Title of Unit: Earth Changes Over Time

Grade Level, Subject: 7th Grade Earth Science

Developed by: Elizabeth Didato
Time Frame: 2 weeks

CLASS DESCRIPTION/DEVELOPMENTAL NEEDS OF STUDENTS

Total Number of Students There are 30 students in this class: 15 are girls and 15 are boys.
Area Students live in Novato, CA, a suburban area of Marin County.
Free/Reduced Lunch 43.4% of students at this school are eligible for free or reduced lunch.

Ethnicity of Students Of the 30 students:

1 is African American
4 are American Indian/Alaska Native
1 is Asian Indian
16 are White
8 are Hispanic/Latino

English Language Learners

Twelve students are Limited English Proficient or have recently been redesignated. Their CELDT levels:
5 have been redesignated
1 is Advanced
2 are Early Advanced
3 are intermediate
1 is Beginnner
Students with Special Needs
There is one student with special needs he has a hearing impairment. He wears a hearing aid, has a sign language
interpreter and carries a hearing device for teachers to wear.
 STAGE ONE: DESIRED RESULTS

Content Standards
MS-ESS2 Earths Systems
ESS1.C: The History of Planet Earth
ESS2.A: Earths Materials and Systems
ESS2.B: Plate Tectonics and Large-Scale System Interactions
MS-ESS3 Earth and Human Activity
ESS3.B: Natural Hazards

Essential Questions
Overarching Topical
How does life change over time? How does the Earth, as a whole, change over time?
Are all changes good? Necessary? How and when have major changes occurred?
What evidence do we have of these changes?

Understandings
Overarching Understanding Related Misconceptions
The planets systems interact over time and spatial scales Changes occur in only one direction, and are not reversible.
that can be small (such as rapid landslides or minute
particles of rocks worn away by weathering) or large (such
as slow plate movement or the uplift of large mountain
ranges).
Science findings are revised and/or reinterpreted based on
new evidence.
 Knowledge and Skills
Students will know
Earths surface is composed of moving layers of rock
which have different types, sizes and makeup.
All Earth processes are the result of energy flowing and
matter cycling within and among the planets systems.
The processes that shape local geographic features
include earthquakes, weathering, flooding and erosion.
STAGE TWO: ASSESSMENT EVIDENCE
Performance Task Descriptions
FORMATIVE PERFORMANCE TASKS
Students will demonstrate standards by
Creating models:
1) Pangaea
2) Rock cycling, weathering, erosion, deposition
3) Movement at the four types of plate boundaries
Providing written and verbal responses to Do Now
questions based on previous days classwork
1) Day 3, What is Continental Drift?
2) Day 4, Why was Wegeners idea of Continental Drift
rejected?
3) Day 11, What is the relationship among weathering,
Students will be able to
Develop and use models to describe phenomena, such as
the cycling of Earths materials and the flow of energy that
drives this process.
Analyze and interpret data on the distribution of fossils
and rocks, continental shapes, and seafloor structures to
provide evidence of past plate motions.
OTHER EVIDENCE
Worksheets to accompany activities: Pangaea puzzle,
Bunny Run investigation, relative dating of geologic time
(rock layers).
Verbal responses to questions (during and following
Erosion walk)
SUMMATIVE PERFORMANCE TASKS
Data and Written Analyses following lab activities:
1) day 2, Pangaea and Plate Tectonics
2) day 6, Tasty Tectonics Lab
3) day 10, Skittles Erosion Lab
 deposition and erosion? Unit Test
Written notes, Cornell notes, study guide

Performance Tasks
Worksheets to be attached:
Day 1, Pangaea puzzle
Day 6, Tasty Tectonics Data Sheet
Day 8, Finding Clues to Rock Layers Worksheet

Links to videos used:

Day 1, Time-Lapse Drawing Baby growing into an Old Woman http://www.youtube.com/watch?v=1TGf4E8fgfw
Day 1, Pangaea Animation https://vimeo.com/14258924
Day 7, Animated video of natural hazard occurrences http://www.smithsonianmag.com/science-nature/how-earthquakes-and-
volcanoes-reveal-beating-heart-planet-180960564/?no-ist

STAGE THREE: LEARNING PLAN (UNIT SEQUENCE, LESSON PLANS)

LEARNING ACTIVITIES (WHERETO)

W: Where are your students headed? Where have they been? How will you make sure the students know where they are going?
Why?

