Escolar Documentos
Profissional Documentos
Cultura Documentos
Grade 7 - Science
AUGUST 4, 2014
QUINTINA FRANDSEN
UNIT
STSE FOCUS
GRADE LEVEL
DEVELOPED BY
Nature of Science
Emphasis
Quintina
Frandsen
2.4 STS - investigate and interpret examples of weathering, erosion and sedimentation.
3.1 STS - investigate and interpret patterns in the structure and distribution of mountain
formations (e.g., describe and interpret mountain formations of the North American
cordillera).
3.2 STS - interpret the structure and development of fold and fault mountains.
3.3 STS - describe evidence for crustal movement, and identify and interpret patterns in
these movements (e.g., identify evidence of earthquakes and volcanic action along the Pacific
Rim; identify evidence of the movement of the Pacific plate relative to the North American
plate).
3.4 STS - identify and interpret examples of gradual/incremental change, and predict the
results of those changes over extended periods of time (e.g., identify evidence of erosion,
and predict the effect of erosional change over a year, century and millennium; project the
effect of a given rate of continental drift over a period of one million years).
4.1 STS - describe the nature of different kinds of fossils, and identify hypotheses about their
formation (e.g., identify the kinds of rocks where fossils are likely to be found; identify the
portions of living things most likely to be preserved; identify possible means of preservation,
including replacement of one material by another and formation of molds and casts).
4.2 STS - explain and apply methods used to interpret fossils (e.g., identify techniques used
for fossil reconstruction, based on knowledge of current living things and findings of related
fossils; identify examples of petrified wood and bone).
4.3 STS - describe patterns in the appearance of different life forms, as indicated by the fossil
record (e.g., construct and interpret a geological time scale; and describe, in general terms,
the evidence that has led to its development).
4.4 STS - identify uncertainties in interpreting individual items of fossil evidence; and explain
the role of accumulated evidence in developing accepted scientific ideas, theories and
explanations.
BIG IDEAS
1. By studying the surface of the Earth, scientists are able to better understand and predict
record and landforms to further understand how Earth will develop and change within
the future.
ESSENTIAL QUESTIONS
1. What do we know about Earth about its surface and what lies below?
2. What evidence do we have, and how do we use this evidence in developing an
understanding of Earth and its changes?
UNIT SUMMARY
This unit will serve to further students understanding of the world around them. The unit has
a nature of science emphasis and as such will focus on developing students basic
understanding of the world around them. It is imperative that students begin to form a basic
understanding of the physical features of Earth, before they move on to more complicated
and specific teachings. This unit will develop understandings of sudden earth changes,
gradual changes, rocks and minerals, plate tectonics and the fossil record.
UNIT RATIONALE
This unit was developed with an emphasis on hands on collaborative learning. For every main
SLO, a practical hands on approach was used in developing the lesson. The unit plan has also
been developed while focusing on the rule of three, which will allow me to involve most of
the learning styles within the classroom.
The unit has been developed with a focus on Canadian geography and landforms, as it is
important for the students to understand these phenomena and changes to Earths surface
can occur in their own back yard.
Finally, assessments have been broken down into three main categories: quizzes and exams,
worksheets, and larger projects. A plethora of assessments have been given in order to
ensure that the students are given ample opportunity to prove their knowledge of the
subject matter. Each of the larger assessments is worth between 10 and 20%, while the
smaller assessments, such as worksheets are worth around 2-4%. This has been done to
allow the student to first learn the material, and become comfortable with it while
completing an assessment of low value, before they write a higher valued assessment. The
worksheets are also a means for me to understand where the level of understanding lies. I
will know whether my teaching is being understood, or if I have to change it before the large
valued assessments occur.
Students will also be given a Scientific Journal for which they will be required to compile all of
the main ideas into. Throughout the unit there will be flip books, cycles and definitions that
will be placed into the journal. This journal will be an excellent material for the students to
study from.
Essential Questions:
1. What do we know about Earth about its surface and
what lies below?
2. What evidence do we have, and how do we use this
evidence in developing an understanding of Earth and its
changes?
