CCPS Science Unit Plan

Grade 6th Subject Earth Science Unit # 3

Unit Name Students Life as an Archaeologist, , Seismologist Timeline 6 Weeks and Volcanologist as Environmental Activists

How to use the This Framework should be used to guide you in your instructional planning as you develop your daily and/or weekly lesson plans. Framework The resources and instructional strategies reflected in the Framework will provide a foundation for the full development of your instructional design and implementation.

Unit Overview *All resources related to this Framework are either embedded in this document or can be located via the Science Department website. In this unit, students will analyze the Earth’s processes that are observed today and relate how they are similar to those that have occurred in the past. It will lead students in understanding the effects produced by processes on geologic features on land and in the ocean. The unit will provide an understanding of characteristic geologic structures at three crustal boundaries as well as localized hot spots because of energy transfer within the mantle. The concept of earth cycles—long-term (plate movement) and short-term (volcanic eruptions, hydrothermal vents) will be analyzed. Students will understand how geysers and hydrothermal vents can become the input for renewable energy resources (geothermal energy). Students will experience how scientific knowledge is generated, specifically fossils as evidence for plate tectonic theory. Using an inquiry based approach; students will use empirical evidence resulting from field and laboratory investigations to support scientific ideas of the processes of organic matter preservation during soil formation, sediment deposition, and burial over time. A concept from physical science is introduced in this unit that will be taught explicitly in 7th grade. In this unit, the students will understand seismic waves are mechanical waves.

Georgia Standards of Excellence S6E5. Obtain, evaluate, and communicate information to show how Earth’s surface is formed. (GSE) & S6E5. a. Ask questions to compare and contrast the Earth’s crust, mantle, inner and outer core, Unit Elements including temperature, density, thickness, and composition

S6E5. f. Construct an explanation of how the movement of lithospheric plates, called plate tectonics, can cause major geologic events such as earthquakes and volcanic eruptions. (Clarification statement: Include convergent, divergent, and transform boundaries.)

S6E5. g. Construct an argument using maps and data collected to support a claim of how fossils show evidence of the changing surface and climate of the Earth.)

S8P4a. Ask questions to develop explanations about the similarities and differences between electromagnetic and mechanical waves. (Clarification statement: Include transverse and longitudinal waves and waves parts such as crest, trough, compressions, and rarefaction.)

S6E5. g. Construct an argument using maps and data collected to support a claim of how fossils show evidence of the changing surface and climate of the Earth.

Science and ● Asking questions (for science) and defining problems (for engineering) Engineering ● Obtaining, Evaluating, and Communicating Information Practices ● Asking questions ● Planning and Carrying Out Investigations ● Analyzing and Interpreting Data ● Constructing Explanations and Designing Solutions ● Engaging in Argument from Evidence

Cross Cutting ● System and system models Concepts ● Cause and effect ● Patterns ● Stability and change ● Energy and matter ● Scale, proportion, and quantity

Disciplinary ESS2.B: Plate Tectonics and Large-Scale System Interactions Core Ideas Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.

ESS2.A: EARTH MATERIALS AND SYSTEMS Weather and climate are driven by interactions of the geosphere, hydrosphere, and atmosphere, with inputs of energy from the sun. The tectonic and volcanic processes that create and build mountains and plateaus, for example, as well as the weathering and erosion processes that break down these structures and transport the products, all involve interactions among the geosphere, hydrosphere, and atmosphere. PS4: Waves and Their Applications in Technologies for Information Transfer

Next Generation Science MS- Construct a scientific explanation based on evidence from strata for how Standards ESS1-4. the geologic time scale is used to organize Earth's 4.6-billion-year-old (These standards history. should be used to guide you in MS- Construct an explanation based on evidence for how geoscience processes the selection of ESS2-2. have changed Earth's surface at varying time and spatial scales. resources that are NGSS MS- Analyze and interpret data on the distribution of fossils and rocks, continental aligned to ESS2-3. shapes, and seafloor structures to provide evidence of the past plate ensure motions. compatibility with this unit of MS-PS4-1 Waves and their Applications in Technologies for Information Transfer study.)

