Digital Unit Plan Goals, Objectives and Assessments

Unit Title: Plate Tectonics

Name: Olivia Pipala

Content Area: Earth Science

Grade Level: 9-10

Next Generation Science Standards

HS-ESS1- Earths Place in the Universe

HS-ESS2- Earths Systems
Common Core Literacy and Mathematic Standards
RST.1112.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes
and to any gaps or inconsistencies in the account.
RST.1112.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and
corroborating or challenging conclusions with other sources of information.
WHST.912.2Write informative/explanatory texts, Including the narration of historical events, scientific procedures/ experiments, or technical
processes.
MP.2Reason abstractly and quantitatively.
SL.1112.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.

Disciplinary Core Ideas and Essential Questions

ESS2.A: Earth Materials and Systems (How do earths materials effect its processes?)
Earths systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1)
ESS2.B: Plate Tectonics and Large-Scale System Interactions (What is the driving mechanism of Plate Tectonics?)
The radioactive decay of unstable isotopes continually generates new energy within Earths crust and mantle, providing the primary source of the
heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. (HS-ESS2-3)
Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earths surface and provides a framework for
understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most
rocks and minerals within Earths crust.
ESS1.C: The History of Planet Earth (Why are oceanic rocks newer than continental rocks?)
Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200

million years old. (HS-ESS1-5)

ESS2.B: Plate Tectonics and Large-Scale System Interactions (How has earths morphology changed throughout its history?)
Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earths surface and provides a framework for
understanding its geologic history. (ESS2.B Grade 8 GBE) (secondary to HS-ESS1-5)
Performance Expectations
HS- ESS2-3.
convection.

Develop a model based on evidence of Earths interior to describe the cycling of matter by thermal

HS-ESS1-5.
Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate
tectonics to explain the ages of
.
crustal rocks.
HS-ESS2-1.

Develop a model to illustrate how Earths internal and surface processes operate at different spatial and temporal scales to
and ocean-floor features.

HS-ESS2-2.
Analyze geoscience data to make the claim that one change to Earths surface can create feedbacks that
cause changes to other Earth systems.
Unit Summative Assessments
Entry-level survey (graded for completion and participation)- Done individually, students will be able to access their prior knowledge and
background information about what they know about Plate Tectonics. This survey introduces the concepts they will be learning throughout the unit
and prefaces the concepts that will be referred to throughout the unit to form continuous connections.
Earth Density Lab Students will be able to summarize what they have learned throughout the lesson and previous lessons about Earth
materials and connect it to Density. Through inquiry, students investigate how the density of specific samples can give them insight on where the
materials came from within Earths interior.
Convection Model Lab- Students will be able to identify the main driver of Plate Tectonics through a model lab. After reviewing the key
characteristics about the mantle in the previous lesson, students use what they learned to apply them in a qualitative lab. They will not only
observe what happens to the food coloring in a heated beaker, but be able to apply it to Plate Tectonics.
Continental Drift Lab- Once students understand the driving mechanism of Plate Tectonics, they are able to investigate how Earths surface has
changed throughout its history. Students use evidence to piece together landmasses to form the Super Continent Pangaea. Since students know
how plate movement occurs, they are able to connect this to the lab and visualize how the Earths surface changes through time.
End of Unit Quiz- This quiz includes all topics from the unit. Students are able to recall what they have learned (concepts, processes, and
characteristics of Plate Tectonics, Earth materials, and Earths history).

Lesson 1 [Insert Topic/Title Here]

Performance Expectation:
HS-ESS2-1.

Acceptable Evidence Formative and/or Summative Assessment:

Develop a model to illustrate how Earths internal and surface processes operate at different spatial and tempor
form continental and
ocean-floor
features.
Students
will be
able to define the layers of the earth and compare and contrast
their similarities and differences.

Layers of the Earth

Students will be able to investigate common misconceptions about earths

interior.

Assessments:
Fact/False sheet - recall prior knowledge and preface the content they will be engaged in,
Earth Interior Diagram- this diagram includes the characteristics of each layer to which
students will recall and apply them in future assignments
Guided Notes- not only are guided notes differentiated for ELL and SPED, this engages
students, aids in visual learners, and allows for extra content support of the lecture
Lesson 2 [Insert Topic/Title Here]
Performance Expectation:
HS-ESS2-1.

