Earth Science Unit Plan

Unit Project Planning Workbook

Project title: Exploring Our Hot Rock

Teacher(s): Tamara Nolan

School: College of Charleston

Grade level(s): 3rd

Subjects: Earth Science

A. Begin with the End in Mind

Summarize the theme for this project. Why do this project?

This project is aimed at helping students understand the Earth on which they live and help them recognize that, although the earth is very old and some things take years to happen, there are events that are big, traumatic and “earth changing”. The project is aimed to create an excitement in the student about geology and cultivate a desire to learn more while integrating technology in a way that is new, interesting and developmental. By using the models for integrating technology (UbD, TPACK, SAMR) we hone technological skills amidst the process of learning about the earth, rocks, and processes. We will meet all of the requirements set forth by the SC Department of Education.

Identify the content standard that students will learn in this project (two to three per subject).

Earth’s Composition

• Describe Earth's structure (core, mantle, crust, tectonic plates, magnetic field) and compare different Earth materials (including rocks, and minerals) and classify each type of material based on its distinct physical properties.

• Describe what some of these material are used for in our daily lives, how they are obtained

Earth’s Surface and Landforms

• Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.

• Discuss how features form (mountain building, volcanic islands, erosion)

The Rock Cycle

• Discuss the rock cycle and the three main types of rocks (igneous, sedimentary, metamorphic)

• Collaborate with peers and utilize web resources and power point programs

Rapid Earth Processes

• Understand the cause of rapid earth changes (tsunamis, volcanoes, earthquakes, landslides)

• Explain how natural events (such as fires, landslides, earthquakes, volcanic eruptions, or floods) can positively and negatively affect humans and the environment

• Utilize video and computer software

Identify key skills students will learn in this project.

List only those skills you plan to assess (two to four per person).

Key skills developed by students during this project will include the ability to:

Define key vocabulary and concepts

Describe processes and attributes of earth and its formations

Collaborate with others to produce projects

Discuss effects of events on earth formation and the environment

Differentiate between different rocks

Implement the use of the web, video equipment

Author stories and narratives

Identify the habits of mind that students will practice in this project (one to two per project).

Thinking and communicating with clarity and precision

Gathering Data

Responding with Awe and Excitement

Think interdependently

Creating, Imagining, innovating

REFLECT: Have you focused on student interests while scaffolding content area standards and student learning dispositions?

Craft the Driving Question

Brainstorm possible driving questions. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry. For guidance on writing driving questions review this page or this webinar.

Be sure to follow the following guidelines:

• Record as many options as you can, trying different formats and styles.

• Do not stop to discuss, judge, or answer questions.

• Write down every question exactly as it is stated the first time.

In what ways can earth’s process be devastating to people and the environment, and how, in some cases they be helpful?

State the essential question or problem statement for the project.

Create a documentary describing the earth, it formations, its processes, and the effect they have on the environment and the people therein.

REFLECT: Have you posed an authentic problem or significant question that engages students and requires core subject knowledge to solve or answer?

Plan the Assessment

Define the products for the project. What will you assess?

Early in the Project:

Earth’s structure (crust, mantle, core, plate tectonics and magnetic field)

Materials in Earth

Materials that are used by humans

Create an online comic strip about traveling to the center of the earth.

During the Project:

Earth’s Formations

How these formations form

Utilize web map to mark and describe Earth's major formations

During the Project:

Utilization of online search for data collection and information

Successful collaboration

Organization of collected data into an online presentation

End of the Project:

Describe natural disasters/rapid earth processes and what earth formations they are associated with

Understand the benefits and negative consequences of natural disasters/rapid earth processes

Develop a short documentary film with group

Criteria for the Assessment

State the criteria for exemplary performance for each product:

Product: Online Comic Strip

Criteria: Students will use this website to synthesize information and create a fiction story about the earth’s layers and resources

Will be assessed on:

Comic flows smoothly

Student created a beginning middle and end

Information about the earth’s layer is correct

Comic is engaging and creative

Product: Web Mapping and description

Criteria: Students will use National Geographic's Map maker to pinpoint and give a short description of 5 major formations. (Description provided by prior online research)Will be assessed on:

Location

Description Information

Product: Google Slide Presentation

Criteria: Students will work together to produce a google slide exhibiting details of the rock cycle. They will present their slide to the class.

Will be assessed on:

Information Gathered

Organized Slide

Knowledgeable Presentation

END Product: Group Earth Documentary

Criteria: Students will work in groups to create a 15-20 minute multimedia documentary

1. Explaining Earth Structure

2. Continental Landforms

2. Explaining the Rock Cycle and some examples of the rocks we use and how we use them.

3. Give examples of rapid earth changes

5. Explain the devastation and any potential benefits of natural disasters.

6. Successfully work in a group and use several different types of technology to create a video (computer, recording device, etc)

REFLECT: Do the products and criteria align with the standards and outcomes for the project?

Map the Project

What do students need to know and be able to do to complete the tasks successfully?

How and when will they learn the necessary knowledge and skills?

Look at one major product for the project and analyze the tasks necessary to produce a high-quality product.

Major Product: Earth Documentary

Knowledge & Skills Needed Taught During Project

1.Structure of the Earth Taught During Project

2.Continental Land forms Taught During Project

3.Rock Cycle (Examples of rocks and how we have used them in society) Taught During Project

4.Rapid Earth Changes (volcanoes, earthquakes, landslides) Taught During Project

5.How natural disaster can negatively affect humanity Taught During Project

6.How natural disasters can inadvertently be beneficial to mankind Taught During Project

7.Digital Recording Devices Taught During Project

8.Movie Maker Taught During Project

9.Embedding Images and Videos into a movie Taught During Project

What project tools will you use?

• Briefs

• Task lists

REFLECT: Do the products and tasks give all students the opportunity to demonstrate what they have learned?

Plan the Project Timeline

List the key dates and important milestones for this project. You can include a map or flowchart of the project timeline.

Student will begin working daily on the project after our first unit lesson. They will be given 30 minutes a day after each the lesson to meet with their partners, go over any new research or ideas and work on their project. The unit should last around two weeks. At the end of the two weeks the students will be given an hour a day for two days to finish any recording and compile their work. After those two day, they will present a documentary to the class. The documentary will cover everything we went over in class as well as interesting facts that they came up with on their own through research. They will present themselves as experts in the field (ie. geologist). We will watch the documentaries as a class and they will be posted on our class website.

Use the Tuning Protocol with other teachers or a group of students to refine the project design or guide you further in your planning. What other thoughts do you now have on the project?

REFLECT: What challenges or problems might arise in this project?

Manage the Process

List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles.

In completing the project, students will have a few options for roles and task. If the student feels more comfortable reading and gathering information, there will be opportunity for that. If the student feels more comfortable, speaking and being in front of the camera, there will be opportunity for that. I expect that each student push themselves to be involved in every role at least in some capacity if they are able to.

How will you and your students reflect on and evaluate the project?

• □ Class discussion

• □ Group evaluations

REFLECT: What do you expect to learn from this project?

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