Assessments
Title
Learning
Outcomes
Type
Weighting
Approximate
Date
E1.1 STS
E1.2 STS
E1.3 STS
E1.4 STS
E2.1 STS
E2.2 STS
E2.3 STS
E2.4 STS
E3.1 STS
E3.2 STS
E3.3 STS
E3.4 STS
E4.1 STS
E4.2 STS
E4.3STS
E4.4 STS
E1.4 Skills
E2.1 Skills
E2.2 Skills
E2.3 Skills
E2.4 Skills
E2.5 Skills
E3.1 Skills
Taxonomic Levels
Worksheets
(6-7 total)
Summative
20%
October 24, 30
November 4, 6, 7,
25, 27
Type 1
Quizzes
(2 total)
Summative
10%
Midterm Exam
Unit Exam
Performance Task
Summative
15%
Summative
20%
Summative
20%
Summative
15%
November 3 & 19
November 13
December 2
December 9
December 19
Daily
Type 2
Type 3
Type 1 & 2
Type 2 & 3
All Levels
Brief Description
Assessment
FOR
Learning
Assessment
AS Learning
Worksheets
Quizzes
Assessment
OF Learning
Midterm and
Final Exam
Performance
Task & The
Core - Report
Date/Time
October 24
39 min.
#1
Introduction to
Unit E
October 27
48 min.
Learner
Outcomes
Instruction
Strategies
Activities
Assessments
Materials/
Resources
N/A
Direct Instruction
Individual seat
work
Small group work
Collect concept
maps (grade
under
worksheets)
#2
A model of Earth:
Interpreting the
different layers
1.2 STS
Direct Instruction
Individual seat
work
Small group work
Questioning
Collection of
flipbooks
White paper
Textbook pages
348-351
Smart board
presentation
Construction paper
Stapler
Glue
Pencil crayons/
markers
Textbook pages
352-356
Science journal
October 28
48 min.
#3
Sudden Earth
Changes
Earthquakes how
theyre created
and measuring
their strength.
2.1 STS
1.3 STS
Individual seat
work
Review chart as
a whole class
October 29
43 min.
#4
Sudden Earth
Changes
Volcanoes occur
within Earths
1.1 STS
1.3 STS
Science journal
Textbook pages
360-362
Candle
Balloon
October 30
48 min.
October 31
39 min.
November 3
48 min.
#5
There is evidence
worldwide of
crustal
movement. The
location of
earthquakes and
volcanoes are
related.
#6
Wind, weather
and ice slowly
change the
Earths surface
#7
Section 1 Quiz.
What are rocks?
Vinegar
Baking soda
3.1 STS
2.3 Skills
2.4 Skills
2.5 Skills
3 Attitude
Individuals seat
work
Small group work
Direct Instruction
Students will
complete an inquiry
activity into how
crustal movement
relates to the
location of
earthquakes and
volcanoes.
Collection of
inquiry
assignment
Observation
Inquiry activity
Textbook pages
348-359
Laptops/ computer
lab
1.1 STS
2.3 STS
2.4 STS
3.4 STS
Direct instruction
Station work
Group work
Observation
Questioning
Collection of
station
worksheets
http://lifeisagarden.co.za
/articles/soilerosionexper iment
#.U_ kYaLywJLR
1.4 STS
2.1 STS
Individual seat
work
http://eisforexplore.blogspot.co
.uk/search?updated-max=201201-23T23:48:00-08:00&maxresults=15
http://www.mykidsadventures.
com/glacier-goo-project/
Pages 368-370
Samples of rocks for
mission control
November 4
48 min.
November 5
43 min.
#8
Minerals are
substance that
give rocks their
distinctive
characteristics,
such as hardness
and color.
#9
There are three
different classes
of rocks: igneous,
sedimentary, and
metamorphic
1.4 STS
2.1 STS
1.3 Skills
1.4 Skills
2.1 Skills
2.2 Skills
2.5 Skills
3.1 Skills
3.4 Skills
4.1 Skills
4.2 Skills
4 Attitude
6 Attitude
2.2 STS
Small group
station work
Direct instruction
Small group work
Individual seat
work
asked to complete
the reading and
work on the mission
control activity.
Once all students
are done quiz, walk
them through using
properties to
identify minerals
(pages 371-372)
Students will
complete the
prospecting for
minerals lab. Each
student must
complete a
worksheet, but may
work in groups.
Complete
corrections for
section 1 quiz and
hand in Nov. 5.
Read through
textbook pages 377381 and smart
board slides.
Complete mini labs
on creating crayon
rocks
metamorphic,
sedimentary, and
igneous
Drawing of types of
quiz
Exit slip what
are minerals?
List the
different
properties that
can be used to
identify
minerals
activity
Quiz
Handout to walk
students through
expectations while
others finish up the
quiz.
Collection of
prospecting for
gold
worksheet.
Observation
Selection of
minerals talc,
gypsum, calcite,
fluorite, apatite,
feldspar, quartz,
topaz, corundum,
etc.)
