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Teacher(s): Shay Pearce

Subject: Earth Science

Standard(s): Energy in the Earth System (Both Internal and External)

Objectives (Explicit): SWBAT demonstrate mastery of overarching and interrelated
concepts of Earths dynamic systems as taught through the POs of Concept 2 through
a comprehensive, 5 day end-of-section 3 person group project. Students will choose
a location which is best in their minds for a new city-colony and design a
presentation in which to explain and defend their choice. Students will be graded
against a rubric.

Evidence of Mastery (Measurable): End-of-Concept 2 final project in which students will be

graded against a rubric with an 85% or higher pass rate. Students must demonstrate
they have evaluated their site of choice through critical analysis of gathered data and
weighed against information gained during study of Concept 2.

Sub-objectives, SWBAT (Sequenced from basic to complex): (DAYS 1-3)

*access newly acquired knowledge from Concept 2 in order to weigh city site pros
and cons
*choose an optimal candidate site for city colony development and support this
decision with research and facts
*compile research into a clear, easily understood trifold presentation
(DAYS 4-5)
*present project to the class. Presentations will be 5-8 minutes long. Each student
will take an active part in the presentation
*answer questions about their research and defend their reasoning for site selection
using justification of the concepts learned in Concept 2.

Key vocabulary: Review of vocabulary from

Materials/Technology Resources to be Used:

Concept 2

Trifold for presentation, colored

pencils, tape, scissors, glue sticks

Opening (state objectives, connect to previous learning, and make RELEVENT to real life): Imagine that
the Earth is exactly as we know it now, geographically and geologically, with one
major difference no humans have ever lived here. Your society is exactly as
technologically advanced as ours is today. You have been tasked with establishing
colony cities on Earth 100,000-500,000 people large. Based off of what you have
learned in this class during our lessons in Concept 2, where will you choose to build
your city? Remember all you have learned. Once a site has been chosen, another
group cannot choose that site so work quickly and intelligently, remembering that
yours will not be the only colony city established. Will you want to trade with fellow
colonies? Compete with them? Take everything into account and be ready to justify

your reasoning in a presentation to the class.

Student Will: Take notes on their

directive to the class. The teacher will then

break students up into groups of 3.

closed activity sheet and ask any

questions they may have. Students
will then break into groups.

Instructional Input

Teacher Will: Detail the assignment with a

Co-Teaching Strategy/Differentiation: Closed note taking activity sheet.

Teacher Will: Walk among students and

Student Will: (DAY 1)

monitor work and progress, answering


*Brainstorm site ideas

*Begin research
(DAY 2)

Guided Practice

*Continue research
*Begin construction of their
(DAY 3)
*Finish research
*Finish construction of their

Co-Teaching Strategy/Differentiation: Extra time will be spent with students who are

Independent Practice

struggling or misunderstanding the point of the project.

Teacher Will: Observe presentations and ask

Student Will: Present the group project

questions to determine Concept 2

understanding. Groups will be graded both
individually and as a whole.

to the teacher and the class. Each

student in the group of three must
share a relatively equal amount of
the responsibility of presentation
and justification during questioning.
Students not participating must
write down three questions each
about the presenting groups site
selection. The groups will then
convene after the presentation and
pick one question per student so
that each group has a set of three
questions to hand in to the teacher.

Co-Teaching Strategy/Differentiation: The following Monday, the teacher will release the
student questions to the class. Students have a week while the presentations are
on display to fill in the questions by looking at the other students project displays.

Closing/Student Reflection/Real-life connections: You now understand how geography and

geology affect the lives of every living thing on this planet, every day. By answering
the questions of your fellow students, you will also understand why some places
make for safer, better living than others.