STANDARDS:
CCSS.ELA-LITERACY.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-LITERACY.RST.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
PRACTICES/HABITS OF
MIND:
Obtaining,
evaluating, and communicating information
Engaging in argument from evidence
LEARNING OBJECTIVE:
Students will see the influences of the sun and moon on
tides through animations and videos. Students will use their understanding of
the lunar day, position of the sun and moon, and orbital variations affect the
tides, to explain when it would be safe to sail a ship under given conditions.
Students will make and record observations.
Students will create arguments and support them with
evidence.
Students will agree or disagree with other student’s
arguments.
Students will be tested after this lesson. Students will
apply their knowledge of tides in the future unit where they will study
organisms in the tidal zones and when they visit tide pools on a future
field trip.
ASSESSMENTS:
Summative:
Question packet
Close reading questions
‘Be the
captain’ activity + written explanation
Formative:
Review
Observations
Agreeing/disagreeing with
explanations
LANGUAGE DEMANDS: Collaborative: Students will do think-pair-share to check the close
reading answers. Students will share their observations from the animations
with students sitting around them. Students will discuss their explanations for
the ‘is the captain’ activity.
Interpretive: Students will read the close reading article. Students
will read another group’s explanations for the ‘be the captain activity’ and
agree/disagree with the statements.
Productive: Students
will write out summaries of the close reading article in their own words. Students
will write out answers in the question/note packet.
Students will write out explanations to the
‘be the captain activity’. Students will fill out a summary chart.
LESSON:
Introduction: students will engage in close reading an
article about king tides. Students will annotate, highlight, answer questions,
and write a summary about the article in their own words. Students will share
with a neighbor, and then with the class.
Body: student will work in the computer lab room on
individual computers. Students will view lunar day, spring tide, neap tide,
perigee/apogee, and perihelion/aphelion animations. They will write down descriptions/observations
and use these to answer questions and use vocabulary words to fill in blanks. Students
get to play the animations as many times as they want and work with their
neighbors. Students can chat with each other using the messenger app on each laptop. Teacher will model how to navigate the website/animations and
monitor computer use.
Closure: introduce the activity (last animation). Students will
read the passage and make a list of the important points needed to complete the
task. Students will write explanations with their neighbors and review another
group’s explanations. The class will come to a consensus. Teacher will play the
animation for students and have a discussion about why it did or did not work.
CONTINENTAL DRIFT
STANDARDS:
ESS1.C
The history of planet Earth
ESS2.B
Plate tectonics and large-scale system interactions
California
Science content standards: Dynamic Earth Processes-Plate tectonics operating
over geologic time has changed the patterns of land, sea, and mountains on
Earth’s surface
PRACTICES/HABITS OF MIND
Developing
and using models
Analyzing
and interpreting data
Obtaining,
evaluating, and communicating information
OBJECTIVES:
Students will explore the Plate
tectonics theory by using models that demonstrate continental drift and sea
floor spreading. Students will begin to understand that the theory suggests
that Earth’s surface is not a static, but that the plates have collided, moved
apart, and slipped past one another. Students
will gather data such as fossil evidence and draw conclusions on what
continents were once together and how they broke apart over millions of years. Students will
apply this knowledge throughout the rest of the unit where they continue to go more
in depth into what drives the plate motion and that most of the
large-scale features seen at Earth’s surface may be explained by the
interactions of plate tectonics.
Assessments:
Formative:
Questions throughout the activities about observations, type of data gathered, and
similarities and differences..
Summative:
3-2-1
Continental drift questions
Close reading questions
story board
Collaborative: Students will work in groups to encourage dialogue
among the students. When they share out answers as a class, students will be encouraged to add on or comment on answers. Questions
are provided for them to help guide the discussions.
Interpretive: Students
will be given a close reading assignment. They are required to highlight
possible answers, key ideas, and
vocabulary or phrases that they don’t understand, and annotate on the margins.
They will go over the answers with their neighbors before they share out their answers.
Students will share what they think is the theme of the close read assignment.
LESSON:
Introduction: teacher will show students a global map and ask students what they notice about the shapes/outlines of the continents. students will share out how the continents seems to match. students will do a close reading activity from a national geographic article on Alfred Wegener. Students will annotate, highlight, answer questions, and write a summary about the article in their own words. Students will share with a neighbor, and then with the class.
Body:Students will travel between the 5 continents.
Each continent is now separated from the others by oceans and seas. Every ~5 minutes, the groups will rotate between the continents. Students will look for fossils in sedimentary rocks of
4 ages.Students will use the Fossil Catalog to help identify the
names of the plants and animals. Students will record on the data sheet the
names of the fossils they find in the rocks on each continent for the past ages
and present day continents. Students will answer analysis questions on their packets by using the data they gathered. Each will pick an animal/plant and create a story board about how the animal/plant ended up on its current continent as Pangaea broke up. students will share out their story boards.
closure: 3-2-1. three things you learned, 2 questions, 1 main idea/connection.
SEA FLOOR SPREADING
closure: 3-2-1. three things you learned, 2 questions, 1 main idea/connection.
STANDARDS:
Dynamic Earth Processes
3a. Plate tectonics operating over geologic time has changed the patterns of land, sea,
and mountains on Earth’s surface.
a.Students know features of the ocean floor (magnetic patterns, age, and sea-floor
topography) provide evidence of plate tectonics.
f. Students know the explanation for the location and properties of volcanoes that
are due to hot spots and the explanation for those that are due to subduction.
PRACTICES/HABITS OF MIND:Developing models
OBJECTIVE:
Students will develop a model that shows their understanding of sea floor spreading, its components, and the process.
ASSESSMENTS:
Completed, labeled model and explanations.
Question packet.
Fill in the blank paragraph.
video discussion
animation discussion
LESSON:
introduction: ask students about sea floor features and draw out their answers on the board. have a discussion about what lead to some of these features.
body: students will watch a continental drift video. students can take notes to help them discuss with a neighbor. play animation for students. manipulate the animation by selecting boxes to show certain features and vocabulary words. students will answer questions on their worksheets using the animations and video notes. students will fill in the blanks in the paragraph describing the process on their worksheet. students will construct a model that includes the mid ocean ridge, subduction zones, convergent/divergent plates, new/old sea floor. students have to label the model and give a brief explanation of the process.
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