Miami-Dade County Public SchoolsOffice of Academics and TransformationDepartment of Mathematics and Science

Science Content and Pacing Middle Q2-Q3 – 7th Grade

Facilitator: Christine Todd-Gibson

Interactive Science Notebook

Today’s Agenda

8:30 – 8:45 Welcome

8:45 – 10:00 Inquiry-based Earth Science Content Q2 Infusing Common Core, NGSSS and the 5Es

10:00 – 10:15 Break

10:15 – 11:30 Inquiry-based Physical Science Content Q1 to Earth Science Infusing Common Core, NGSSS and the 5Es

11:30 – 12:30 Lunch

12:30 – 1:30 Content sample from Life Science Q3

1:30 – 2:30 Pre-planning with the Pacing Guide and Technology Integration Learning Village NBC Learn Gizmos Florida Achieves

2:30 – 3:30 Developing a 5E Lesson Brainstorming and topic selection Infusion of Common Core State Standards in Math and Language

Arts

Follow up: (Due Friday, 11/22/13)

1. 5E Lesson plan based on content and strategies shared during the session reflecting strategies that support Common Core standards.

2. Assignment must be uploaded onto designated site. (EdModo Code: ed4hqi)

How can we embed cognitive complexity into the 5E’s?

1

2

MIAMI-DADE COUNTY PUBLIC SCHOOLSInstructional Focus Calendar

M/J COMPREHENSIVE SCIENCE 2Course Code: 200207001Pacing Date(s)

Traditional 10 Days 11-13-13 to 11-26-13Block 5 Days 11-13-13 to 11-26-13

BODY OF KNOWLEDGE: E: Earth Science; N: Nature of Science

TOPIC VI: Changes in Earth’s Surfaces

NEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 6: Earth StructuresSC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). AA (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. AA (Cognitive Complexity: Level 2: Basic Application of Skills and Concepts)Big Idea 2: The Characteristics of Scientific KnowledgeSC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. (Cognitive Complexity: Level 1: Recall)Big Idea 3: The Role of Theories, Laws, Hypotheses, and ModelsSC.7.N.3.2 Identify the benefits and limitations of the use of scientific models Assessed as SC.7.N.1.5 (Cognitive Complexity: Level 2: Basic Application of Skills and Concepts)LACC.68.WHST.1 Text Types and PurposesLACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

A. Rock Cycle

B. Scientific Theory of Plate Tectonics1. Wegener’s

Hypothesis2. Pangaea3. Fossil Evidence4. Rock Evidence

C. Tectonic Plate Movement1. Plate boundaries2. Divergent3. Convergent4. Transform5. Causes

D. Surface Features1. Earthquakes2. Volcanoes3. Mountains4. Sea-floor

spreading5. Ocean basins

Analyze how patterns in the rock cycle relate to surface and subsurface events and landform formations

Identify and describe steps of the rock cycle and relate them to surface and sub-surface events.

Investigate and explain Alfred Wegener’s hypothesis

Apply the concept of Pangaea’s movement over geological time

Cite rock and fossil evidence to support the Scientific Theory of Plate Tectonics

Classify the movement of plates byidentifying the events/feature that are caused by them

Compare and contrast divergent and convergent movements

Determine the role sea floor spreading plays in the rock cycle

Hypothesize the cause of a change to Earth’s surface (wind, water, glaciers, or volcano) and the time it would take for the change to occur

Identify the agents of slow and rapid changes to Earth’s surface

Discuss the limitations and benefits of using models in science

Describe the scientific theory of plate tectonics and how the movement of Earth’s crustal plates and flow of heat and material cause various geologic events to occur

See Learning Goals p.4 and 5

Core Text Book: Pearson Interactive Science Florida Ch. 5 – 7Vocabulary: hypothesis, earthquake, Scientific Theory of Plate Tectonics; fossil, rock cycle, volcano, mountain, divergent, convergent, plate boundary, trench, subduction zone, seafloor spreading, rift valley, mid-ocean ridge, Pangaea, continental driftTechnology:1. Pearson: My Science Online -Untamed Science: Beyond the Earth; Diving towards

Divergence2. BBC BiteSize: Continental Drift ; Plate Tectonics Interactive 3. Geology Calendar Map Interactive 4. Plate Tectonics Simulations: Changes that Shape the Earth , Plate Motion Simulation at

different times , Plate Tectonics Simulation , Mountain Maker/ Earth Shaker , Volcanoes Animation