During the week of 10/3, students preview the PBL long-term assignment: Survival City.
The Survival City Project Overview document informs students that the class must design a brand new city in Marin County that will
withstand all possible natural disasters, including a magnitude 7.0 earthquake. Each team will design a low-cost, structurally sound
building for this new city.
Pre-Work
Sturdy Structure activity: Build a structure that will be safe during a natural disaster. Size: minimum of 10 cm tall. Materials
available: 15 Sugar Cubes and/or mini marshmallows, 5 Paper clips, 1 Tbsp Frosting, 2 popsicle sticks. Observe how your
structure holds up to a simulated natural disaster. (In keeping with Project Based Learnings inquiry driven model, students were
not given direct instruction before this activity.)
Videos: Middletown fires, Japan Killer Quake
KWL: Japan Killer Quake

Theme: we return to this essential question periodically through the unit.

How do we, as humans, change over time? Just as you have changed over time, so has the Earth.

H: How will you hook students at the beginning of the unit? How will you hold their attention?
The Survival City Project is designed to be relevant to students lives.

The Project Overview requires teams to collect their knowledge and expertise.
Students watch videos and consider the impact of earthquakes on their lives.
The class brainstorms KWL charts to determine what information they need to accomplish Survival City Project task. Teachers
contribute, compile a Need to Know list based on the class discussion, then students review and add to the list.

Day 1 of the unit begins with a discussion about change in students lives. (How have you changed in the last three years?) The class
then watches a time-lapse video showing a person aging from infancy through adulthood. The theme of changes over time will be
revisited throughout the unit.

Day 8 begins with more discussion about change in students lives. (When was the last time you cleaned your room? What would
happen if you didnt clean it for a long time?) We make an analogy between laundry building up and the formation of rock layers, then
students T/P/S how the scale of geologic time differs from our experience of time.

Day 9 begins with the question, How is the Earth changing around us right now? Students use the school campus to find evidence of
matter cycling, making a direct connection to NGSS standard Earths Materials and Systems.
E: What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and
knowledge?

Prework KWL chart about the 2011 earthquake and tsunami in Japan followed by the video Japan Killer Quake.

Day 1 Watch a video: animated time lapse of Pangaea breaking apart followed by a discussion of how changes in our lives are

similar to the changes that occur on earth.

Days 3 and 4 Guided note-taking and direct instruction about Continental Drift and Plate Tectonics.

Day 9 Investigate, find and record evidence of weathering, erosion and deposition.

Day 10 Weathering, Erosion and Deposition Lab

R: How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

Day 2 Do Now Question, Think about yesterdays puzzle activity. How did you (or will you) use the fossil evidence to construct Pangaea?

Students T/P/S responses with table groups. Some groups share answers.

Day 6 Following the lab activity, students work in pairs, discussing and answering written analysis questions.

Day 10 Do Now Question, What does erosion look like?

This is the second day of lessons focused on weathering, erosion and deposition. On the previous day, students will have
gone outdoors to find, sketch and describe evidence of all three, focusing primarily on erosion.
Following the lab activity, students work in pairs, discussing and answering written analysis questions.

E: How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

Prework After building Sturdy Structures, each structure is tested on a shake table (to simulate earthquakes) and with a fan (to

simulate wind).
Student work on display: completed Pangaea Puzzles.

Days 11 and 12 Test Review: Students work in teams, circulating through eight stations to review major concepts. Most stations

require students to complete a brief activity, discuss concepts, and record answers to questions on a handout/study guide.

T: How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising
the goals of the unit?

For Do Now Questions and answers, two scaffolds are in place. First, a sentence starter is provided and projected to help students
formulate responses. Second, answers are solicited from students and projected onto a screen for the class to view.

Students are preferentially seated: English learners are either close to the front to allow regular check-ins for guidance
and/or are paired with a buddy to help them understand written instructions.