Deconstructed Deconstructed Elements to the standard have been supplied for you in a separate folder located on the Science Standard Department website.

Tier 2 Terms Tier 3 Terms Tier 3 Integration Terms Cognitive Skill

Essential ● Ask (R) Focus Vocabulary ● Energy Vocabulary ● Wave (introduced/ ● Determine (R) ● Theory ● Mechanical Wave taught in ● Design (P) ● Boundaries context) ● Evaluate (R) ● Medium ● Fault ● Crest ● Construct (P) ● Magma ● Trough ● Asthenosphere ● Wavelength ● Lithosphere ● Amplitude ● Mantle ● Inner Core ● Outer Core ● Crust ● Oceanic Crust ● Continental Crust ● Fossils ● Tectonic plates ● Continental drift ● Pangaea ● Alfred Wegener ● Mid-Ocean Ridge ● Seafloor Spreading ● Convection ● Convection Currents ● Divergent boundary ● Convergent boundary ● Transform boundary ● Hot spot ● Subduction ● Subduction Zone

Words used only in context ● Weathering ● Erosion ● Deposition ● Normal Fault ● Strike-Slip Faults ● Seismograph ● Primary waves ● Secondary waves ● Surface waves ● Tsunami ● Folded-mountain ● Fault-block mountain ● ● Shield Volcano ● Cinder Cone Volcano ● Composite or Stratovolcano ● Hydrothermal vents ● Original remains ● Trace Fossils ● Relative age ● Index fossil ● Half-life ● Geologic time scale

Suggested *The listed learning targets are only provided as a starting point. It does not represent an exhaustive list of all learning Performance targets for this unit.* Learning Targets Main targets are listed S6Eg. first in red. ● I can construct an argument using scientific evidence to support the Theory of Continental Drift. ● I can construct an argument using maps and data collected to support the claim that fossils provide evidence of the changing surface and climate of the earth. ● I can describe the different types of fossils and how they form. ● I can construct an argument using maps and data collected to support a claim of how fossils show evidence of the changing surface and climate of the Earth. S6Ea ● I can identify and describe Earth’s layers including the crust, mantle, outer core, and inner core. ● I can ask questions to compare and contrast Earth’s layers based on temperature, thickness, density, and composition S6Ef. ● I can describe the three types of tectonic plate boundaries (transform, divergent, and convergent). ● I can observe that a plate boundary is related to the type of plate interaction that occurs at that boundary. ● I can describe how boundaries can create major geological events and list examples. ● I can describe how convection in the mantle causes lithospheric plate movement. ● I can construct an explanation of how the movement of lithospheric plates, called plate tectonics, is due to convection currents below the lithosphere, and can cause major geologic events such as earthquakes and volcanic eruptions. ● I can construct an explanation of how the movement of lithospheric plates is due to convection currents below the lithosphere. ● I can construct an explanation to explain the growth of the Hawaiian Archipelago (islands) over the past 100 million years. ● I can compare and contrast seismic waves (surface waves, p waves, and s waves).

S8P4a. ● I can explain how seismic waves are a form of mechanical waves ● I can identify the parts of a transverse wave.

Common Common Assessments will be created at the school level. Assessment(s)

Benchmark The Clayton County School System will provide cumulative benchmark assessments throughout the school year at 9-week Assessment(s) intervals for High School and 6-week intervals for Elementary and Middle School.

Misconceptions ● The world map is unchanging; or a major change – such as California separating from North America – could happen within my lifetime. ● The mantle is molten everywhere; volcanoes happen whenever the crust is thin enough for magma to break through. ● Earthquakes are random spasms in the earth which suddenly create major crustal features. ● Very old objects are fossils. ● All energy sources come from the Sun. ● Students may think that matter is transferred in a wave ● Light always passes straight through a transparent material without changing direction. ● When an object is viewed through a transparent solid or liquid material the object is seen exactly where it is located.

Proper ● Moving plates cause major changes in a world map over tens of millions of years Conceptions ● The mantle is solid but capable of flow. ● Only under special conditions (at hot spots and along plate boundaries) does the mantle or crust melt to make magma, which then rise to the surface to make a volcanic eruption ● Earthquakes represent sudden breaks in crust continuously stressed by plate movement. ● Gradually over time, the same movements result in major crustal features. ● Energy is transferred as a wave.