5. Teachers Domain: Plate Tectonics, Meet the Scientist behind the Theory6. GIZMOS: Building Topographical Maps , Reading Topographical Maps , Ocean Mapping ,

Plate Tectonics , Earthquake – Determination of Epicenter , Earthquake – Recording Station , Building Pangaea

7. BRAINPOP (need subscription): Plate Tectonics, Volcanoes, Ocean Floor, Mountains, Earthquakes, Glaciers, Floods

Strategies: Graphic Organizer , Rap Songo ELL:o Enrichment: Effects of plate movement on South Florida, the Caribbean and South and

Central Americao SPED:Assessment: Formative, Formal/AuthenticFormative Assessment Probes: Is It a Theory (V 3), Mountain Age (V1)Labs:1. LabZone (Ch. 5) Modeling Sea-Floor Spreading ; Moving the Continents; Mid-Ocean

Ridges; Reversing Poles; Mantle Convection Currents, (Ch. 6): Gelatin Volcanoes; Where Are Volcanoes Found on Earth’s Surface? Identifying Volcanic Landforms; How Can Volcanic Activity Change Earth’s Surface?, (Ch. 7): Effects of Stress; Earthquake Patterns

2. CPALMS Resource: Deep Sea Vents and Life , What is Science? , Candy Bar Earth 3. Plate Tectonics Activity: Snickers Lab 4. Playdoh Mountains5. Density Driven Fluid Flow (EL) Related Program: Science Fair

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MIAMI-DADE COUNTY PUBLIC SCHOOLSInstructional Focus Calendar

M/J COMPREHENSIVE SCIENCE 2Course Code: 200207001

Pacing Date(s)Traditional 12 Days 11-27-13 to 12-16-13Block 6 Days 11-27-13 to 12-16-13

BODY OF KNOWLEDGE: E: Earth Science

TOPIC VII: Rock Cycle and Processes that Shape Earth’s SurfaceNEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 6: Earth StructuresSC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). AA (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Assessed as SC.7.E.6.2 (Cognitive Complexity: Level 2: Basic Application of Skills and Concepts)SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. AA (Cognitive Complexity: Level 2: Basic Application of Skills and Concepts)SC.7.E.6.7 Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Assessed as SC.7.E.6.5 (Cognitive Complexity: Level 2: Basic Application of Skills and Concepts)LACC.68.RST.3 Integration of Knowledge and IdeasLACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart,

A. Rocks and the Rock Cycle

1. Formation of rocks2. Patterns within the

cycle

B. Types of Rocks1. Igneous2. Sedimentary3. Metamorphic

C. Processes that Change Earth’s Surface

1. Chemical weathering2. Mechanical

weathering3. Erosion4. Deposition

D. Landforms on Earth1. Mountains2. Plains3. Plateaus

E. Landforms in Florida1. Beaches2. Aquifers3. Sinkholes4. Caverns5. Coastal plains6. Upland (hilly areas)7. Swampy

Everglades8. Florida Keys

(archipelago)

Identify and describe the steps of the rock cycle and relate them to surface and subsurface events

Explain how all rocks are linked by the rock cycle Describe the relationship between weather and the

rock cycle Investigate the processes that rocks go through to

become igneous, metamorphic, and sedimentary Cite evidence of the roles weathering and

deposition play in shaping and reshaping Earth (e.g., beaches, aquifers, sinkholes, caverns, floods)

Cite evidence how erosion and deposition change earth’s surface

Explain how earth’s surface is built up and torn down by the processes of weathering, erosion, and deposition

Compare and contrast landforms in Florida and those outside of Florida.

Compare and contrast extrusive and intrusive igneous rocks

Describe how different types of sedimentary rocks form

Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.