O: How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

Activities are varied appeal to different learning styles.

Days 1 and 2: tactile/kinesthetic activity in pairs
Days 3 and 4: verbal/written notetaking with direct instruction
Day 5: verbal/collaborative group discussions
Day 6: kinesthetic social activity with food, followed by analytic discussions
Day 7: visual/technology, using online simulation to view and record natural hazards
Day 8: tactile/verbal group activity requiring analytical discussion
Day 9: kinesthetic/visual outdoor activity
Day 10: tactile/kinesthetic/visual lab activity
Days 11 and 12: verbal/written/kinesthetic test preparation

*Note: 21st Century Skills are identified in green on unit sequence and daily lesson plans: Communication (Co), Creativity (Cr),
Critical Thinking (CT), Collaboration (Cl), Media and Technology (MT).
LEARNING PLAN, Unit Sequence

Prework Day 1 Day 2 Day 3 Day 4

Tuesday, 10/11 Wednesday, 10/12 Thursday, 10/13 Friday, 10/14
Overview: Read and
discuss Survival City Topic Topic Topic Topic
Project document. The History of Planet The History of Planet Earths Materials and Plate Tectonics and
Earth Earth Systems; Large-Scale Systems
Build a sturdy Large-Scale Systems Interactions
structure; test the Standard ESS1.C Standard ESS1.C Interactions
structure. Discuss Standard ESS2.B
natural hazards that Objective Objective Standards
could destroy a Create a model that Create a model that ESS2.A; ESS2.B Objectives
building. demonstrates how the demonstrates how the Organize information
shapes of continents, shapes of continents, Objectives regarding maps of ancient
Video: 2011 Japan which roughly fit which roughly fit Organize information land and water patterns,
earthquake and based on investigations of
together, suggest that together, suggest that regarding Alfred
rocks and fossils;
tsunami. those land masses were those land masses were Wegeners early
Construct a written
once joined and have once joined and have hypothesis of
explanation of Continental
KWL charts: since separated. since separated. Continental Drift. Drift, including evidence for
What we know about Cl, Cr, CT Cl, Cr, CT Co Plate Tectonics.
earthquakes; what we Co
need to know in order
to complete Survival
City project.

Gap in Unit Instruction: Day 5 Day 6 Day 7 Day 8

Monday, 10/17 Tuesday, 10/18 Wednesday, 10/19 Thursday, 10/20 Friday, 10/21

-ARIES (Grade Check) Topic Topic Topic Topic

-NUSD Collaboration
Rubric introduction, Developing and Using Plate Tectonics and Natural Hazards Analyze and Interpret
self-assessment Models; Natural Hazards Large-Scale Systems Data: Geologic Timeline
(personal strengths Interactions; Standard ESS3.B
and areas to improve) Standards Developing and Using Standard ESS2-3
-Group discussions, ESS2-1; ESS3.B Models Objectives
team agreements Map historical natural Objectives Describe the
Objective Planning for Standards hazards in the Pacific difference: large-scale
Survival City ESS2.B; ESS2-1 Rim Ring of Fire, examine and small-scale changes.
Co, Cl patterns, forecast future Use rock evidence to
Objectives events. measure relative age of
Model the four types of CT, MT different rock strata.
plate boundaries. CT
Demonstrate how plates
move at each boundary.
CT, Cl

Day 9 Day 10 Gaps in Instruction: Day 11 Day 12

Wednesday, 10/26 Thursday, 10/27 Monday, 10/31 Tuesday, 11/1
Monday, 10/24
Topic Topic Tuesday, 10/25 Topic Topic
Earths Materials and Earths Materials and Research Days: Teams Review: History of Review: Geologic
Systems; Matter cycling Systems; Developing and conduct online research Planet Earth, Pangaea, Timeline, Earths
Using Models on their selected natural Continental Drift, Plate Materials and Systems,
Standard ESS2.A hazard, recording data
Tectonics Large-Scale Systems
Standards on GoogleDoc
Interactions
Objective ESS2.A; ESS2-1 Standards
Identify and record Friday, 10/28
ESS1.C; ESS2.A; ESS2.B Standards
evidence (written and Objective Planning: teams
ESS2.A; ESS2.B
diagrams) of Create a model that develop building plans
Objectives
weathering, erosion demonstrates the cycling for their structures Practice collaboration Objectives
and deposition. of Earths materials and skills; Review big ideas Practice collaboration
CT, Cr the flow of energy that for test. Co, Cl skills. Review big ideas
drives this process. for test. Co, Cl
CT, Co
LEARNING PLAN, Daily Lesson Plans
Day 1 Tuesday, 10/11