Worksheet
Exit slips
differences
between the
three types of
rocks, how are
they created?
Observation
Crayons
Sample rocks
Textbook pages
377-381
Cups
Water kettle
Tin foil
Science journal
November 6
48 min.
#10
Description of
local rocks and
sediments, and
how they were
formed.
Geology tools
and techniques.
2.3 STS
Direct instruction
Small group work
Individual seat
work
November 7
39 min.
#11
The rock cycle
breakdown and
transformation of
rocks.
2.2 STS
1 Attitude
Direct Instruction
Small group work
Individual seat
work
November 10
48 min.
November 11
48 min.
November 12
43 min.
No School
1 STS
2 STS
3.1 STS
3.4 STS
Direct Instruction
Small group work
Individual seat
work
Collection of
local rock
activity sheet.
Exit slip for
geology tools
and techniques
Rocks
Worksheets
Magnifying glasses
Textbook pages
382-384
Section 1 and 2
review sheet
Collection of
inquiry activity
sorting out
the soil.
Questioning
Observation
Exit slip what
is the rock
cycle?
Samples of soil
Magnifying glass
Jars or cups for soil
Ruler
Sheets of paper
Scoop
Rock cycle handout
Smart board
presentation
Textbook pages
385-390.
Questioning
Observation
Review game
Answers to review
sheets
No School
#12
Review of
sections 1 and 2
Work through
review sheet
allowing for
questions.
Play review game
November 13
48 min.
#13
Comprehensive
Assessment on
sections 1 and 2
#14
Evidence of
continental drift
and plate
tectonics provide
evidence of
change.
1 STS
2 STS
3.1 STS
3.4 STS
3.1 STS
3.3 STS
3.4 STS
Individual seat
work
Completion of
comprehensive
assessment
Collection of
comprehensive
assessment
Assessment
Extra pencils
Extra erasers
Direct instruction
Individual seat
work
Whole group
discussion
Maps
Pencil crayons
Scissors
Glue
Blank paper
Textbook pages
392-394
November 17
48 min.
#15
The theory of
plate tectonics.
How the Earth is
constantly
changing.
3.3 STS
3.4 STS
Direct Instruction
Demonstration
Small group work
Individual seat
work
November 18
48 min.
#16
Mountains are
formed through
the rubbing and
colliding of
plates.
3.1 STS
3.2 STS
Individual seat
work
Direct Instruction
Whole group
discussion
Discussion on
whether
students
believe that
Pangea could
have been
possible.
Exit slip
continental
drift
Collection of
scientific
journals.
Exit slip
questioning
Collection of
Check and
Reflect 2 and 3.
http://www.crscience
.org/lessonplans/6Mo
untain_Building_EPS_1011.pdf
November 14
39 min.
Observation
Questioning
Oreos
Scientific Journals
Pages 395-400 in
textbook
Scientific journals
Rice crispies
Containers
Flour
Sand
Cardboard
November 19
43 min.
November 20
48 min.
November 21
39 min.
November 24
48 min.
November 25
48 min.
#17
Section 3 Quiz
Fossils can be
used to provide
evidence of
geological change
using fossils
PD Day
4.1 STS
Direct instruction
Individual seat
work
http://www.sciencekids.
co.nz/lessonplans/earth/
fossils.html
Textbook pages
411-414
Smart board
presentation
PD Day
#18
Fossils can be
used to provide
evidence of
geological change
using fossils
4.1 STS
Attitude 5
#19
Scientists use
many tools and
methods to
interpret and
create inferences
about the fossil
4.2 STS
Attitude 3
Direct Instruction
Class
demonstration
Questioning
Class discussion
Observation
Section 3 Quiz
corrections due
Small objects
Sand
Plaster
playdough
Collection/
presentation of
research found.
Questioning
Observation
Smart board
presentation
Mini research
assignment
Laptops/ computer
lab
record.
November 26
43 min.
#20
The Geologic
time scale
4.3 STS
4.4 STS
Direct instruction
Small group/
partner work
November 27
48 min.
#21
Presentation by
current
Archaeology
student
4.1 STS
4.2 STS
4.3 STS
4.4 STS
Attitude 1
Direct Instruction
November 28
39 min.
#22
Student
Many of the
outcomes will be
Direct instruction
Group work
Students will
complete a small
research project
into local sites.
Give it a try activity
on page 416
Read through pages
419-423. Have
students create a
time scale (include
types of organisms
alive in the four
main eras
Precambrian,
Palaeozoic,
Mesozoic,
Cenozoic). Turn
individual time line
into life sized time
line.