See Learning Goals p. 3 and 4

Core Text Book: Pearson Interactive Science Florida Ch. 3.3 – 3.6Vocabulary: erosion, model, rock, rock cycle, igneous rock, sedimentary rock, metamorphic rock, extrusive rocks, intrusive rocks, weathering, chemical weathering, mechanical weathering, erosion, cycle, landforms, deposition, plains, plateau, archipelago, aquifer, sinkhole, cavern, flood.Technology:8. Pearson: My Science Online 9. GIZMOS: Rock Cycle , Rock Classification 10. BBC BiteSize: Rock Cycle11. Interactive Rock Cycle Animation 12. Rock Cycle 13. Interactive Rock Cycle 14. BRAINPOP: Rock Cycle, Weathering, Erosion

Strategies: Rock Cycle PowerPoint, Interactive Chalkboard, Small Groupso ELL:o Enrichment: Research the human impact on the use of the lithosphere and conservation strategies to reduce unnatural erosion; Research rocks of South Florida. Pearson’s Interactive Activities: Igneous Rock Origins Art in Motion pg. 115, Sedimentary Rock Formation121, Rock Cycle Interactive Art pg. 128o SPED:Assessment: Formal/Authentic, research presentation, Laboratory Report, Written rock storyFormative Assessment Probes: Beach Sand (V1); Mountain Age (V1); Is it a Rock? (version 1) (V2); Is it a Rock? (version 2) (V2); Mountaintop Fossil (V2);Labs:1. TXLabZone Quick lab: Classify These Rocks, How Do Igneous Rocks

Form, How Do Grain Patterns Compare, How Does Pressure Affect Particles of Rock, What Causes Layers, Testing Rock Flooring, Which Rock Came First

2. EL: Density Driven Fluid Flow, Classifying Rocks3. CPALMS Resource: Candy Bar Earth, Deep Sea Vents and Life4. Ride the Rock Cycle 5. Crayon Rock Cycle Lab

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MIAMI-DADE COUNTY PUBLIC SCHOOLSInstructional Focus Calendar

M/J COMPREHENSIVE SCIENCE 2Course Code: 200207001NEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

diagram, model, graph, or table). F. How humans impact the Earth Related Program: Science Fair

Pacing Date(s)Traditional 13 Days 12-17-13 to 01-16-14Block 6 Days 12-17-13 to 01-16-14

BODY OF KNOWLEDGE: E: Earth Science

TOPIC VIII: Age of Earth/Geological Time

NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 6: Earth StructuresSC.7.E.6.4 Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Assessed as SC.7.E.6.4 (Cognitive Complexity: Level 2: Basic Application of Skill and Concepts)

LACC.68.WHST.1 Text Types and PurposesLACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

LACC.68.WHST.3 Research to Build and Present KnowledgeLACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research.

A. Law of Superposition1. Relative Age

a. Unconformitiesb. Foldingc. Faulting

B. Absolute Age1. Radioactive Dating2. Radiometric Age3. Scientific Theory of

Earth’s Evolution

C. Geologic Time1. Epochs2. Periods3. Eras4. Eons

D. Quarterly Assessment

Evaluate physical evidence to determine if it supports scientific theories that Earth has evolved, including scientific methods for measuring geologic time

Identify examples of and/or explain physical evidence that supports scientific theories that Earth has evolved over geologic time due to natural processes.

Describe the law of superposition Analyze folding and faulting as it relates to the

law of superposition Explain the methods used to assign relative

ages of rock layers Identify and describe current scientific methods

for measuring the age of Earth and its parts Differentiate between relative and absolute age Identify patterns in rock layers that can be

correlated with other rock layers Explain why scientists cannot use half life to

date sedimentary rocks Use the half-life of a radioactive element to find

the age of a rock Explain why there are gaps in the rock record Explain how relative and absolute ages

contributed to the geologic time scale and its units

Sequence geologic time units (e.g., largest to smallest; smallest to largest)

Core Text Book: Pearson Interactive Science Florida Ch 4.2 – 4.4Vocabulary: evolution, radioactive dating, law, fossil, superposition, fold, fault, radiometric age, relative age, absolute age, model, epoch, era, period, eon, law (scientific law), theory (scientific theory)Technology:1. Pearson My Science Online :2. GIZMOS: Half-life , Nuclear Decay , Human Evolution – Skull

Analysis , Evolution: Mutation and Selection , Building Pangaea 3. BRAINPOP: Carbon Dating, Geologic Time, Earth, Radioactivity4. Understanding Geologic Time 5. Law of Superposition 6. Alpha & Beta Decay (Concepts in Motion) 7. Angular Unconformity (Concepts in Motion)