Topic The History of Planet Earth

Standard ESS1.C

Objectives Create a model that demonstrates how the shapes of continents, which roughly fit together, suggest that those
land masses were once joined and have since separated.

Activities
1. Do Now Question: How have you changed in the last three years? (Discussion: Students offer responses.)
2. Videos: Time lapse of Human aging.
Students T/P/S in table groups examples of small or short term ways the Earth changes over time, and examples of
large or long term ways the Earth changes over time.
Each group reports back to the class.
3. Pangaea Puzzle: students work in pairs to create a model of Pangaea. The black and white handout has the continents
(shapes from 200 m.y.a., randomly placed), with fossils and mountain evidence marked by symbols.
a. Color the fossils and mountains on both the legend and the continents, making sure that the colors match.
b. Cut out the continents, being careful not to lose pieces. Cl, Cr
c. Place all pieces on construction paper, match up the fossil and mountain evidence to recreate Pangaea. (Pieces may not
fit together exactly.) CT
d. Once approved by teacher, glue the pieces onto construction paper.
Note: the class has a limited amount of time for this activity. It continues on Day 2. Most pairs will complete steps through 3b
on Day 1. Stop activity five minutes before the period ends for the following video and discussion.

4. Video: animated time lapse of Pangaea breaking apart modern continents

5. Discussion: How are changes in our lives similar to the changes that occur on earth? Students T/P/S in table groups how the
 scale of geologic time differs from our experience of time.

Day 2 Wednesday, 10/12

Topic The History of Planet Earth

Standard ESS1.C

Objectives Create a model that demonstrates how the shapes of continents, which roughly fit together, suggest that those
land masses were once joined and have since separated.

Activities
1. Do Now Q: Think about yesterdays puzzle activity. How did you (or will you) use the fossil evidence to construct Pangaea?
(Students T/P/S responses with table groups. Some groups share answers.)
2. Finish Pangaea Puzzle; pairs T/P/S what the Earth looked like 200 m.y.a. and what evidence we have for this. Cl, Cr
3. PowerPoint summarizes Pangaea introduction, watch animated video of Pangaea breaking apart again.
e. Written Analysis of puzzle: students tape analysis handout into notebooks; they have about 10 minutes to begin analysis
questions. CT
4. BrainPop video about Pangaea and Plate Tectonics.

Homework: finish Written Analysis, due Friday, 10/14

Day 3 Thursday, 10/13

Topics Earths Materials and Systems; Large-Scale Systems Interactions

Standards ESS2.A; ESS2.B

Objectives Organize information regarding Alfred Wegeners early hypothesis of Continental Drift.

Activities
1. Do Now Q: What is Continental Drift? (Discussion: Students offer responses.)
Note: yesterdays BrainPop video discussed Continental Drift, so this question is used as a formative assessment.
2. Guided note-taking and direct instruction from PowerPoint: Alfred Wegeners geological research, hypothesis of continental
drift, four evidences: geometric evidence, fossil evidence, mountain evidence and climate evidence.
Co
*end the class by pointing out (included in notes) that although Wegener had evidence, he could not explain how the
movement was occurring. Contemporary scientists rejected his theory because Wegener could provide no mechanism
for the movement.*
Day 4
Friday, 10/14

Topic
Plate Tectonics and Large-Scale Systems Interactions

Standard ESS2.B

Objectives Organize information regarding maps of ancient land and water patterns, which represent the distribution and
ages of continental shapes, seafloor structures and age of oceanic crust. Construct a written explanation of Continental Drift,
including evidence for Plate Tectonics.