● When light enters a different medium, its velocity changes. The change in the velocity of light results in the bending of light rays (known as refraction).

● Objects seen through a transparent solid or liquid are seen at a different position from where they really are. The speed of the light changes as it moves from one medium to another and as a result light rays bend. Literacy ELACC6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, Standards for connotative, and technical meanings. GSE (Literacy ELACC6RI7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in Strategies) words to develop a coherent understanding of a topic or issue

ELACC6W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

ELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELACC6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELACC6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

ELACC6SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

ELACC6L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ELACC6L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

ELACC6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

Standards for MCC6.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when Mathematical multiplying or dividing quantities. Practice (Strategies) MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.

Unit Outline

Anchoring Phenomenon Natural Disasters ● https://www.youtube.com/watch?v=Wa4L71vSP1U ● https://www.youtube.com/watch?v=Z30rcg3buuw ● https://www.youtube.com/watch?v=yJXjcCUpzeY

Driving Question What are the causes of natural disasters and how do we prepare for a natural disaster?

Engaging Students in the Phenomenon ● Show the videos above over the course of a few days (throughout ADI 6 process). Use the See-Think-Wonder protocol to guide student thinking. ● After students share their initial ideas and questions, guide them toward these questions. ○ What types of materials and structures help make a building safe near a fault line? ○ How do we prepare for a natural disaster? ○ What is a cause for natural disasters? ○ ADI 6 ○ For ADI 6: Consider a events such as: https://www.bbc.com/news/world-latin-america-51287493 (Newsela also has an article about a recent EQ in Puerto Rico) or the 5.7 that hit Salt Lake City recently - start a DQB about why they they EQ’s occur. Here is a video: https://www.youtube.com/watch?v=mVurekcj9rQ You might want to consider starting with the ADI 6 really helps them understand the plate boundaries and connection to hazards, then do the volcanic islands. You could add in a little tutorial on how to use the site. Starting with the Hawaiian volcanoes is great - you may just want your anchoring phenomena to be a video of Kilauea or an article about what’s happening now (we saw the eruptions a few years ago - is it still flowing?) ○ Extension: Caribbean Earthquakes - Why have there been recent EQ in the Caribbean? (You could also talk about Haiti and others) - use the Hazards Viewer for students to discover the tectonics plates there ○ Additional video resource for ADI 6: https://www.youtube.com/watch?time_continue=24&v=6I0m-kZaLFE&feature=emb_logo ○ Elaborate - how do we develop structures to withstand EQ? Here is an additional resource: https://www.exploratorium.edu/faultline/damage/building.html

Secondary Phenomena

Volcanic Eruptions and Island Formation Pangaea https://www.youtube.com/watch?v=S0_ANqwuCzA https://www.nationalgeographic.org/encyclopedia/continental-drift/

DQ: How have volcanic eruptions helped to shape the Hawaiian DQ: What is continental drift? islands? How do islands form in the open ocean? GSE: S6E5f (Plate Tectonics) GSE: S6E5f (Plate Tectonics and Geological Events) Engage: Engage: ● Share the link above and allow students to explore the information for a ● Show the video above. Use the See-Think-Wonder protocol few minutes. Use the See-Think-Wonder protocol to guide student thinking. to guide student thinking. ● After students share their initial ideas and questions, guide them toward ● After students share their initial ideas and questions, guide these questions. them toward these questions. ○ What is continental drift? ○ What is the relationship between earthquakes and ○ What evidence do we have that all continents were once connected? volcanoes? ○ Do you think it’s possible for all continents to eventually drift back ○ What types of waves do earthquakes produce? together to form? ○ Earthquakes produce seismic waves which travel through ● How do fossil provide additional evidence of plate tectonics - Wegener’s the Earth, because they must travel through a medium (matter) Puzzle is really good for that: they are considered mechanical waves. Students need to understand waves that must travel through matter are mechanical ● https://www.usgs.gov/science-support/osqi/yes/resources- waves, however, in 6th grade teachers are only to mention this as teachers/plate-tectonics?qt-science_support_page_related_con=1#qt- this concept will be reinforced in 7th and 8th grades. science_support_page_related_con ● Good summary video: https://www.youtube.com/watch?v=zbtAXW- Recommended Key Learning Experiences: 2nz0 ● Explore Learning Gizmos ○ Earthquakes 1 Recommended Key Learning Experiences: ○ Earthquakes 2 ● Explore Learning Gizmo: ● Argument-Driven Inquiry ○ Building Pangaea ○ Lab 7: Growth of the Hawaiian Archipelago ○ Plate Tectonics ● STEMScopes Lesson ● Argument-Driven Inquiry: ○ S6E5A Layers of Earth Lab 6: Plate Interactions ● STEMScopes Lesson: 3D Student Performance: Explain how volcanic eruptions shaped S6E5F Plate Tectonics the Hawaiian islands. S6E5G Fossil Evidence of a Changing Earth