Strategies: Inquiryo ELL: fact sheet, foldableo Enrichment: Earth Time Scale, Pearson’s Interactive Activities: Law Superposition Apply It pg. 148, Index Fossils Interactive Art pg. 149, Intro to Half-Life Fig.1 pg.153, Do the Math: Radioactive Dating pg. 154, Real-World Inquiry Using Carbon-14 pg.155 , Model Geologic Time Scale Apply it pg. 161, Art in Motion: The Evolving Earth pg. 162-163o SPED:Assessment: Authentic/Formal, 2nd Quarter Benchmark Assessment,Formative Assessment Probes: Mountain Age (V1), Mountaintop Fossil (V2)Labs:1. TX LabZone Lab) Exploring Geologic Time Through Core

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MIAMI-DADE COUNTY PUBLIC SCHOOLSInstructional Focus Calendar

M/J COMPREHENSIVE SCIENCE 2Course Code: 200207001

NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Differentiate between the relative time periods between, i.e., epochs, periods, eras and eons

Explain how the discovery of radiometric dating changed scientists’ understanding of Earth’s age

See Learning Goals p. 3 and 4

Samples, How Did it Form, The Dating Game, Earth Throughout Geologic Time, How Old Is It, Going Back in time, Cenozoic Timeline

2. Fossil Inferences 3. M&M Radioactive Decay Lab 4. Evidence for Evolution 5. How can you simulate the radioactive half-life of an element? (VL)

Related Program: Science Fair

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MIAMI-DADE COUNTY PUBLIC SCHOOLSInstructional Focus Calendar

M/J COMPREHENSIVE SCIENCE 2Course Code: 200207001Pacing Date(s)Traditional 6 Days 01-21-14 to 01-28-14Block 3 Days 01-21-14 to 01-28-14

BODY OF KNOWLEDGE: L: Life Science

TOPIC IX: Fossils

NEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 15: Diversity and Evolution of Living OrganismsSC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Assessed as SC.7.L.15.2 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

Big Idea 1: The Practice of ScienceSC.7.N.1.2 Differentiate replication (by others) from repetition (multiple trials) AA (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

LACC.68.RST.1 Key Ideas and DetailsLACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

A. Formation of Fossils1. Formation

a. Mummificationb. Amberc. Tar Seepsd. Freezinge. Petrification

2. Conditions needed3. Types of Preservation

a. mineral replacement

b. carbon filmsc. coald. molds and castse. original remainsf. trace fossilsg. Trails and

Burrows

B. Index Fossils1. Date rock layer2. How are index fossils

used to infer environment

C. Evidence of SpeciesChange

D. Evidence of the Scientific Theory of Evolution1. Progression over time2. Evolution from earlier

species

Analyze ways in which fossil evidence is consistent with the scientific theory of evolution

Explain how fossils are used to show evidence of changes in plants and animals over long periods of time

Describe several processes of fossil formation and a possible scenario for each type of preservation

Demonstrate that fossil correlation can be used to determine rock age

Cite evidence that fossils can be used to explain changes in Earth’s life forms and environments

Explain how index fossils are used to determine rock age

Determine relative scales used to describe activities on Earth

Investigate fossil records as a means to provide evidence of species change

Analyze pictures showing changes in species over time

Explain ways in which fossil evidence is consistent with the scientific theory of evolution

Compare and evaluate the use and importance of repetition versus replication in a scientific investigation

Distinguish between and explain the need for repetition and replication

See Learning Goals p. 3

Core Text Book: Pearson Interactive Science Florida Ch. 4.1 and Ch. 11.1Vocabulary: fossil, mold, cast, index fossil, evolution (scientific theory), species, paleontology, trace fossil, theory, Theory of Evolution, diversity , replication, repetitionTechnology: Pearson My Science Online– Untamed Science: Riding the Geo-vator1. Gizmos: Human Evolution - Skull Analysis 2. BBC: Theory of Evolution 3. How can fossil and rock data determine when an organism lived? (VL) 4. Fossil Mysteries 5. Shark Fossil Diving (requires RealPlayer to run)6. Smithsonian Museum Virtual Dinosaur Dig 7. Trace Fossils/ Mystery Footprints PowerPoint 8. PBS: In Search of Human Origins- Becoming a Fossil ; What is the Evidence for Evolution? 9. Fossil Fabricator 10. Tracking Traits through Time 11. Evolution: Dinosaur to Chicken 12. StudyJams: Fossils, Scientific Theory & Evidence 13. BRAINPOP: Fossil, Charles Darwin, Human EvolutionStrategies: Active reading: Jigsaw, inquiry, concept mapping, analysis and interpretation; Jeopardy , Song: “Evolution Rocks” , Things You May Not Know About Evolution o ELL:o Enrichment: Charles Darwin Ecological Experiment . How a Fossil Forms Interactive Art pg. 141,