Activities
1. Do Now Q: Why was Wegeners idea of Continental Drift rejected? (Brief discussion: Students offer responses.)
2. Guided note-taking and direct instruction from PowerPoint: Continental Drift, Evidence for Plate Tectonics Co
3. Exit Ticket:
a. List 2 or more pieces of evidence for Continental Drift.
b. What is Seafloor Spreading?
c. Extra: draw a diagram of a mid-ocean ridge on the ocean floor. Label where the newest and oldest rock are located.
Day 5
Tuesday, 10/18

Topics Developing and Using Models; Natural Hazards

Standards ESS2-1; ESS3.B

Objectives Planning for Survival City

Activities
1. Do Now Q: How can failing help us? (The question is based on a quote, Dont be afraid to fail, be afraid not to try. We
use weekly quotes as discussion points to promote positive mindsets and good citizenship.

On Monday 11/17 we introduced the district Collaboration Rubric. Students conferred with their table groups and wrote
team agreements regarding roles and expectations for their Survival City project. (The class is building a city that can
survive major natural hazards.)
Planning for Survival City: students consult, record ideas on binder paper in table groups/teams. Co, Cl
a. Choose structure
Teams list at least 3 structures (types of buildings) that are essential to a city
Class brainstorms types of structures (total 12-15 types), written on white board for all
Teams privately rank the five most important structures: #1____, #2_____, et c.
b. Choose natural hazard
Teams brainstorm natural hazards that might occur in Marin County
Class brainstorms all possible natural hazards (some ideas combined: severe storms/ hurricane/
thunderstorm), written on white board for all
Teams rank the five natural hazards they want to prepare for, #1_____, #2____, etc.
c. Select structures and natural hazards: referring to their ranked lists, teams select their structure and their natural
hazard quickly when called on. Every team must build a different structure. Each natural hazard can be chosen twice
(by two teams). If a team has not conferred and agreed, their table must wait until other groups have selected.
2. If time permits, discuss/review: different layers of the Earth, the driving forces of tectonic plate movement, seafloor
spreading.

Day 6
Wednesday, 10/19
Topic Plate Tectonics and Large-Scale Systems Interactions; Developing and Using Models

Standards ESS2.B; ESS2-1

Objectives Model the four types of plate boundaries. Demonstrate how plates move at each boundary.

Activities
1. Do Now Q: What is a plate boundary? (Students T/P/S responses at table groups, then share out answer, a plate boundary
is where two or more tectonic plates meet.)
2. Tasty Tectonics Lab:
a. Students insert observation/data sheet into their notebooks. Ask: what are the four directions that tectonic plates move?
(Students draw arrows to indicate the direction of plate movement.)
Supplies: graham crackers, a paper plate with whipped cream in the middle. Graham crackers represent tectonic plates
and whipped cream represents the mantle.
b. Students work in pairs, but each completes their own data sheet. They draw diagrams of how the plates move, then
demonstrate the motions by moving the graham crackers. They write observations about how the movement altered
the land around and along each plate boundary. CT, Cl
3. Discussion: After pairs have completed the activity, we discuss the names of boundary types. All four types are written on
white board (Convergent, Divergent, Transform, Subduction Zone), students T/P/S which name might match the plate
movement they modeled. If needed, I ask what the prefixes mean.
Check for understanding: at the end of this discussion, clarify each correct answer. Give students time to record correct
answers on data sheet. Circulate through the room to check work.
For the remainder of the period, students work in pairs to begin answering written analysis questions.
Questions in written analysis include: What outcome did you observe for each type of plate boundary? What geologic
event or landforms are created? (CT)
4. Homework: finish written analysis, due Monday 10/24.

Day 7
Thursday, 10/20

Topic
Natural Hazards

Standard ESS3.B

Objectives Map historical natural hazards in the Pacific Rim Ring of Fire, examine patterns, forecast future events.

