PTT: 1) Turn to p. 40 in your science notebook 2) Tape the Table of Contents onto this page. Record "Earth Science: Geology" as the title of the unit 3) Turn to p. 41 in your science notebook 4) Write the word "Geology" in the middle of the page. Your homework is to decorate and color this cover page for the unit
Task 1: 1) Turn to p. 42 in your science notebook 2) Title it "Why Geology?" 3) Record the goal question Goal Question: Why do we study geology? 4) Record the date 5) Watch this introduction to earth science
6) Record a definition for geology at the top of the page and highlight it in blue (vocabulary term)
Task 2: Why Monterrey geology? 1) Read and look over the following
From the Pueblo Bicicletero facebook page: Building a city without planning and without respect for nature are the reason the rains bring disaster. Our friend and colleague, biologist Antonio Hernandez, shares these images and explains: "A few channels invaded (in red) by the growth of the city. If there are no rivers, creeks or streams, the rain has to flow somewhere."
Question: What do you notice about the red lines (water flow during storms) above?
2) On page 42, take 10 minutes to write a reflection about why what we've just discussed is evidence for the importance of studying geology. Later in the week, you will have to make a blog post about why geology is important, so consider this an outline.
Task 3:
1) Take a look at this image below, and answer the following question on a post-it: Why are there lines on the walls of canyons? (Answer using a complete sentence that starts with: There are lines on the walls of canyons because...)
2) Discuss our answers as a class
Task 4/Closure: 1) Title p. 43: Landforms Vocabulary 2) Record this - Goal Question: What are the basic landforms that cover our Earth? 3)Go to google images and search "landform vocabulary" 4) You should be able to see several different images that are basically a map of an area with all of the landforms labeled Keeping these in mind, draw a diagram that includes the following landforms: canyon, mountains, delta, plateau, valley, plain. Be sure to label each landform that you draw 5) When you are done, use a highlighter to highlight the names of landforms that you can find in and around Monterrey
2) When you finish, turn to p. 43 in your notebook and color the landforms vocabulary visual. Be sure to highlight the names of any landforms we have in Monterrey.
Task 1: 1) Turn to p. 44 in your science notebook 2) Title the page: Layers of the Earth 3) Record the date 4) Record the essential question - Goal Question: What are the important characteristics of Earth's layers? 5) Copy down the diagram of Earth's layers - make it as accurate as possible 6) Label each layer 7) Record the notes about each layer and the box about earthquake evidence
Task 2: 1) Turn to p. 45 2) Record the date 3) Title the page: Comparing the Earth's Layers 4) Complete this comparison page to show your understanding of the characteristics of Earth's layers
Closure: Talk to your seat partner about the important characteristic of each layer
Homework: Review this information - there will be a quiz on day 2 next week
Week 9, Day 3
PTT:
1) Complete the Earth's plates puzzle - how do the pieces fit together?
2) Discuss: what are these plates anyway? What do you remember about them from 5th grade at ASFM?
Task 1: 1) Title p. 46: Evidence for Tectonic Plates 2) Record the date and the Goal Question: What evidence is there for tectonic plates? 3) Watch the "Lesson One: Plate Tectonics" video at this link: http://www.montereyinstitute.org/noaa/ -- it will review the layers of the earth and introduce you to some information about the earth's plates NOTE: If you finish before everyone else, take a look at the animation in the "plates and earthquakes" activity that is linked in the sidebar - what do you notice about where most earthquakes occur?
4) Record a definition for tectonic plates on p. 46 in your science notebook 5) Get a tectonic plate map out of the G7 basket on the front counter Examine the picture of the tectonic plates - how many are there? what do you notice about where they are? 6) Tape this as a flip page onto p. 46 (you need to be able to lift it up and look underneath)
Current map of Earth's tectonic plates
Task 2: Volcanoes and Earthquakes as evidence 1) Examine the images and links below. What patterns do you see. What do you think causes these patterns? Link to pictures
NOTE: We will also look at a high-resolution map Ms. Davis has on her computer 2) Record observations in your notebook on p. 46 under the heading "Volcano and Earthquake Evidence"
Task 3: Fossil Evidence 1) Complete the fossil evidence assignment - read the directions that are passed out 2) When you've completed this, including the discussion with your group partners, tape/glue the pieces onto p. 47 in your science notebook 3) Label the map "Fossil Evidence" 4) Record a few notes or a sentence explaining why you placed the continents where you did 5) Record the same title and date on p. 47 as on p. 46 NOTE: There is a good visual of the changing continent shapes over part of Earth's history here.
