Unit Plan
Department:ScienceUnit designation:#7
Course:Earth Science Anticipated timeframe: 6 weeks – Marking Period 4
Desired Outcomes
Science Standards:
5.4 Earth Systems Science All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
- A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion years ago.
- 5.4.8.A.1, 5.4.8.A.2, 5.4.8.A.3, 5.4.8.A.4, 5.4.8.A.5
- B. History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, physical, and chemical processes.
- 5.4.8.B.1, 5.4.8.B.2
- C. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life.
- 5.4.8.C.1, 5.4.8.C.2, 5.4.8.C.3
- D. Tectonics: The theory of plate tectonics provides a framework for understanding the dynamic processes within and on Earth.
- 5.4.8.D.1, 5.4.8.D.2, 5.4.8.D.3
- E. Energy in Earth Systems: Internal and external sources of energy drive Earth systems.
- 5.4.8.E.1
- F. Climate and Weather: Earth’s weather and climate systems are the result of complex interactions between land, ocean, ice, and atmosphere.
- 5.4.8.F.1, 5.4.8.F.2, 5.4.8.F.3
- G. Biogeochemical Cycles: The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by human activity.
- 5.4.8.G.1, 5.4.8.G.2
- A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
- 5.1.8.A.1, 5.1.8.A.2, 5.1.8.A.3
- B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.
- 5.1.8.B.1, 5.1.8.B.2, 5.1.8.B.3, 5.1.8.B.4
- C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
- 5.1.8.C.1, 5.1.8.C.2, 5.1.8.C.3
- D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.
- 5.1.8.D.1, 5.1.8.D.2, 5.1.8.D.3, 5.1.8.D.4
Key Ideas and Details
1 Cite specific textual evidence to support analysis of primary and secondary sources.
2.Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
3. Identify key steps in a text’s description of a process related to history/social studies
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies
Craft and Structure
5. Describe how a text presents information
6. Identify aspects of a text that reveal an author’s point of view or purpose
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Integration of Knowledge and Ideas
8 Distinguish among fact, opinion, and reasoned judgment in a text.
9. Analyze the relationship between a primary and. secondary source on the same topic.
Range of Reading and Level of Text Complexity
10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Writing Standards and Purposes:
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening Standards:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 7 topics,texts, and issues, building on others’ ideas and expressing their own clearly.
2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study
3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 52 for specific expectations.)
Language Standards 6–12
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 Text Types and Purposes
1. Write arguments focused on discipline-specific content.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration
8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation
9. Draw evidence from informational texts to support analysis reflection, and research
Range of Writing
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
Transfer Goals:
- The learners will know and apply a variety of strategies so that they will be able to read and comprehend a variety of texts
- The learners will apply the scientific methods to complete investigations
Enduring Understandings:
- The scientific process
- How to use the scientific process to think like a scientist.
- Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
- How can I think and behave as a scientist?
- How can I use my understanding of Earth science to better understand our planet?
- How can I use my understanding of Earth science to better understand my role in protecting our planet?
Learners will know:
- Vocabulary associated with Earth Science
- The aspect of the study of astronomy and the tools used to study space
- The features and orbits of the planets that make up the solar system
- The features of natural satellites, including Earth’s moon, asteroids, meteoroids, and comets
- How the stars, including the Sun, are formed
- How stars are classified and how they change over time
- Use several strategies to comprehend when reading various types of text
- Demonstrate an understanding of the study of astronomy and the tools used to study space
- Demonstrate an understanding of features of the planets that make up the solar system
- Demonstrate an understanding of natural satellites
- Demonstrate an understanding of the formation of stars
- Demonstrate an understanding of the classification of stars
Assessment Evidence
Performance Tasks:
- Respond to open ended questions
- Complete graphic organizers
- Journal entries
- Explanatory writing/presentation
- Pre and post tests
- Quizzes
- Class discussions
- Classroom observations
- Science logs
- Classroom experiments
Authentic Assessment: You are a junior astronomer and are asked to present a lesson on one of the planets in our solar system. Your presentation must include specific details on the selected planet, diagrams, and graphics.
Learning Plan
Anticipated daily sequence of activities:
- Handbook A: Developing Skills in textbook and Lab Workbook
- Quizzes, discussions and/or debates
- Journal entries
- Project work
- Writing activities (open-ended)
- UNRAAVEL
- Note taking
- “Concepts and Challenges Earth Science” text and resources (Unit 4 – chapters 16, 17, and 18)
- Teacher made materials
- Graphic organizers
- Writing rubrics and open ended rubrics
- Scoring Rubrics for projects and experiments
- use to create interactive presentations
- create warning labels
- energy conservation
- resources
- videos, lessons, illustrations and photos
- for educational videos, assessments, projects
- project ideas, science fair projects, lessons, activities
- Find links to government and other kids' sites -- just use the navigation bar above to browse through our site. Explore, learn, and have fun
- free online videos
- easy home & school science projects for kids,
plus, science articles, experiments, ideas, topics & instructions - is a collection of great web sites maintained by 5th to 9th grade science teachers across the country.
Notes and definitions:
- Standards are obtained from the Common Core standards adopted by NJDOE in June 2010.
- Transfer goals are long term reasons why students should learn the information for use in their lives as adults.
- Enduring Understandings are generalized, big picture ideas beyond specific content that describe the realizations learners are to take from this unit into their lives functioning as adults. Begins with “The learner will understand that . . .”.
- Essential Questions are to be motivational for students, derived from the Enduring Understandings, and provide a basis for closure at the end of the unit.
- Learners will know describes the concepts to be learned in the chapter
- Learners will be able to describes the skills the learners will perform to be successful
- Performance Tasks are the activities learners will undertake to demonstrate proficiency, e.g. tests, quizzes, projects, Do Nows, homework . . .
- Other Evidence may describe self assessments, homework review, employment of rubrics for scoring, other similar practices.
- Authentic Assessment is a description of the authentic assessment activity students will undertake in the unit. “Authentic” describes an application of the skills and concepts learned to that point in the unit that gives the learner a real life task they would face in a work or life related role.
- Anticipated daily sequence of activities describes the progression of daily topics that will be further detailed in the daily lesson plans. Included in each item/day should be, at least, new material to be learned and previously learned material to be reviewed.
- Anticipated resources list those that are expected to be useful or required for the learning activities during the unit.