Classifying Fossils pgs.142-143, Apply It pg. 143, Wyoming 50 Million Years Ago Interactive Art pgs. 144-145, Homologous Structures Interactive Art pg. 382

o SPED:Assessment: Formal/Authentic, Research presentation, concept map, Interpretation chart ;Formative Assessment Probes: Biological Evolution (v4) Mountaintop Fossils (v2)Labs:1. TX Lab-Zone Quick labs: Sweet Fossils, Modeling Trace Fossils, Modeling Fossil Record,

Understanding Evolution2. CPALMS: Bird Buffet (Animal Survival) 3. EL: Becoming Whales - 4. Who’s on First? A Relative Dating Activity 5. The Great Fossil Find 6. Making a Fossil Cast 7. What is the Evidence for Evolution?

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MIAMI-DADE COUNTY PUBLIC SCHOOLSInstructional Focus Calendar

M/J COMPREHENSIVE SCIENCE 2Course Code: 200207001

8

MIAMI-DADE COUNTY PUBLIC SCHOOLSInstructional Focus Calendar

M/J COMPREHENSIVE SCIENCE 2Course Code: 200207001Pacing Date(s)Traditional 12 Days 01-29-14 to 02-14-14Block 6 Days 01-29-14 to 02-14-14

BODY OF KNOWLEDGE: L: Life Science; N: Nature of Science

TOPIC X: Evidence of Species ChangeNEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 15: Diversity and Evolution of Living OrganismsSC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Assessed as SC.7.L.15.2 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. AA (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Assessed as SC.7.L.15.2 (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

Big Idea 3: The Role of Theories, Laws, Hypothesis, and ModelsSC.7.N.3.1 Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. AA (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

E. Evidence of Scientific Theory of Evolution

1. History of Theory

2. Plants3. Animals4. Anatomical

evidence

F. Adaptations/Natural Selection

1. Factors2. Isolation3. Mechanisms4. Survivorship

curves5. Genetic

Variation

G. Extinction

Relate how species’ inability to adapt may contribute to their extinction

Cite examples that show how genetic variation and environmental factors contribute to the scientific theory of evolution by natural selection and diversity of organisms

Explain which plant adaptations make it possible for plants to survive on land and water

Identify plants that have been on Earth since the Dinosaurs

Identify the factors that contribute to natural selection in a species

Explain how various animals (chameleon, birds, and penguins) have adapted to their environments

Research to discover an extinct organism that was not able to adapt to its changed environment

Design an activity that shows how the Peppered Moth can blend into its environment

Design an experiment that demonstrates the benefits of different types of evolutionary adaptations such as camouflage.

Observe and analyze the adaptations in a species that ensure its survival until it reproduces

Distinguish between scientific theories and laws Explain ways in which genetic variation and

environmental factors contribute to evolution by natural selection and diversity of organism

Identify and explain how a species’ inability to adapt may contribute to the extinction of that species

Identify and explain ways in which fossil evidence is consistent with the scientific theory of evolution

See Learning Goals p. 3 – 5

Core Text Book: Pearson Interactive Science Florida Ch. 11Vocabulary: diversity, natural selection, theory, camouflage, genetic variation, extinction, Theory of Evolution, fossil, adaptationTechnology:1. Pearson My Science Online 2.StudyJams: Plant Adaptations, Animal Adaptations , Scientific Theory & Evidence ,

Angiosperms, Gymnosperms3.BBC: Organisms in their Environment, Theory of Evolution4.BRAINPOP: Scientific Method, Natural Selection, Charles Darwin,5.GIZMOS: Human Evolution - Skull Analysis , Evolution: Mutation and Selection ,