Closure: On page 47, answer the goal question (what evidence is there for Earth having plates?). Use the Claim, Evidence, Reasoning format
Claim: The Earth's crust is made of moving tectonic plates. Evidence: (describe the evidence from fossils, volcanoes, and earthquakes that supports the claim) Reasoning: (explain how this evidence supports the claim that the Earth is made of moving tectonic plates)
Week 9, Day 4
PTT:
1) Turn to p. 48 in your notebook
2) Record the date
3) Record the tile - "Notes: Plate Tectonics"
4) Record the Goal Question: What happens at plate boundaries when plates shift and move?
Divergent boundary: where plates move apart Example: Iceland and the mid-Atlantic Ridge Effects: New land forms as plates move apart Land can eventually split in two Can get super-heated geysers
Convergent Boundary: Where plates collide and one plate slides under another (subduction) Example: Marianas Trench, the Himalayas, the Hawaiian Islands,the Sierra Madre mountains Effects: Often find mountains and volcanoes here 1) Ocean-Continent: earthquakes occur and mountains form 2) Ocean-Ocean: undersea volcanoes and trenches form 3) Continent-Continent: Mountains form
Transform (Fault) Boundary: plates slide past each other, heading in opposite directions Example: San Andreas Fault in California Effects: shallow earthquakes and tsunamis Crust cracked and broken, but none created or destroyed
Task 3: Demonstrate the plate boundary types with provided materials to check your understanding
Closure: Complete the Claim-Evidence-Reasoning response sheet to answer the goal question
Homework: Study for the Earth's layers and plates quiz that we're having on day 2 of next week
Know:
What are the layers of the Earth (be able to name and label them) Which layer is the thickest? Which layers are made of nickel and iron? Which layer is the hottest? Which layer is liquid? What is the mantle's plasticity and how does that affect the tectonic plates? Why is the inner core solid when it is so hot? What are the earth's plates? What happens when the earth's plates move? Be able to label and explain the three types of boundaries (ex: you see a picture of a divergent boundary - be able to label it is divergent and explain that it is where plates move away from each other) Be able to explain how the Sierra Madres and other fold mountains form
Week 9, Day 1
Table of Contents
1) Turn to p. 40 in your science notebook
2) Tape the Table of Contents onto this page. Record "Earth Science: Geology" as the title of the unit
3) Turn to p. 41 in your science notebook
4) Write the word "Geology" in the middle of the page. Your homework is to decorate and color this cover page for the unit
Task 1:
1) Turn to p. 42 in your science notebook
2) Title it "Why Geology?"
3) Record the goal question
Goal Question: Why do we study geology?
4) Record the date
5) Watch this introduction to earth science
6) Record a definition for geology at the top of the page and highlight it in blue (vocabulary term)
Task 2: Why Monterrey geology?
1) Read and look over the following
From the Pueblo Bicicletero facebook page:
Building a city without planning and without respect for nature are the reason the rains bring disaster. Our friend and colleague, biologist Antonio Hernandez, shares these images and explains:
"A few channels invaded (in red) by the growth of the city. If there are no rivers, creeks or streams, the rain has to flow somewhere."
Question: What do you notice about the red lines (water flow during storms) above?
News Update
2) On page 42, take 10 minutes to write a reflection about why what we've just discussed is evidence for the importance of studying geology. Later in the week, you will have to make a blog post about why geology is important, so consider this an outline.
Task 3:
1) Take a look at this image below, and answer the following question on a post-it: Why are there lines on the walls of canyons? (Answer using a complete sentence that starts with: There are lines on the walls of canyons because...)
2) Discuss our answers as a class
Task 4/Closure:
1) Title p. 43: Landforms Vocabulary
2) Record this - Goal Question: What are the basic landforms that cover our Earth?
3)Go to google images and search "landform vocabulary"
4) You should be able to see several different images that are basically a map of an area with all of the landforms labeled
Keeping these in mind, draw a diagram that includes the following landforms: canyon, mountains, delta, plateau, valley, plain. Be sure to label each landform that you draw
5) When you are done, use a highlighter to highlight the names of landforms that you can find in and around Monterrey
Week 9, Day 2
PTT:
1) Complete the vocabulary pre-assessment survey
https://docs.google.com/a/asfm.edu.mx/forms/d/1h5bbHOIRep9PwyYCGN98glPgLjN8MA2KcGDKowlEzvU/viewform?usp=send_form
2) When you finish, turn to p. 43 in your notebook and color the landforms vocabulary visual. Be sure to highlight the names of any landforms we have in Monterrey.
Task 1:
1) Turn to p. 44 in your science notebook
2) Title the page: Layers of the Earth
3) Record the date
4) Record the essential question - Goal Question: What are the important characteristics of Earth's layers?
