Yunjung

Final Unit Plan

Scope:
This unit plan is made for a middle level science class, more specifically 7th grade, but
can be easily modified for 6th or 8th grade. The whole plan is a part of the Earth Science unit but
can easily integrate the other sciences in it as well. By the end of this unit students will learn
more about the Earth they live on and what it is made up. With this information they will be able
to determine the answers to the driving questions that are presented below. It will also provide
students evidence about what geology is how the Earth is constantly changing. They will also
learn more about different types of rocks and why they are important to the history of the Earth.
Things such as Pangaea and dinosaurs will become a reality as students learn more about the
planet they live on through this unit.
Driving questions:
Does the Earth look the same as it did 1 million years ago? Will the Earth look the same 1
thousand years from today?
Idea that the Earth is constantly changing and how we as scientist determine this
information.
Unit Objectives (Students will be able to):
Determine what plate tectonics are and how they cause the continents to move with time.
They will also determine what the main reason for Pangaea not being the present shape of
the world today. Also conclude what natural Earth features are associated with a specific
type plate boundary interaction by the location and movement of the plates involved.
Figure out what lies deep within the Earth and its layers. Also determine why these
layers are located where they are and are made up of the composition they are made of.
Using this information, students will determine why this is important to plate tectonics
and the Earth changing.
Identify the 3 main types of rocks and their determining properties, and their role in the
rock cycle. With this information students will find why rocks are important for geologist
when learning about the Earths history.
State what geologic time is and how we know this information. Students will conclude
what rocks fossils are found in, and what they tell us about things from millions of years
ago.
Acknowledge that the Earth has been around for billions of years and what the Earth
looks like today is not what it used to look like in the past. Also sequence events that
happen throughout geologic time
Prove that the Earth is still changing and will continually change with time so thousands
of years from today the Earth will look different.
Sequence:
1. Plate tectonics
a. Theory of plate movements
i. This will be the first lesson of the unit. In this lesson students will learn
about plate tectonics and how the Earths lithosphere is broken up into
about a dozen pieces that move around very slowly due to convection

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Final Unit Plan
currents. In this lesson Pangaea and the theory of the Super Continent
will be introduced to the students to show how the continents have
changed over time due to plate tectonics.
b. Types of boundaries
i. Students will learn the 3 plate tectonic boundaries; divergent, convergent
(continent-continent, ocean-continent, ocean-ocean), and transform. They
will be doing this by modeling the boundaries with an Oreo cookie. This
lesson allows students to see a cross section view of how the plates move.
c. Faults, earthquakes, island formations, volcanoes, and mountain ranges.
i. Using information from the two previous lessons, students will learn about
what natural features or disasters each boundary creates. For example at a
transform boundary the plates are sliding past one another in opposite
direction so Faults are created like the San Andres Fault in California.
d. Earths layers and composition
i. Students will learn that inside the Earth there are different 4 different
layers; crust, mantle, the outer core, and the inner core. Students will
acquire information on the placement of each layer, in a specific order, and
how each layer has their own properties that it is determined by.
2. Rocks and Mineral
a. Types of rocks
i. Students will learn about the 3 different types of rocks; igneous,
sedimentary, and metamorphic. They will also learn how they are formed
and classify them based on specific features.
b. Rock Cycle
i. After learning about the types of rocks, they will next learn about the rock
cycle. In this lesson students will model how rocks transform from one
type of rock to another based on natural processes such as weathering and
erosion. Using crayons, students will simulate a rock going from one type
to another.
c. Geologic time
i. In this lesson students will mainly learn about fossils. We will teach what
they are and where they can be found. Once they are found students will
acquire information on how scientist determine what the fossils are
showing and telling us about geologic time. Students will also learn about
the 4 main eras of geologic time scale; Precambrian, Paleozoic, Mesozoic,
and Cenozoic.