Evolution: Natural and Artificial Selection , Microevolution , Natural Selection 6.Plant Evolution Web Quest 7.Recipe for Evolution: Variation, Selection & Time 8.Build a Fish 9.Sources of Variation 10.Artificial vs. Natural Selection Strategies: Powerpoint, Interactive Chalkboard, Small Groups, concept mapping, student researcho ELL: Adaptations and Survivalo Enrichment: Various Power Points for Adaptationso SPED:Assessment: Adapt to Fit Quiz, Compete or Die Quiz,lab report, research presentation, concept map, Formative Assessment Probes: Habitat Change (v2); Biological Adaptation (v4); Adaptation (v4); Is it “Fitter” (v4)

Labs:1. TX Lab-Zone Labs: Nature at Work, Understanding Evolution, Finding Proof, Bird

Beak Adaptations, Large Scale Isolation, Grocery Gene Pool, Disappearing Act2. CPALMS Resource: Bird Buffet(Animal Survival)3. EL: Bird Beaks4. M&M Survival Challenge

Related Program:

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Step Process in the rock cycle How to model process with crayons1

2

3

4

5

6

Create a diagram of the rock cycle that you modeled:

11

Introduction:The Rock Cycle is a never ending process. Igneous rock forms from the cooling of magma or lava. Weathering breaks down rock into sediments that are compacted and cemented into sedimentary rock. Under great heat and pressure inside Earth’s crust, rocks are changed into metamorphic rock. Through the rock cycle, each type of rock can change into any of the others. In the following activity, you will design a model to display the steps of the rock cycle.

Consider each crayon as a different type of rock.

How can the processes within the rock cycle be modeled?After each modeled stage of your rock cycle, sketch a top view and side view of your product Step 1Top view Side view

Step 2Top view Side view

Step 3Top view Side view

Step 4Top view Side view

Step 5Top view Side view

Step 6Top view Side view

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13

14

How do processes on Earth shape the surface of the Earth?

Claim:

Evidence:

Reasoning:

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Conclusion Writing - Claim-Evidence-Reasoning

• Students should support their own written claims with appropriate justification.

• Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000).

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CIS: Do Earthquakes Deposit Gold?

Do Earthquakes Deposit Gold? New Study Shows That Fault Lines May Be

Linked To the Precious Metal

The tyrannosaur of the minerals, this gold nugget in quartz weighs more than 70 ounces (2 kilograms).

From Becky Oskin, OurAmazingPlanet Staff Writer:Earthquakes have the Midas touch, a new study claims.

P1 Water in faults vaporizes during an earthquake, depositing gold, according to a model published in the March 17 issue of the journal Nature Geoscience. The model provides a quantitative mechanism for the link between gold and quartz seen in many of the world's gold deposits, said Dion Weatherley, a geophysicist at the University of Queensland in Australia and lead author of the study.

P2 When an earthquake strikes, it moves along a rupture in the ground — a fracture called a fault. Big faults can have many small fractures along their length, connected by jogs that appear as rectangular voids. Water often lubricates faults, filling in fractures and jogs.P3 About 6 miles (10 kilometers) below the surface, under incredible temperatures and pressures, the water carries high concentrations of carbon dioxide, silica and economically attractive elements like gold.

Shake, rattle and goldP4 During an earthquake, the fault jog suddenly opens wider. It's like pulling the lid off a pressure cooker: The water inside the void

17

CIS: Do Earthquakes Deposit Gold?

instantly vaporizes, flashing to steam and forcing silica, which forms the mineral quartz, and gold out of the fluids and onto nearby surfaces, suggest Weatherley and co-author Richard Henley, of the Australian National University in Canberra.

P5 While scientists have long suspected that sudden pressure drops could account for the link between giant gold deposits and ancient faults, the study takes this idea to the extreme, said Jamie Wilkinson, a geochemist at Imperial College London in the United Kingdom, who was not involved in the study.

P6 "To me, it seems pretty plausible. It's something that people would probably want to model either experimentally or numerically in a bit more detail to see if it would actually work," Wilkinson told OurAmazingPlanet.

P7 Previously, scientists suspected fluids would effervesce, bubbling like an opened soda bottle, during earthquakes or other pressure changes. This would line underground pockets with gold -. Others suggested minerals would simply accumulate slowly over time.P8 Weatherley said the amount of gold left behind after an earthquake is tiny, because underground fluids carry at most only one part per million of the precious element. But an earthquake zone like New Zealand's Alpine Fault, one of the world's fastest, could build a mineable deposit in 100,000 years, he said.P9 Surprisingly, the quartz doesn't even have time to crystallize, the study indicates +. Instead, the mineral comes out of the fluid in the form of nanoparticles, perhaps even making a gel-like substance on the fracture walls. The quartz nanoparticles then crystallize over time.

