Lindy Lee

EdTech 554
Blended Learning Assignment

Changing Earth
By: Jamie Cooper, Collegiate Academy, Littleton, CO
4th Grade
Original lesson : https://tinyurl.com/j4hhfc3

The original science unit is based on the understanding of Earths layers, landforms, and forces that exist on the planet.
It is broken down into 9 lessons and is based on 13 skill objectives. The lessons contain different opportunities for
students to create, research, and use the scientific method to learn about structures of Earth. In this assignment,
blended learning recommendations are made to enhance and foster technology standard skills for students.

Academic Vocabulary:
Lesson 1: geology, scientific method, hypothesis, procedure
Lesson 2: earthquake, tsunami, seismograph, Richter Scale, primary waves, secondary waves
Lesson 3: volcano, crater, magma, vent, magma chamber, lava
Lesson 4: theory, plate tectonics theory, fault
Lesson 5: none
Lesson 6: convection currents
Lesson 7: crust, mantle, outer core, inner core
Lesson 8: continental drift theory, Pangaea
Lesson 9: results, conclusion

Suggested Technology Materials/Resources for Blended Learning:

- Access to Smartboard or Interactive Panel
- Digital learning device- class set or 2 students per 1 device
- 3-5 group work areas
- Learning management system (Edmodo, Google Classroom, etc.)

Original Lesson & Skill Objective Blended Learning Suggestions Rationale

Lesson 1: Whats Going On?
Obj: Students will explain the
importance of the scientific method.
Materials: 10 Trivia questions &
science journal
-Teacher can create an interactive
Kahoot quiz with the use of the trivia
questions. Each group will use a
laptop to activate prior knowledge.
-Teacher can show Brainpops
Scientific Method video and quiz.
-Kahoot will allow the students to
reason and share their prior
knowledge in their groups while
giving the teacher the opportunity to
know topics to dive more into where
majority of groups answered wrong.

Activities: Activate prior knowledge
on Earth -divide class to 2 teams,
answer questions, top team wins.
Discussion about scientific method.
Lesson 2: Quakin & Shakin
Obj: Students will explain how
earthquakes have helped scientists
-After reading Earthquake
Legends, show the formation and
TED-eds how tsunamis work .
-The video will provide the scientific
methods using fun visual and simple
illustrations, following a short quiz.
Plus, all 4th graders love Tim and
Moby!!!!
-The provided video offers what a
real seismograph looks like and how
it is used.
gather information about Earths
interior.
Materials: Science journal, strings,
tape, paper, marker, transparencies
of Earths interior & p & s waves
-Show How a Seismograph Works
video before the activity to build
background knowledge before doing
the hands-on activity.

Activities: Read/talk about

relationship between earthquakes
and tsunamis. Groups of 3 use of
materials to make seismograph.
View transparencies, record
vocabularies & definitions in journal.
Lesson 3: Volcano!
Obj: Students will describe how
volcanos help scientists learn about
Earths interior.
Materials: Journal, copies, scissors,
glue, coloring utensils, tape
Activities: Cut volcano diagram
handout, color, label, glue into
journal.
-Count students by 4s. Using 4
corners, students will
investigate/perform a different
activity at each corner. (15 min.
each)
-Show National Geographics
Drones Sacraficed for Volcano.
Students to answer a few questions.
-Using their journal, students can
launch the Anatomy of a Volcano
and draw/label the different parts
while seeing real images of a
dangerous volcano in Congo taken
by scientists.
-Allow students to explore volcanoes
by using Discovery Kids Volcano
Explorer where they can view
volcano types, see whats inside a
volcano, and build their own virtual
volcano.
-Station rotations allow the teacher
to combine the use of technology,
differentiated instruction, and
assessment in one lesson block. This
actually allows teachers to group
their students based on different
academic needs. Students will be
allowed to move throughout the
lesson and not be bored.
-These interactive websites give
students the opportunity to work
together and interact with the
information. It is usually important
to have them work with a partner or
in small groups to discuss what they
are doing and seeing.

