The Cracked Crust - Author(s): Melanie S. Fitzgerald - Grade Level: 6th - Subject Area: Science - This unit is a science based integrated unit which I have used in my sixth grade. We spend time learning to use the lab format with several learning experiences. The procedure begins with much teacher guidance and evolves to the independent work of the students.

Planning Guide

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LU Title: The Cracked Crust	Author(s): Melanie S. Fitzgerald
Grade Level: 6th	School Address: 110 Ford Street, New York 13309
Subject Area: Science	School Phone/Fax: (315)942-9220

CONTENT KNOWLEDGE

Declarative	Procedural
Define basic vocabulary terms	Using glossary, define words in notebook, reinforce with learning experience #1 and #2
Be able to support evidence that Earth was once a giant land mass (Pangaea)	Use of Laser disc to illustrate the movement from one giant land mass or supercontinent to the continents as we know today
Show evidence that sea floor spreading supports the theory of plate tect6onics and the formation of new crust	Make models of earth's tectonic plates to show that the plates can fit together, learning experience #3
Interpret articles-Alfred Wegener and the Theory of Drifting Continents, The Evidence of Continental Drift	Make model to reconstruct the supercontinent from today's seven continents, learning experience #4
Establish background knowledge on earthquakes by reading tradebooks	Make and explain a model of sea floor spreading, learning experience #5
Create a timeline of the major earthquakes that have occurred in the World	Make and explain a model of the ocean floor, learning experience #6
Be able to support evidence that the seven continents evolved through the movement of plate tectonics Show how to locate the epicenter of an earthquake	Make a model of the ocean floor, and be able to indicate similarities to the ground not covered by water, learning experience #7 Read and discuss using KWL, earthquake related literature from textbook and other articles Using graphic organizers, diagram and organize this material. Using CD-ROM activities with wave information, determine the epicenter of an earthquake Using math and city location, locate the epicenter of an earthquake, learning experience #8 Using resources, determine the 10 most destructive earthquakes and display them in a timeline indicating place, date and causalities, learning experience #9

ESSENTIAL QUESTIONS

How has the earth changed over time?
What are the major tectonic plates and where are they located in the world?
How are earthquakes located and measured?
Why or why not is an earthquake likely to occur where we live?
What do we need to know to protect ourselves from earthquakes and their aftermath?

INITIATING ACTIVITY

The Puzzle: 1. With class, brainstorm putting a puzzle together. Emphasize which clues you will need to look for to put the puzzle together correctly (a. shapes, b. colors, c. visualize complete picture). 2. Each student will draw, color, and cut a picture into jigsaw like pieces. 3. Exchange with a partner and attempt to successfully complete each other's picture. 4. Decide on a time limit for successful completion of picture. 5. Discuss which clues were used to be successful.

Connection to State Learning Standards

Content Area: Science

Level: 6th

MST Standards
Scientific Inquiry Standards #1, 2, 3, 4

Benchmarks: Students will formulate questions independently with the aid of reference appropriate for guiding the search for explanation of everyday observations

Benchmarks: Students will construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena

Standard: Scientific Inquiry #1-The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing creative process

Standard:

Unit Theme: Earthquakes

Standard: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing creative process

Standard: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena

Benchmarks: Students will formulate questions independently with the aid of reference appropriate for guiding the search for explanation of everyday observations. Students will develop, present and defend formal research for testing their own explanations of common phenomena, including ways of conducting simple controlled experiments. These models will be constructed in groups of three or four students.

Benchmarks: Students will construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena. Students will interpret the organized data to answer their hypothesis. Students will modify their personal understanding of phenomena based on the evaluation of their hypothesis.

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Concept: Earth science terms relating to earthquakes: crust, mantle, Pangaea, plates, mid-ocean ridge, plate boundaries, sea floor spreading, tectonic plates, Theory of Continental Drift, Theory of Plate Tectonics, magnetic field, magnetic reversal

1. use of graphic organizers to categorize vocabulary terms

2. matching game with vocabulary terms

3. students will work in small groups to construct the models needed to prove or disprove their hypotheses

1. larger group with KWL strategy

2. small group will brainstorm meanings of vocabulary words

3. large group will construct graphic organizer

1. Using the overhead, several words will be listed on separate pieces of paper. Using the K (what I already know) of the KWL strategy class will brainstorm and list what they know about several vocabulary terms. These will be listed on the overhead by volunteers.