P10 Even earthquakes smaller than magnitude 4.0, which may rattle nerves but rarely cause damage, can trigger flash vaporization, the study finds.

P11 "Given that small-magnitude earthquakes are exceptionally frequent in fault systems, this process may be the primary driver for

18

CIS: Do Earthquakes Deposit Gold?

the formation of economic gold deposits O," Weatherley told OurAmazingPlanet.

The hills have goldP12 Quartz-linked gold has sourced some famous deposits, such as the placer gold that sparked the 19th-century California and Klondike gold rushes. Both deposits had eroded from quartz veins upstream. Placer gold consists of particles, flakes and nuggets mixed in with sand and gravel in stream and river beds. Prospectors traced the gravels back to their sources, where hard-rock mining continues today.P13 But earthquakes aren't the only cataclysmic source of gold. Volcanoes and their underground plumbing are just as prolific, if not more so, at producing the precious metal. While Weatherley and Henley suggest that a similar process could take place under volcanoes, Wilkinson, who studies volcano-linked gold, said that's not the case.P14 "Beneath volcanoes, most of the gold is not precipitated in faults that are active during earthquakes," Wilkinson said. "It's a very different mechanism."

P15 Understanding how gold forms helps companies prospect for new mines. "This new knowledge on gold-deposit formation mechanisms may assist future gold exploration efforts," Weatherley said.

P16 In their quest for gold, humans have pulled more than 188,000 tons (171,000 metric tons) of the metal from the ground, exhausting easily accessed sources, according to the World Gold Council, an industry group.

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CIS: Do Earthquakes Deposit Gold?

Benchmarks: Carefully select text that aligns with State Standards/Benchmarks

Title of Text/Article: Do Earthquakes Deposit Gold? New Study Shows That Fault Lines May Be Linked To the Precious Metal

NGSSS for Science Benchmarks:

Comprehensive Science 2 (200207001)SC.7.P.11.4 Observe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA)SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA)

Content Integration Comprehensive Science 2 (200207001)The student will be able to: Identify and describe steps of the rock cycle and relate them to surface and sub-surface

events. Classify the movement of plates by identifying the events/feature that are caused by

them Describe the scientific theory of plate tectonics and how the movement of Earth’s

crustal plates and flow of heat and material cause various geologic events to occur

CCSS ELA & Literacy in History/Social Studies, Science, and Technical Subjects

LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Teacher Notes: Materials:

o Text or article (of sufficient complexity to promote high-level thinking)o Sticky notes (for opening “hook question, question generation, written responses, etc.)o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question Generation,

etc.)o Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question

Generation). Preparations:

o Number paragraphs of selected text/article for ease of locating text evidence during discussions.

o Develop and display Final/Complex Text-Based Question at the beginning of the lesson to communicate upfront for students the lesson’s final question and learning outcome.

o Text-marking: Develop and display a code system appropriate for the CIS text to use in text-marking. Select a small text segment and preplan corresponding coding example(s) to model the text-marking process for students.

o Any audio visuals, specimens, and/or samples to enhance lesson.

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CIS: Do Earthquakes Deposit Gold?

* * * CIS Step 1 * * * Hook Question: How can earthquakes affect our economy?

Individual responses

Predictive Written Response to Complex Text-Based QuestionWhat is important to consider about the processes and outcomes of earthquakes?

Academic or Discipline Specific Vocabulary Word Part or Context

Para-graph # Academic or Discipline Specific Vocabulary Word Part or

Context1 vaporizes- To convert into a

gascontext

1 quantitative-of, relating to measurement

context

2 Fracture- a crack or a fault in a rock

context

Vocabulary Instruction

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CIS: Do Earthquakes Deposit Gold?

* * * CIS Step 1 * * *Tasks: Teacher asks hook question to launch opening discussion, reads aloud to students while students mark text, students read the text and participate in directed note-taking.

Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text.

Predictive Written Response to Complex Text-Based QuestionWhat is important to consider about the processes and outcomes of earthquakes?

Vocabulary Instruction Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix)

and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction:

o record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc.

opost word parts, words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons.