Activities
1. Do Now Q: How are mountains formed? (Brief discussion: Some students offer responses.)
2. WHERE in the WORLD activity:
a. Watch animated video of natural hazard occurrences. Observe where most earthquakes and volcanos occur. (answer: in
the Pacific Rim)
http://www.smithsonianmag.com/science-nature/how-earthquakes-and-volcanoes-reveal-beating-heart-planet-180960564/?no-ist
b. PowerPoint slide identifies the Ring of Fire, a large area where many volcanoes and earthquakes occur along the Pacific
Ocean.
c.Activity Link: http://jules.unavco.org/VoyagerJr/EarthScope CT, MT
Students use prepared (handouts) map and data sheet in their notebooks to record: marking occurrences of
earthquakes and volcanoes on map, color coded legend, analysis questions at end of the activity.
Note: this class was interrupted by an earthquake drill for about 20 minutes. Although we continued the lesson plan after the drill, the
class did not have enough time to complete the online activity. The irony of an earthquake drill interrupting this particular lesson was
not lost on the students. We discussed our location on the Ring of Fire, which met the NGSS standard.

Day 8
Friday, 10/21

Topic Analyze and Interpret Data: Geologic Timeline

Standard ESS2-3

Objectives Describe the difference between large- and small-scale changes. Use rock evidence to measure relative age of
different rock strata.
Activities
1. Do Now Q: When was the last time you cleaned your room? What would happen if you didnt clean it for a long time?
Using a PowerPoint to guide the lesson, I will switch between PowerPoint, elmo projector and verbal instruction.
Discussion: We make an analogy between laundry building up and the formation of rock layers, then students T/P/S how
the scale of geologic time differs from our experience of time (PPT pictures of laundry piles and a mountain range).
2. Students are given two sedimentary rocks per table group. T/P/S: Can you estimate changes over time? Which layer
might be the oldest? (CT)
3. ROCK Layers, Geologic Timeline: students work in pairs to complete the worksheet Finding Clues to Rock Layers.
Extensions for early finishers: color code layers (on worksheet) by age.
4. Brief discussion (all class) to review and check for understanding.

Day 9
Wednesday, 10/26

Topic Earths Materials and Systems, Matter cycling

Standard ESS2.A

Objective Identify and record evidence (written and draw diagrams) of weathering, erosion and deposition. (CT)

Activities
1. Do No Q: What are some benefits to having a growth mindset? (The question is based on quotes associated with growth
mindset versus fixed mindset. Discussion: students offer responses.)
2. Bunny Run Investigation: Weathering, Erosion, Deposition
a. PowerPoint to introduce activity poses the question How is the Earth changing around us right now?
Show photos and briefly discuss what weathering, erosion and deposition might look like. Point out that this is a
continuous cycling of material on Earths surface.
Students write simple definitions and draw observation/data sheet in their notebooks. They will use their notebooks to
record their findings. (weathering: rocks broken down; erosion: materialrocks and soilare moved from one place to
another; deposition: new pile of rocks or soil builds up)
b. Walk outside around running track. There is a hillside, called the Bunny Run, at the edge of school property.
 Students work alone or in pairs to observe, find evidence of all three, draw diagrams, write observations. Cr
Circulating among groups, checking work, asking questions. CT
c. After all students have recorded sufficient data, point out examples of weathering, erosion and deposition.

Day 10
Thursday, 10/27

Topics Earths Materials and Systems; Developing and Using Models

Standards ESS2.A; ESS2-1

Objectives Create a model that demonstrates the cycling of Earths materials and the flow of energy that drives this process.

Activities
1. Do Now Q: What does erosion look like? (Students T/P/S responses at table groups.)

2. Lab activity: students observe a demonstration, then model erosion and deposition.
Using sand, soil, pebbles, water and ice in a large tub, form two or three mountains in different corners. Select
different mechanisms of weathering and erosion (rain, flowing water, melting ice, tectonic movement) to demonstrate.
Students work in table groups to plan their modeling, create observation/data sheet in their notebooks, conduct activity,
record data. They can choose one or twosand, soil, or pebblesand any of the mechanisms provided.
As groups conduct the activity, students draw before and after diagrams, compare rates of erosion, observe other
groups work. After cleanup, begin analysis questions.
Note: this lesson was cancelled. First, there was concern that there would not be enough time for preparation, set-up and cleanup. Second,
there were not enough supplies for all 7th grade classes to conduct the same lab activity. It was agreed that all 7 th grade classes should do
the same activity with the same supplies. The lab below replaced this lesson.