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Final Unit Plan
Beginning Lesson
Pangaea/continental drift and introduction to plate tectonics.
Objectives:
-Students will be able to determine how the continents have changed overtime and what general
concept creates these changes.
Standards:
-RST.6-8.2: Determine the central ideas or conclusions of a text.
-RST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and
speculation in a text.
Materials:
-Oreo cookies
-Napkins

Engage (5-10 minutes):

Show this photo to the students:

o
Ask students if they have idea what is shown in this picture. If students are having a
difficult time, then start to give hints. Hints such as its a map of something very familiar
to you
If students still dont have any idea show them this photo:

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Final Unit Plan

o
This photo should be much easier to tell because of the lines given. If students still have
no idea then give them more hints. What are those lines? What do the words say
At this point they should have a clue if not move on to the next photo with labeled
continents.

o
By now students should get an idea that this is a world map with all the continents that
exist on todays map.
Then after they are drawn into the lesson, ask guiding questions :
o Why do you think they are set up this way?
o Does the Earth look this way now?
o What is different about this Earth and todays Earth?
o Do you think the Earth actually looked like this at one point? If so when?

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Final Unit Plan

Explore (10 minutes):

Students will be given these puzzle pieces pre-cut. They will then have to work in pairs or
trios to solve the puzzle using only the information that the puzzle provides.

o
During this time teacher should be walking around and keeping an eye on how the
students approach this task.
o Ask students questions such as:
Why did you put that piece there?
How do you know that belongs there?
What information did you have to know that thats a right fit?
So do you think the fossils are important?

Explain (20 minutes):

Begin explaining basic information to the students. State that the photo of the one large
mass is Pangaea, also known as the Supercontinent. This is how the Earth used to be over
200 billion years ago. Explain that the process that happened and is still happening is
continental drift.
Then begin to introduce Plate Tectonics with this PowerPoint.
o www.earth4567.com/talks/plates/plates.ppt
o Make sure to introduce the general information about the types of boundaries.
Show these short videos about continental drift, Pangaea, and plate tectonics for better
understanding.
o https://www.youtube.com/watch?v=UvIDxu7twpc
o https://www.youtube.com/watch?v=lJiAUvB1vEU

Elaborate (15 minutes):

After discussing and explaining the types of plate boundaries through the powerpoint,
each student will be given an Oreo cookie. In trios, they will be asked to perform three
activities with the cookie (one person each):

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Final Unit Plan
o 1. Break cookie apart so crack is on one half. Take cookie and break one half of
cookie in half. Then place back in to place above the cream. Then the two halves
will be pushed together.
o 2. Same process however this time the cookie will be pulled apart.
o 3. Same process however slide one half toward you and one half away from you.
o Follow the pictures below.

o One student will perform one of these three tasks with his or her Oreo cookie.
They will then need to describe the type of plate boundary they are creating and
why they think they are correct.

Evaluate (5 minutes):

As an exit card, ass students to draw each Oreo that they experimented with. They will
have to provide a drawing with arrows of how the boundaries were made. Label which
boundary represents in the cookie then they will explain briefly what happens at those
boundaries.

Middle Lesson
Earths Layers Lesson Plan

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Final Unit Plan
Objectives:
-Students will be able to explain what is under the Earths surface in depth and describe each
layers order, composition, and characteristics.
Standards:
-RST.6-8.2: Determine the central ideas or conclusions of a text.
-RST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and
speculation in a text.
Materials:

Oreos
Chocolate Syrup
Reeses Pieces or M&Ms
Napkins
Plates
Pencil

Engage (5 minutes):

At this time the students will tap in to prior knowledge. Ask the students to write down
everything they know about what is beneath the surface of the Earth.
o Is the Earth hollow? If not what is inside?
Students will write down everything they know about Earths layers and what is inside
the Earth in a list form.
o Give students 1 minute to write down as much as they know then ask students to
work together as a table group to create a master list of the collaborative
knowledge on Earths layers.