2. Additional vocabulary terms will be listed on separate pieces of paper and passed around the room for 5 minutes. As many students as possible will list what they know about the term.

3. Students will then work with a partner to form categories and place each of them in the correct category.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

1. Use a lab format to organize the information given in an experiment

2. Construct models to support a hypothesis-these models will be constructed in cooperative groups of three to four students

3. Interpret articles that support an objective

1. Model the scientific process of a lab format-using the terms procedure, materials, observations, objective, hypothesis to organize the information in the lab

2. Understand scientific terms associated with the "Cracked Crust"

3. Correlate information on laser disc with the construction of models

4. Correlate ocean floor characteristics with those of dry land

5. Use study guides to aid in reading and organizing articles and selections relating to the earth's crust

6. Using math skills, determine the epicenter of an earthquake

7. Make and illustrate a timeline of the 10 most destructive earthquakes

1. Teacher will model with a sample experiment and using the overhead, the correct procedure for using a lab format

2. To understand scientific terms, define words in a notebook and reinforce with Learning experience #1 & #1

3. To construct models use Learning experiences #3, 4, 5, 6, 7

4. To establish background information and interpret articles, use Learning experiences #8 & #9

5. To determine the epicenter of an earthquake using math and use the CD-ROM activity involving wave activity

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

1. The earth and the formation of the continents.

2. Earthquakes and the evidence that shows that tectonic plates have caused many of the changes in the earth

Comparing

Classifying
Inductive Reasoning
Deductive Reasoning

Error Analysis

Analyzing Perspectives

Constructing Support

Abstracting

Other:

1. Comparing the earth and the continents as we know them today and as they were millions of years ago

2. Construct models to support or correct hypothesis

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Matching similar shapes	Matching similar colors	Time needed to complete	Final picture
Weights
4	All shapes easily and accurately cut	All colors easily matched	Can be put back together in 2 minutes or less	Picture can accurately be put together
3	Most shapes easily put together and cut accurately	Most colors easily matched	Can be put back together in 3-4 minutes	Most of the picture can be put together accurately
2	Some shapes difficult to put together	Some colors are difficult to match	Takes more than 5 minutes to put together	Some of the picture can be put together
1	Shapes hard to put together-cut inaccurately	Colors are difficult to match	Can not be put together	Picture pieces cannot be matched and put together

NOTE: Rubric or other performance assessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4	Score Point 3
[ ]Gives 4 or more specific ways to prepare for an earthquake on your poster	[ ]Gives 2-3 specific ways to prepare for an earthquake on this poster
[ ]Gives 4 or more specific ways to reduce personal injury and property damage on your poster	[ ]Gives 2-3 specific ways to reduce personal injury and property damage on your poster
[ ]Uses 4 or more different mediums to illustrate your poster	[ ]Uses 3 different mediums to illustrate your poster
[ ]Presented to your audience as an organized and pleasing product [ ]Oral presentation to classmates was well divided among group and presentation easily met the criteria of assignment	[ ]Poster was not consistent in organizing the criteria [ ]Oral presentation to classmates was regular to only part of the group

Score Point 2	Score Point 1
[ ]Gives only 1 specific idea how to prepare for an earthquake	[ ]Does not complete task
[ ]Gives 1 specific idea how to reduce personal injury and property damage Uses only 1 medium to illustrate the poster	[ ]Does not complete task
[ ]Poster lacked a plan for organization	[ ]Does not complete task
[ ]Oral presentation presented to classmates with only 1-2	[ ]Does not complete task

[ ]Members participating

Have You Considered These Yet?

Learn to Learn Skills:

Assessment Modifications:

Modifications will be made for special education students to be incorporated evenly into the groups. Active participation by all students in the activities of the product will be the responsibility of the teacher. As will the explanation and the distribution of the rubric at the beginning of the product.

Unit Schedule/Time Plan:

4 weeks - 5 classes/week - 40 minutes per class

Written Overview:

This unit is a science based integrated unit which I have used in my sixth grade. We spend time learning to use the lab format with several learning experiences. The procedure begins with much teacher guidance and evolves to the independent work of the students.