2.Skittles Erosion Lab

a. Students insert observation/data sheet into their notebooks, as well as written analysis questions. Instructions and
procedure (below) are projected as well as written/distributed.
b. Skittles Weathering, Erosion and Deposition Lab
Materials: Colored pencils, Water, Pipette (water dropper), 1 skittle, Shallow pan
Discuss with your group: How are we going to use the materials listed above? What concepts are we trying to
demonstrate/master? Fill in the information in your notebook.

Procedure:

1) Use the pipette to squeeze 10 drops of water onto your skittle from 6 inches away
2) Record your results in a visual format (draw what it looks like using color)
3) Record your results in a written format (explain what it looks like using words)
4) Repeat steps 2 and 3 after 20, 30, 40 and 50 drops

STOP AND RECORD THE INFORMATION IN YOUR NOTEBOOK AFTER EACH STEP! Co, Cl, Cr

c. Circulate to check work, clarify instructions, ask questions. After cleanup, students have about 10 minutes to begin written
analysis questions in pairs.

Homework: finish Written Analysis, due Monday, 10/31.

Day 11
Monday, 10/31

Topic Review: History of Planet Earth, Pangaea, Continental Drift, Plate Tectonics

Standards ESS1.C; ESS2.A; ESS2.B

Objective Review big ideas for test.

Activities
Kahoot game to reiterate major concepts covered in unit, stimulate conversation and generate a study guide (notes
in notebooks).
Note: this lesson was cancelled. Teachers agreed to provide two days for review; they created hands-on tasks for students to repeat some of
the lab activities. The lesson plan below replaced the Kahoot game.
Objectives Practice collaboration skills; Review big ideas for test. Co, Cl

Activities
1. Do Now Q: What is the relationship among weathering, deposition and erosion? (Brief discussion: Students offer
responses.)
2. Test Review, day 1: Students work in table groups/teams, circulating through eight stations to review major concepts. Most
stations require students to complete a brief activity, discuss concepts, and record answers to questions on a
handout/study guide. Teams may refer to their notebooks during review. Simple explanations:
Station 1, (A large laminated black-and-white map of present locations of continents is on the table. There are ziplocks with
the labelled Pangaea Puzzle continents.) First, put the puzzle together into the original supercontinent Pangaea. Then, slowly
move the continents to their current locations. List Wegeners four evidences for Continental Drift. Explain why Continental Drift
was rejected by most scientists at the time.
Station 2, (A large mason jar holds several layers of materials: oatmeal, sand, pebbles, flour.) How can you use rock layers to
determine the relative age of each layer? Which layer is oldest? Youngest? How do you know?
Station 3, Chromebooks are set up with websites open to simulated tectonic plate movements. Students use the
simulations to answer questions about the four types of plate boundaries and their typical movements.
Station 4, (A laminated diagram of the seafloor is on the table. There are index cards, some with arrows, others with terms:
convection, gravity, pressure, mid-ocean ridge, magma.) Look at the diagram. What do you think it represents? (It represents
seafloor spreading and the three driving forces of plate movement.) Place the terms and arrows in the correct places to
explain forces at work.
Teams spend 7-8 minutes at each station. At the end of two class sessions, each student has a detailed study guide.
Day 12
Tuesday, 11/1

Topic Review: Geologic Timeline, Earths Materials and Systems, Large-Scale Systems Interactions