*** If available I will
have an expert in
the field come to
talk to the class
about the recent
paleontological dig
he completed in
Israel.
Students will
complete a
worksheet during
the presentation.
Students will be
given the
Questioning
Observation
Scientific journal
Large blank paper
Pencil crayons
Markers
Textbook pages
419-423
Questioning
Worksheet
Worksheets
Presenter
Observation
Questioning
Review questions
Student working
conference day
covered
December 1
48 min.
#23 Review of
Sections 1-4
(focusing on
sections 1 and 2)
1-4 STS
Group work
Direct instruction
Individual seat
work
December 2
48 min.
#24
Unit Exam
Sections 1-4
1-4 STS
Individual seat
work
December 3
43 min.
#25
Review Unit
Exam
Performance
Task
Individual
Research
Partner work
December 4
48 min.
#26
Performance task
Individual
research
Partner work
opportunity to
begin review for the
exam. While
reviewing they
many conference
with the teacher.
Any concerns,
missing
assignments, or
exams are to be
made up today.
Walk students
through review
sheet
Allow time for
questions
Students will
complete an
individual unit
assessment
Students will be
introduced to the
expectations of the
final project.
Placed in partners
option to work
individually.
Begin brainstorming
which topic they
would like to
choose.
Students will be
given class time to
research and
portfolios
Observation
Questioning
Review sheets
Review games
Collection of
comprehensive
assessment
Comprehensive
assessment
Observation
Assignment
guidelines
Assignment marking
rubric
Laptops/ computer
lab
Observation
Partner
assessment
Laptops/ computer
lab
Markers, paper,
outcomes
(specific
outcomes depend
on project
chosen)
complete work on
their topic of choice.
December 5
39 min.
#27
Performance task
Individual
research
Partner work
Students will be
given class time to
research and
complete work on
their topic of choice.
December 8
48 min.
#28
Performance task
Individual
research
Partner work
Students will be
given class time to
research and
complete work on
their topic of choice.
December 9
48 min.
#29
Performance task
Peer teach
Students will
present the key
points of their final
projects to the class.
rubric
Collection of
research and
final project
Final
presentation
on project.
Observation
Partner
assessment
rubric
Collection of
research and
final project
Final
presentation
on project.
Observation
Partner
assessment
rubric
Collection of
research and
final project
Final
presentation
on project.
Observation
Partner
assessment
rubric
Collection of
research and
final project
pencil crayons
Laptops/ computer
lab
Markers, paper,
pencil crayons
Laptops/ computer
lab
Markers, paper,
pencil crayons
Laptops/ computer
lab
Markers, paper,
pencil crayons
chosen)
December 10
43 min.
Final
presentation
on project.
Collection and
grading of
project.
#30
The Core:
Application of
Concepts Learned
#31
The Core:
Application of
Concepts Learned
#32
The Core:
Application of
Concepts Learned
#33
The Core:
Application of
Concepts Learned
#34
The Core:
Application of
Concepts Learned
Direct Instruction
Individual seat
work
Direct Instruction
Individual seat
work
Collection and
grading of
project.
Direct Instruction
Individual seat
work
Collection and
grading of
project.
Direct Instruction
Individual seat
work
Collection and
grading of
project.
Direct Instruction
Individual seat
work
Collection and
grading of
project.
December 17
43 min.
#35
The Core:
Application of
Concepts Learned
Direct Instruction
Individual seat
work
Collection and
grading of
project.
December 18
48 min.
#36
The Core:
Application of
Concepts Learned
#37
Direct Instruction
Individual seat
work
Finish movie
Begin working on 5
paragraph essay by
completing a facts
vs. fiction chart.
Continue work on 5
paragraph essay by
turning facts and
fiction chart into
essay.
Collection of Essay.
Collection and
grading of
project.
N/A
Board game
December 11
48 min.
December 12
39 min.
December 15
48 min.
December 16
48 min.
December 19
N/A
39 min.
Day before
Christmas
goodbye activities
and games
completed all of
their assignments
can join in a class
wide game of
taboo/ catch
phrase/etc.
Key Concepts
Strata
Rocks and Minerals
Rock cycle: formation of igneous rock, metamorphism, and sedimentary processes
Mountain formation: folding and faulting
Crustal movement/plate tectonics
Geological time scale
Fossil formation
Weathering and erosion
Sudden and gradual/ incremental change
Development of models based on observation and evidence
Treats