-Allow students to see real-life

Lesson 4: Where do Earthquakes
and Volcanoes Occur?
Obj: Students will describe how
scientific ideas are used to explain
previous observations.
Materials: Transparencies, red dry
erase marker, journal
examples of volcano types in
different parts of the country. The
teacher will have them complete a
google form and share it with the
them.
-Teacher can use interactive flash - This credible website known as
animations to show earthquake and Incorporated Research Institutions
volcano, plate tectonic locations. of Seismology (IRIS) provides a
collection of different animations for
-After going over vocabulary words students to explore earthquake
and definitions, the class can explore data.
where earthquakes have occurred in
the past month using Google Earth.
Activities: Trace plate
boundaries/volcanic-earthquake
areas on transparencies, lecture,
write in journal
Lesson 5: Cracked Crust
Obj: Students will identify causes of
natural forces that change Earths
surface.
Obj: Students will discuss patterns to
the changes of the Earths surface.
Materials: Journal, graham crackers,
cake frosting, wax paper, Cracked
Crust investigation handout
Activities: Use of crackers to
investigate about what happens in
fault lines.
Lesson 6: Convection Currents
Obj: Students will use observations
to answer questions.
Obj: Students will describe how
natural processes (convection)
shape the Earths surface.
Materials: glass bake dish, aquarium
heater, ice in ziploc bag, water,
red/blue coloring, tape, journal,
coloring pencils, bark chips,
transparencies of directions and
convection drawing
Activities: Teacher uses materials to
show students how convection
currents in mantle move Earth
plates.
Lesson 7: Earth Model
Obj: Students will create a model of
the Earths layers with appropriate
labels.
-Before doing the Cracked Crust
activity, students will watch
narrative simulations of fault lines.
-Teacher can have students make
predictions in Google Classroom or
similar platform prior to what will
happen to the food coloring when
hot mixes with cold. Then perform
the presentation with materials or
show a similar experiment done on
YouTubes Convection Experiment.
-Teacher can show Convection in
Earths Mantle to students after the
convection currents presentation
with the students.
-Before creating a model of the
Earths layers, students can
view/listen to the Earths Layers
interactive and record any
information needed.
-When students see simulations
beforehand, they can visualize
where the actual locations are
besides trying to see it abstractly
with graham crackers. Seeing the
video first will also provide some
background knowledge for the
graham cracker activity.
-Virtual instruction
Students are accountable and in
control of their learning.
-When working in groups, it is
important to assign roles for clear
instructions and accountability.
When groups of students work
together, they help each other
understand the topics better and
clear up any misunderstandings
about what they learn.
-Teachers who hold different
rotation stations for learning will see
that the learning is more intimate
and more interesting when students
are interacting and guiding their
learning. Teachers also find it
beneficial to meet with smaller
groups for instruction because it
provides that special one-on-one
attention the students deserve. It is
always important to have clearn
instructions, expectations, and
engaging activities at each stations
to make this successful.
Using this kind of platform allows
students to be creative, one of the
21st century skills. This kind of
project allows for uniqueness of
ideas, opportunities for voice in
Students will identify major features
of the Earths layers.
Materials: art supplies, 3 styrofoam
balls, journal, copies of directions
and checklist
Activities: 2 day process Group
stations to paint styrofoam balls, cut
and label the layers.
Lesson 8: Continential Drift and
Pangaea
Obj: Students will explain the
relationship between the
continental drift theory, the plate
tectonics theory, and convection
currents.
Materials: copy of jigsaw puzzle,
journal, scissors, glue
Activities: lecture, students cut out
puzzle and glue in journal, write
vocabularies and definitions.
Lesson 9: Tying It All Together!
Obj: Students will compare results
with their prediction and answer the
question they set out to answer.
Materials: science journal
Activities: review, class discussion,
write conclusion, students copy in
journal.
Culminating Activity
-Study guide & final assessment
-Using Thinglink, students can create
an interactive Earth model using
images, videos, music, text, etc.
Teacher can host a collaborative
discussion in Google Hangout about
the theory of Continental Drift and
Pangaea where students respond to
it at the same time.
-Have students watch BrainPops
Plate Tectonics video and do quiz.
-Watch Khan Academys Pangaea
video.
Given all the learning that occurred When students are given the
from the above lessons, students will opportunity to respond and see each
respond to a set of unique review
questions on various discussion
posts in a learning management
system such as Google Classroom,
EdModo, Moodle, etc.
-Students can watch Bill Nyes
Earths Crust to review vocabulary,
concepts while taking notes-
answering questions handout.
Classroom discussion will follow.
-With any platform that they feel
comfortable with (Prezi, Powerpoint,
Google slides, Google Earth, 3D
model, etc), student will summarize/
provide a synopsis of the learning
that occurred in this unit.
shaping their own learning besides
making creating the same models
that all look the same.
-Besides a lecture and
pasting/writing information into a
journal, an asynchronous discussion
at the beginning of the lesson can
make a simple journal topic more
interesting, and also allow the
quieter students to actively share
their ideas in a space thats
comfortable.
-Videos provide visual depictions,
animations, and narrations that
explains concepts and ideas in a
more concrete fashion. Visuals are a
great SDAIE strategy, especially for
students of this age bracket.
others ideas on this kind of
platform, it allows them to learn
from each other. This also creates
accountability, non-threatening, and
lessens that fear of speaking that
certain students have.
When students are given choices, it
allows them to creatively think
about how they are going to do it,
critically solve problems along the
way, and finally allow them to
communicate or present their
learning.