Standards ESS2.A, ESS2.B

Objectives Practice collaboration skills; Review big ideas for test. Co, Cl
Activities
1. Do Now Q: Make a list of at least five terms, phrases or questions that might be on the test. (Students T/P/S responses at
table groups.)
2. Test Review, day 2: Students work in table groups/teams, circulating through eight stations to review major concepts. Most
stations require students to complete a brief activity, discuss concepts, and record answers to questions on a
handout/study guide. Teams may refer to their notebooks during review. Simple explanations:
Station 5, Read about Costas Levels of Questions. Refer to your notebook and write one of each type of questionlevel 1, level 2,
and level 3that you think might be on the test.
Station 6, Erosion and Deposition Activity (On the table is a deep pan with sand and pebbles, and a small toy seesaw.)
Students build a cliffside playground near the beach, then model the forces of erosion and deposition over 200 years.
They discuss what occurred, and how it might impact them in real life.
Station 7, Mini-Lab (On the table there are two beakers, a few rocks and sand paper. Both beakers hold vinegar and shells.
Beaker As shells were added 3 days ago, beaker Bs shells were added today.) Students review the definition of
weathering, discuss the object at table, then fill in a Venn diagram of mechanical weathering and chemical weathering,
noting examples of each (sand paper and rock = mechanical; vinegar and shells = chemical).
Station 8, How do erosion and deposition work together to change Earths surface? (Include definitions.)
Friday, 11/4
Unit Test

REFLECTION

Planning this unit seemed daunting at first, then became clear, then morphed into an extremely complicated

endeavor. In September, I enjoyed discussing the goals and standards with my content coach (Ben). We spent a

good amount of time reviewing the 7th grade NGSS for Earth Systems. When I presented Stage 1 (Desired Results) to

my D.I.(Marissa), she wondered whether we could cover all those standards in a two- or three-week unit. When I

began working on Stage 2, I worked more with Marissa, checking in with Ben on specific assessments and strategies
he had used for similar units in previous years. We had a good idea what assessments I would use by the end of

September.

The larger PBL project, Survival City, was scheduled to begin in early October, so I needed to get on board with

curriculum planning with the 7th grade science teachers. The sequence of lessons was in place (at least I thought it

wasI had a calendar with topics and activities) by the first week of October, but as collaboration/discussions

continued, the 7th grade teachers decided to rearrange some of the days. Marissa accommodated my needs

(discussing alternate lesson plans, trying to maintain sequence) as much as possible. This is a new PBL, and two of

the four teachers involved are new to the school and to project based instruction. There were many meetings. I

helped to create roughly half of the lesson plans in the unit, including the PowerPoint presentations. Since Marissa

teaches three classes, for consistency, she used the unit plan for all of her classes. The other 7 th grade teachers used

and/or modified most of the lessons I put into my unit. We did indeed cover all the standards I listed in Stage 1.

I didnt enjoy some of the lessons that were in the unit (guided notetaking), but I can see their value. Thinking

about basic pen-and-paper written classwork caused me to pause. I imagine that many typical public school

students might get such rudimentary instruction; the time involved in collaboratively planning engaging classroom

activities to guide students through a project is incredible. How many teachers in how many schools have that kind

of time? Not very many. Using preplanned lessons definitely simplified my work; some of those lessons worked

really well (the students were involved and appeared to learn from them). My big take-away, after several

discussions about my great ideas for lesson planning: theres no need to reinvent the wheel. Somebody else worked
hard, so use that curriculum. I also learned that I need to push myself to master some of the classroom

technologies that challenge me.

Regarding the assessment pieces, I had very little time after teaching lessons to review student work with the

students. I was able to look at what they had done, but I couldnt give them much direct feedback. I wrote the plan

for Day 8, rock layers and geologic timeline, for my University Supervisors observation. I had the class planned, but

didnt know how to get the kids curious about the rock layers. I asked Ben how he would start the class; he

suggested starting with the questions When was the last time you cleaned your room? What would happen if you didnt
clean it for a long time? Those questions became my Do Now, and I allowed time for students to really imagine layers of

clothing. I didnt help with the grading of the unit tests at the end but I did ask about the results: Marissas students

consistently remembered and used the laundry example to explain how we can estimate relative ages on the geologic

timeline. When I returned later to enter grades and show students the work I graded (worksheet Finding Clues to Rock Layers,

Skittles Erosion Lab written analysis), many knew they had not finished their work completely, and were waiting to take a low

grade or be forced to finish an assignment. How will I deal that attitude as a teacher? Many 7 th grade science students spend

lunchtime and after school time finishing work. How can I avoid that when I have my own classroom?

Although implementing the unit went fairly smoothly, and Im glad its done, I definitely have more questions and qualms

about having my own classroom than I did a few months ago.