youtube.com/watch?v=tF204Pgfeo&list=PLBAA13301E5C1DA16&index=6&feature=plpp

_video

Cranbrook Institute of Science. Copyright 2012. http://science.cranbrook.edu/group -

registration

King, Hobart M. Using Easy-to-Draw Illustrations to Teach About Plate Tectonics.

http://www.geology.com/nsta.

Read, Write, Think: Persuasive Essay Rubric, http://www.readwritethink.org/professional-

development/strategy-guides/persuasive-writing-30142.html

Earth Science 5E lesson plan, http://www.sarah-

lodwick.com/uploads/6/0/3/2/6032366/tectonic_plate_lesson.pdf

Teacherspayteachers: Earth’s layers PowerPoint, Mo Don,

http://www.teacherspayteachers.com/Product/Earth-Layers-Powerpoint

Teacherspayteachers: Plate tectonics test, Joy2you,

http://www.teacherspayteachers.com/Product/SCIENCE-Moving-Plates-Test-and-Key

Teacherspayteachers: Plate Tectonics PowerPoint, Danielle Miller,

http://www.teacherspayteachers.com/Product/Plate-Tectonic-Powerpoint

http://byrnesearthquakestem.weebly.com/index.html



http://www.geology.com/nsta

http://www.readwritethink.org/professional-development/strategy-guides/persuasive-writing-30142.html


http://www.sarah-lodwick.com/uploads/6/0/3/2/6032366/tectonic_plate_lesson.pdf

http://www.sarah-lodwick.com/uploads/6/0/3/2/6032366/tectonic_plate_lesson.pdf

http://www.teacherspayteachers.com/Product/Earth-Layers-Powerpoint

http://www.teacherspayteachers.com/Product/SCIENCE-Moving-Plates-Test-and-Key

http://www.teacherspayteachers.com/Product/Plate-Tectonic-Powerpoint

93

STUDENT REFERENCES:

Montana Math. Pangaea.

http://www.math.montana.edu/~nmp/materials/ess/geosphere/inter/activities/plate_calc/pa

ngaea

Civil Defense Emergency Management, New Zealand. What to Do in an Earthquake. Video Clip:

(Drop, Cover, and Hold): http://www.getthru.govt.nz/web/GetThru.nsf/web/BOWN-7GY5TP

NASA. Astro-Venture: Geology Educator Guide. Astro Journal Geology Lesson 5: Plate Tectonics

& Volcanism. http://www.astroadventure.arc.nasa.gov

Earthquake Song. http://www.youtube.com/watch?v=sA6oZ4YgKCA&list=PLBAA13301E5C1DA16

Klages, Ellen, Robin Marks, and Mary K. Miller. Faultline: Siesmic Science at the Epicenter.

http://www.exploratorium.edu/faultline/

Layers of the Earth song -

http://www.youtube.com/watch?v=Q9j1xGaxYzY&feature=player_embedded#

Tectonic Plate Rap - http://www.youtube.com/watch?v=dkELENdZukI

Alfred Wegener http://www.youtube.com/watch?v=nbU809Cyrao

Pangaea explanation http://www.youtube.com/watch?v=QDqskltCixA

Brainpop on Earthquakes, www.brainpop.com

Brainpop on Structure of the Earth, www.brainpop.com

Earthquake Proof Building in Tokyo.

http://www.youtube.com/watch?v=tF204Pgfeo&list=PLBAA13301E5C1DA16&index=6&feature=plpp

_video

Earthquake information http://www.youtube.com/watch?v=VSgB1IWr6O4

Safety Tips http://www.youtube.com/watch?v=FSnWIcNRzKc

http://www.math.montana.edu/~nmp/materials/ess/geosphere/inter/activities/plate_calc/pangaea

http://www.math.montana.edu/~nmp/materials/ess/geosphere/inter/activities/plate_calc/pangaea

http://www.getthru.govt.nz/web/GetThru.nsf/web/BOWN-7GY5TP

http://www.astroadventure.arc.nasa.gov/

http://www.youtube.com/watch?v=sA6oZ4YgKCA&list=PLBAA13301E5C1DA16

http://www.youtube.com/watch?v=Q9j1xGaxYzY&feature=player_embedded

http://www.youtube.com/watch?v=dkELENdZukI

http://www.youtube.com/watch?v=nbU809Cyrao

http://www.youtube.com/watch?v=QDqskltCixA

http://www.brainpop.com/

http://www.brainpop.com/



http://www.youtube.com/watch?v=VSgB1IWr6O4

http://www.youtube.com/watch?v=FSnWIcNRzKc

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Read, Write, Think: Persuasive Essay Rubric, http://www.readwritethink.org/professional-

development/strategy-guides/persuasive-writing-30142.html

Civil Defense Emergency Management, New Zealand. What to Do in an Earthquake. Video Clip:

(Drop, Cover, and Hold): http://www.getthru.govt.nz/web/GetThru.nsf/web/BOWN-7GY5TP



http://www.getthru.govt.nz/web/GetThru.nsf/web/BOWN-7GY5TP

Documents

1. UBD Unit outline - Ms. Susanna Miller · 6 Week 1 Day 1 Pre-Assessment Day 2 5e Lesson – Layers of the Earth E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and