Explore (10 minutes):

Ask students to get out a different colored pen, marker, or colored pencil.
Show students this video:
o https://www.youtube.com/watch?v=N9ncfAsmiSg
As the students watch this video, they will use the different colored
writing utensil, to either check off the information they had correct, or
expand on what the group wrote in pencil on the master list. They will
have written ideas that are similar but the video will explain further in
detail. Throughout the video students can talk amongst their group to
check off what they had.

Explain (20 minutes):

Begin explaining basic information to the students. Show them items that are a part of
their daily lives that are layered. Things like an apple, or an egg, or even their pencils.
Show them that an apple as a skin, then the fruit itself then a core with seeds. State to the

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Final Unit Plan
students that the Earth consists of 4 main layers in the inside just like these examples.
Starting from the inside and then moving out there is; inner core, outer core, mantel, and
crust. Explain that each layer has a different property that defines them.
o Ask guiding questions like:
Why do you think they are placed in this order?
Why is the brittle crust what we stand on?
Why is the inner core solid?
Why is it important that the mantle is molten and flows easily?
o They should be able to use its properties to help define the layer and the purpose it
has in changing the earth. For example, the convection currents in the mantle help
move the plates.

Elaborate (15 minutes):

After discussing and explaining the each layer and all students thoroughly understand the
layers that make up the Earth they can proceed to this activity. The students will be
working individually for this activity.
Have students wash their hands, or if available provide gloves.
o Give the students one of each material so they are able to model the earths layers.
Student is going to pull the two parts of the Oreo apart so one side has all
the cream and the other side is just cookie. Have them eat the cookie side.
If the cream part breaks or does not stick to one side, give students another
Oreo. Tell the students that they must be careful with pulling them apart
because they will only get two tries. The easiest way to do this is twist the
two sides in opposite directions then slowly pull them apart.
Ask students to carefully use their finger to spread the cream out so only a
little bit of the cookie is showing. (This represents the earths brittle crust
and the mantels creamy and large layer)
Take the chocolate syrup and put a small drop of it in the center of their
cream. (Liquid outter core). Go around and do this for the students
because you will then only need one bottle of chocolate syrup.
Then lastly students will place a Reeses Pieces or M&M on top of the
chocolate syrup to represent the solid inner core.
During this whole process make sure to explain the texture of each layer,
order, and size in the way it correlates with the Oreo example.
o Ask guiding questions:
Why do you think we are spreading the Oreo cream?
Why did I choose chocolate syrup?
Why did I choose an Oreo cookie?
Here is a sample photo of what it might look like, however the students will push back
and flatten the cream so a little bit of the cookie is exposed. (The photo does not show
this)

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Final Unit Plan

o
Students are able to eat their model after they complete their ticket out.

Evaluate (5 minutes):

As an exit card, ask students to draw and fully label a 2D drawing of the earths layers,
also adding the properties. They will be able to use their models to help them with the
drawing. Have the students hand this as a ticket out the door at the end of the period.

End lesson
Rock Cycle Lesson Plan
Objectives:
-Students will be able to determine the type of rock based on how it is formed and describe the
rocks transformation as it goes through all different processes of the rock cycle.
Standards:
-RST.6-8.2: Determine the central ideas or conclusions of a text.
-RST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and
speculation in a text.
Materials:

Old crayons (many different colors)

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Final Unit Plan

Zip-Loc bags
Plastic knife (or any other scrapping utensil)
Foil
Hot plate and Beaker of water (Or just a large beaker or very hot water)
Packet
(http://www.lewistonpublicschools.org/~nsousa/Mrs._Sousa/Rock_Cycle_and_Ge
ologic_Time_files/Rock%20Cycle%20Crayon%20lab.pdf)

Engage (5 minutes):

At this time the students will tap in to prior knowledge.