5) Copy down the diagram of Earth's layers - make it as accurate as possible
6) Label each layer
7) Record the notes about each layer and the box about earthquake evidence
Task 2:
1) Turn to p. 45
2) Record the date
3) Title the page: Comparing the Earth's Layers
4) Complete this comparison page to show your understanding of the characteristics of Earth's layers
Closure:
Talk to your seat partner about the important characteristic of each layer
Homework:
Review this information - there will be a quiz on day 2 next week
Week 9, Day 3
PTT:
1) Complete the Earth's plates puzzle - how do the pieces fit together?
2) Discuss: what are these plates anyway? What do you remember about them from 5th grade at ASFM?
Task 1:
1) Title p. 46: Evidence for Tectonic Plates
2) Record the date and the Goal Question: What evidence is there for tectonic plates?
3) Watch the "Lesson One: Plate Tectonics" video at this link: http://www.montereyinstitute.org/noaa/ -- it will review the layers of the earth and introduce you to some information about the earth's plates
NOTE: If you finish before everyone else, take a look at the animation in the "plates and earthquakes" activity that is linked in the sidebar - what do you notice about where most earthquakes occur?
4) Record a definition for tectonic plates on p. 46 in your science notebook
5) Get a tectonic plate map out of the G7 basket on the front counter
Examine the picture of the tectonic plates - how many are there? what do you notice about where they are?
6) Tape this as a flip page onto p. 46 (you need to be able to lift it up and look underneath)
Task 2: Volcanoes and Earthquakes as evidence
1) Examine the images and links below. What patterns do you see. What do you think causes these patterns?
Link to pictures
NOTE: We will also look at a high-resolution map Ms. Davis has on her computer
2) Record observations in your notebook on p. 46 under the heading "Volcano and Earthquake Evidence"
Task 3: Fossil Evidence
1) Complete the fossil evidence assignment - read the directions that are passed out
2) When you've completed this, including the discussion with your group partners, tape/glue the pieces onto p. 47 in your science notebook
3) Label the map "Fossil Evidence"
4) Record a few notes or a sentence explaining why you placed the continents where you did
5) Record the same title and date on p. 47 as on p. 46
NOTE: There is a good visual of the changing continent shapes over part of Earth's history here.
Closure:
On page 47, answer the goal question (what evidence is there for Earth having plates?). Use the Claim, Evidence, Reasoning format
Claim: The Earth's crust is made of moving tectonic plates.
Evidence: (describe the evidence from fossils, volcanoes, and earthquakes that supports the claim)
Reasoning: (explain how this evidence supports the claim that the Earth is made of moving tectonic plates)
Week 9, Day 4
PTT:
1) Turn to p. 48 in your notebook
2) Record the date
3) Record the tile - "Notes: Plate Tectonics"
4) Record the Goal Question: What happens at plate boundaries when plates shift and move?
Task 1:
1) Watch plate boundary demo
2) Draw and label pictures of plate boundaries
3) Record notes about each type of boundary next to the picture you drew - your notes should include the information written below - use the resources included in this link to fill in the blanks:https://www.blendspace.com/lessons/nTm4WQdU_qZyOA/plate-tectonics
(I especially recommend you read link #2:
http://www.platetectonics.com/book/page_5.asp)
Divergent boundary: where plates move apart
Example: Iceland and the mid-Atlantic Ridge
Effects: New land forms as plates move apart
Land can eventually split in two
Can get super-heated geysers
Convergent Boundary: Where plates collide and one plate slides under another (subduction)
Example: Marianas Trench, the Himalayas, the Hawaiian Islands, the Sierra Madre mountains
Effects: Often find mountains and volcanoes here
1) Ocean-Continent: earthquakes occur and mountains form
2) Ocean-Ocean: undersea volcanoes and trenches form
3) Continent-Continent: Mountains form
Transform (Fault) Boundary: plates slide past each other, heading in opposite directions
Example: San Andreas Fault in California
Effects: shallow earthquakes and tsunamis
Crust cracked and broken, but none created or destroyed
Task 3:
Demonstrate the plate boundary types with provided materials to check your understanding
Closure:
Complete the Claim-Evidence-Reasoning response sheet to answer the goal question
Homework:
Study for the Earth's layers and plates quiz that we're having on day 2 of next week
Know:
What are the layers of the Earth (be able to name and label them)
Which layer is the thickest?
Which layers are made of nickel and iron?
Which layer is the hottest?
Which layer is liquid?
What is the mantle's plasticity and how does that affect the tectonic plates?
Why is the inner core solid when it is so hot?
What are the earth's plates?
What happens when the earth's plates move?
Be able to label and explain the three types of boundaries (ex: you see a picture of a divergent boundary - be able to label it is divergent and explain that it is where plates move away from each other)
Be able to explain how the Sierra Madres and other fold mountains form