Acceptable Evidence Formative and/or Summative Assessment:

Develop a model to illustrate how Earths internal and surface processes operate at different spatial and tempor
form continental and
ocean-floor
features.
Students
will be
able to define density and apply it to the earth sciences.

Earth Density Lab

Students will investigate rock samples and be able to differentiate their origin
within the earth through what they know about density.
Assessments: Earth Density Lab- Students will be able to summarize what they have
learned throughout the lesson and previous lessons about Earth materials and connect it to
Density. Through inquiry, students investigate how the density of specific samples can give
them insight on where the materials came from within Earths interior.

Lesson 3 [Insert Topic/Title Here]

Performance Expectation:
HS- ESS2-3. Develop a model based on
evidence of Earths interior to describe the
cycling of matter by thermal convection.

Acceptable Evidence Formative and/or Summative Assessment:

Students will be able to define convection and relate it to the earth sciences.
Students will investigate the driving mechanism in plate tectonics; convection.

Convection in Mantle
Assessments: Mantle Convection Lab- Students will be able to identify the main driver
of Plate Tectonics through a model lab. After reviewing the key characteristics about the
mantle in the previous lesson, students use what they learned to apply them in a qualitative
lab. They will not only observe what happens to the food coloring in a heated beaker, but be
able to apply it to Plate Tectonics.
Lesson 4 - [Insert Topic/Title Here]
Performance Expectation:
HS-ESS1-5.
Evaluate evidence of the
past and current movements of continental
and oceanic crust and the theory of plate
tectonics to explain the ages of
crustal rocks.

Acceptable Evidence Formative and/or Summative Assessment:

Continental Drift: A Failed Theory

Assessments: Landmass Inquiry Lab- Once students understand the driving mechanism
of Plate Tectonics, they are able to investigate how Earths surface has changed throughout
its history. Students use evidence to piece together landmasses to form the Super Continent
Pangaea. Since students know how plate movement occurs, they are able to connect this to
the lab and visualize how the Earths surface changes through time.

Students will able to differentiate the theory of plate tectonics to the failed
theory of continental drift.
Students will be able to explain why Alfred Wegeners theory was flawed.

Lesson 5 - [Insert Topic/Title Here]

Performance Expectation:
HS-ESS2-2.
Analyze geoscience data
to make the claim that one change to Earths
surface can create feedbacks that cause
changes to other Earth systems.

Super Continents and its Effects of

Climate

Unit Resources:

Acceptable Evidence Formative and/or Summative Assessment:

Students will be able to connect Paleo-land distribution with climate.
Students will be able to look at past climate evidence and analyze the landmass
distribution based upon them.
Assessments: Guided Notes- not only are guided notes differentiated for ELL and SPED,
this engages students, aids in visual learners, and allows for extra content support of the
lecture
Claim/Evidence Sheet- Students will be able to support a claim through given evidence.
This builds up the skills of argumentation and learn the complex interaction of feedbacks by
Earths systems.
Quiz- This quiz includes all topics from the unit. Students are able to recall what they have
learned (concepts, processes, and characteristics of Plate Tectonics, Earth materials, and
Earths history).

Seafloor Spreading- https://drive.google.com/drive/folders/0ByLPzllmcYeOVlJ1ZEg4M1E0eE0

Cross Section Plate Tectonics:
https://drive.google.com/drive/folders/0ByLPzllmcYeOfkt3YzlibGowNUFzMFN2WjN0WWhfYS1FcGlJNDh2LW0zemw0UkNDM1FCVkU
Plates: https://drive.google.com/drive/folders/0ByLPzllmcYeOfkt3YzlibGowNUFzMFN2WjN0WWhfYS1FcGlJNDh2LW0zemw0UkNDM1FCVkU
Boundaries:
https://drive.google.com/drive/folders/0ByLPzllmcYeOfkt3YzlibGowNUFzMFN2WjN0WWhfYS1FcGlJNDh2LW0zemw0UkNDM1FCVkU

Useful Websites:
http://plate-tectonics.org
http://www.cotf.edu/ETE/MODULES/MSESE/EARTHSYSFLR/PLATES1.HTML
http://science.nationalgeographic.com/science/earth/the-dynamic-earth/plate-tectonics-article/
http://www.sanandreasfault.org/CaGeo.html
http://geology.com/plate-tectonics/
http://www.pbs.org/wgbh/aso/tryit/tectonics/intro.html
http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtml
http://www.moorlandschool.co.uk/earth/tectonic.htm