You can get printed pictures of beach sand, marble counter top, sandstone, blackboard
(slate), etc.
o Ask the students can these items be connected in some way. Give the students an
opportunity to work with their table groups to brainstorm ideas on how they can
all connect.
o If students are struggling ask, where does beach sand come from?
o Give students about 5 minutes to brainstorm and jot down their ideas.

Explore (10 minutes):

Show students this video:

o https://www.youtube.com/watch?v=set8lX8ERxc
o As students watch this video, ask them take any notes that is going to help them
with the lab.

Explain (20 minutes):

Begin explaining basic information to the students when the video is done. Quickly go
over the rock cycle. Explain that the rock cycle is continuous. Old rocks can turn into
new rocks. You can go from one type of rock to another type of rock with natural
processes that happens on the Earth. For example, cooling, heating, erosion, weathering,
compacting, etc.
o Ask guiding questions like
Is there a specific order to the rock cycle?
What processes make a rock change its type?
Why is the rock cycle important?
What natural processes change sedimentary to metamorphic?
Metamorphic to igneous? Igneous to sedimentary? Metamorphic to
sedimentary? Igneous to metamorphic?
o The students should know enough information by this time in order to describe
which part of the rock cycle is that represented in the next activity.

Elaborate (15 minutes):

After explaining the rock cycle the students can work on the activity that is given.

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Final Unit Plan
o http://www.lewistonpublicschools.org/~nsousa/Mrs._Sousa/Rock_Cycle_and_Ge
ologic_Time_files/Rock%20Cycle%20Crayon%20lab.pdf
o This packet explains the steps of the lab and also provides short answer questions
that the students should answer as they move along for notes and check for
understanding.
Explain to the students that they will be working in partners for this activity.
Located at each partnership should be the materials that are stated:
o 3 different colored crayons per partnership
o plastic knife for each student
o a piece of foil around 6 inches by 6 inches
o one Ziploc bag
Explain to the students that each crayon is an igneous rock, and we will go through the
process of changing this igneous rock into every different type of rock by simulating the
natural processes.
1. Sedimentary Rocks
o First the students will use the plastic knife to scrape pieces of the crayon off. They
will make a pile of 3 different colors on their table. Each partnership must create a
pile about the size of a golf ball. Make sure the students are careful with the
plastic knife. When students are done, their pile should look something like this:

Notice all the different colors are visible. .

Be sure to ask the students what part of the rock cycle we are representing
in this step.
This process is weathering where the rock is breaking up into sediments
o Then have the students place this pile into the inside corner of a zip-loc bag. They
will then take the air out, close the bag tight, and press the scrapped wax with
their fingers. They will use the pressure from their fingers to push the sediments
together to create a sedimentary rock.
Before moving on ask the students What step of the Rock cycle is
represented here? This represents the compacting of the sediments.
When pushed enough there should be a large clump that should resemble a
rock made up from all the sediments. This will be very fragile so be
careful when handling it.

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Final Unit Plan

2. Metamorphic
a. Tell one of the students in the partnership to create a small boat with high
walls out of the piece of foil given.
b. Once they make the boat, they must place the sedimentary rock into the boat.
They will then place the boat in the bucket or bowl of hot water. The boat with
the rock should be stable enough, but if it looks like it might tip over you can
hold it to keep it in place. Counting every 15 seconds they will turn the rock
onto a different side. This allows the whole surface of the rock to become
melted by the heat. You are only melting the outer surface of the rock.
c. This represents the heat and pressure added to the sedimentary rock to become
a metamorphic rock.
d. Once the outside layer of the rock is melted it should look more smooth but
still able to see the different colors like shown in this photo:

i.
3. Igneous
a. In order to form the igneous rock the whole rock needs to be melted.