3D Student Performance: Explain how continental drift and plate movement are responsible for the location of the continents and their impact on major landscape features (e.g. mountains).

Culminating Task: StemScopes PBL 6: Storyline 12: Tectonic Plates

Explore Learning Gizmo Phenomenon Explore Learning Gizmo Task (Recommended Key Learning Experiences) (Recommended Key Learning Experiences)

N/A Building Pangaea Plate Tectonics Earthquakes 1 Earthquakes 2

Flying Classrooms Task (Recommended Key Learning Experiences)

*Not all schools have access to the Flying Classroom curriculum. Please check with your department chair for additional information.

Learning Power Task (Recommended Key Learning Experiences)

*Not all schools have access to the Learning Power curriculum. Please check with your department chair for additional information.

Argument Driven Inquiry Mandatory Labs (Mandatory Key Learning Experiences)

Choose one of the ADI Lab 7: Growth of the Hawaiian Archipelago or Lab 6. Plate Interactions: How Is the Nature of the Geologic Activity That Is Observed Near a Plate Boundary Related to the Type of Plate Interaction That Occurs at That Boundary?

(This is also the Mandatory Lab for this Unit) Investigations should have an investigation report as a learning product to support mastery of the Science and Engineering Practices, Cross Cutting Concepts, and Disciplinary Core Ideas using the Claim-Evidence-Reasoning model or Argument Driven Inquiry model.

STEM Garden: Farm to Table Task (Recommended Key Learning Experiences)

*Not all schools have access to the STEM Garden curriculum. Please check with your department chair for additional information.

*Not all schools have access to the STEM Garden curriculum. Please check with your department chair for additional information.

S6E5. A. Layers of Earth S6E5. F. Plate Tectonics S6E5. G. Fossil Evidence of a Changing Earth

Additional Resources and Learning Tasks

STEM Activities www.pearsonrealize.com : The Big Fossil Hunt

Journey to the Center of Earth: Earth’s Structure (This site contains several activities and links to other sites.) https://serc.carleton.edu/dig_blueprints/units/center_earth.html

Earthquakes Living Lab: https://www.teachengineering.org/activities/view/csm_platetectonics_activity1

Earthquakes Living Lab – Designing for Disaster: https://www.teachengineering.org/activities/view/csm_designingfordisaster_activity1

Measuring Flow: https://www.teachengineering.org/activities/view/ucla_lava_activity01 Quick Checks 3D assessments will be created at the school level. /3D Student Resources for planning and developing 3D assessments: Assessment http://researchandpractice.org/wp-content/uploads/2016/02/StepsToDesigningaThreeDimensionalAssessment_v4.pdf

https://www.rubicon.com/creating-3-dimensional-ngss-assessments/

Technology Gizmos: Resources www.explorelearning.com

Simulations: www.classzone.com https://www.learner.org/interactives/dynamicearth/index.html

Videos: www.studyjams.com https://www.discoveryeducation.com/ https://www.khanacademy.org/ https://www.nationalgeographic.org/media/plate-tectonics/

Content: www.pearsonrealize.com, https://app.acceleratelearning.com Resources by All of the documents have the resources embedded, they are not mandatory just suggested. element See website to access the folder for the additional resources provided grouped by element. (Resources can be used for review, scaffolding, differentiation, remediation)