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Final Unit Plan
b. Ask students to use the same aluminum foil boat and make it a little deeper
and smaller. They will then place the rock into the boat and let the whole thing
melt. Once the whole rock is melted (this represents the magma) they will take
it out of the hot water and lay it on a table to cool. This cooling process will
then form the igneous rock.
c. It should look something like this:

i.
ii. Notice is it one solid color.
iii. Ask the students what they notice about this new rock they created. It
is one solid color and the consistency is the same as the single crayon
it started with. Ask the students what this rock is similar to. If students
have trouble explain that this is the exact same thing that we started
with at the beginning. If each partnership scraped of their new igneous
rocks they can make new sediments and start this whole process over
again.

Evaluate (5 minutes):

If there is time, ask the students to revise the sketch they created at the beginning of the
lesson when they were tapping on prior knowledge. They are expected to correct false
assumptions and add anything new they learned. Collect this as an exit slip.
Because this lab can be long there might not be enough time for the exit card, if this is the
case, collect the packets and check the answers that the students wrote during the lab.
This will provide plenty of information regarding the students knowledge of the rock
cycle.

Yunjung
Final Unit Plan
End of the Unit National Park Project

Students will work with a partner or on their own.

Students will be able to choose their own park, but it will be first come first serve and no
doubles allowed.
The park must be located in the United States and approved by the teacher.
The presentation will be 10-15 minutes.

You are the new employee of the National Earth Science Association, congratulations! Your
first assignment given by the job is to create a presentation on a specific National Park.
Geologists, ecologists, biologists, geographers, paleontologists, and many other scientists from
all over the world will be watching your presentation. Your goal is to get these scientists to come
to the United States, work with you and the National Earth Science Association, and do research
at your National Park. Make a convincing presentation on everything you know about the park.
These scientists are not looking for information about the recreational stuff available; they want
to know all the helpful science background that will draw them to the park. Things like; what
types of rocks are present, how old it is, when was it created, were fossils ever found there, what
are some problems the park is facing, what animals are present, how is the park changing, etc.
Your presentation can be in any form, so get creative! Remember, the more enthusiastic and the
more creative the more your audience will remember it.
Here is a list of all the things that must be included:

Name of your National Park

Location of your park (City and State).
At least 3 different types of rocks found at your National Park (including images).
2 fossils that were found at your park.
Detailed explanation of how your National Park was formed (role of rock cycle in
creating landforms).
o Around when was the park formed?
o How has the park changed through time?
o How is it changing now?
Major landforms that are present in your National Park (pictures to illustrate).
What plate(s) your park is located on.
Any current projects scientists are working on at your National Park now
Why should the scientist do research there at your specific National Park?
2 book sources and 2 internet sources with citations.

Category

Novice

Apprentice

Practitioner

Expert

National Park:Name:

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Final Unit Plan
Citations

There are no citations

present

There are 1 or 2
citations

There are 2 book

citations and 2 online
citations

There are m
than 2 boo
citations a
online cita

Creativity and
Organization
and
Teamwork (if
applicable)

The presentation was

choppy, and there was
no creativity. The
partnership did not
meet regularly and
work was not fairly
contributed.

The presentation was

somewhat organized
and ideas were
presented in a
convincing way. The
partnership met a few
times and contributed
almost equally.

The presentation was

organized and the
project was presented
in a creative way. The
partnership met
regularly and
contributed equally.

The presen
was very w
organized
presentatio
very creati
convincing
out of the
partnership
regularly a
worked gr
team.

Preparation
and Time

On the day of the

presentation student(s)
were not prepared their
presentation was not in
the allotted time of 1015 minutes.

On the day of the

presentation student(s)
were mostly prepared
and the presentation
time came close to
allotted time given.

On the day of the

presentation student(s)
were prepared their
presentation was 10
minutes.

All of prac
and time o
presentatio
15 minutes

Information
provided

The project includes 05 required information

on the checklist
provided and it is
inaccurate.

The project includes

5-9 required
information on the
checklist provided and
some of it is accurate.

The project includes

all of the required
information on the
checklist and is mostly
accurate.

The projec
includes al
required
informatio
checklist a
extra infor
that will co
the scienti
is all accur