Reading #1Text-marking + – this section of text shows a fact based on evidence- – this section of text shows an opinion based on someone’s thoughtsP – this section of text shows a process of the earthquakeO – this section of text shows an outcome of the earthquake processes

Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner.

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CIS: Do Earthquakes Deposit Gold?

Reading #2Directed Note-Taking

Guiding Question: Using evidence from the text and video clip, what is important to consider about the processes and outcomes of earthquakes?Para-graph # + Fact

based on evidence

- Opinion based on thoughts

Process Outcome

1 Water in faults vaporizes during an earthquake, depositing gold.

X X X

3 Water carries high concentrations of carbon dioxide, silica and economically attractive elements, like gold.

X X

4 The steam from the earthquake forces gold out onto the surface.

X x X

First Draft Written Response to Essential QuestionUsing evidence from the text, what is important to consider about the processes and outcomes of earthquakes?

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CIS: Do Earthquakes Deposit Gold?

Reading #2Directed Note-Taking - Record notes containing the most important information relevant to the guiding question

Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently.

Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text.

First Draft Written Response to Essential Question Using evidence from the text, what is important to consider about the processes and

outcomes of earthquakes? Ask students to complete the second Written Response. Variations for this Written Response: Sticky notes quick writes, collaborative partners,

written conversations

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CIS: Do Earthquakes Deposit Gold?

* * * CIS Step 2 * * *Reading #3Question Generation

Question Generation: How do earthquakes impact gold exploration?Para-graph #

Questions Check relevant categories below

+ Fact based on evidence

- Opinion based on thoughts

Process Outcome

11 Can more gold be retrieved from earthquakes with higher magnitudes?

X X

11 How should gold explorers pursue gold more safely? X X13 Can gold be found as a result of other geologic

processes?X X

* * * CIS Step 3 * * *Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, which factor, most likely, is the primary issue when considering the impact of earthquakes on our economy?

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CIS: Do Earthquakes Deposit Gold?

* * * CIS Step 2 * * *Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions.

Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

Reading #3Question Generation

Teacher models re-reading a portion of the text and generates one or two questions. Students continue to review/scan the text and use their recorded notes to generate

questions about information in the text collaboratively or independently. To conclude question generation, the teacher has students:

share their questions with the related category whole class and discuss which questions they have in common, and which questions are most relevant or significant to their learning.

record/post common and relevant/significant questions to encourage:

o extended efferent text discussion

o students to seek/locate answers in text-reading throughout the remainder of the chapter/unit focusing on unanswered questions in collaborative inquiry.

* * * CIS Step 3 * * *Task: Teacher posts a Complex Text-Based question, students discuss answers, and review/revise answers to the final/Complex Text-Based question based on discussion.

Purpose: To provide opportunities for students to interact with the text and with their peers to:

identify text information most significant to the final/essential question. facilitate complex thinking and deep comprehension of text.

The Final Written Response will be used as an assessment for student learning. The Final Written Response can be used as an assessment for student learning, aligning to

FCAT Item Specifications.

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FOSSILS AND THE LAW OF SUPERPOSITION

Benchmarks:SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. (Assessed as SC.7.E.6.4)SC.7.E.6.4 Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. (AA)

Objective/Purpose: Students will use their knowledge about fossils to arrange fossil pictures in

sequence from oldest to youngest. Explain how fossils can be used to make inferences about past life, climate,

geology, and environments.

Materials: Pencils

Colored Pencils

Drawing Paper

Cardstock

Handouts: Nonsense Cards Set A Fossils Cards Set B (1) , Fossils Cards Set B (2) , Stratigraphic Section for Set B ,

Background:Scientists have good evidence that Earth is very old, approximately four and one-half billion years old. Scientific measurements such as radiometric dating use the natural radioactivity of certain elements found in rocks to help determine their age. Scientists also use direct evidence from observations of the rock layers themselves to find the relative age of rock layers. Specific rock formations are indicative of a particular type of environment existing when the rock was being formed. For example, most limestone represents marine environments, whereas, sandstones with ripple marks might indicate a shoreline habitat or riverbed.

The study and comparison of exposed rock layers or strata in different areas of Earth led scientists in the early 19th century to propose that the rock layers could be

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correlated from place to place. Locally, physical characteristics of rocks can be compared and correlated. On a larger scale, even between continents, fossil evidence can help in matching rock layers. The Law of Superposition, which states that in an undisturbed horizontal sequence of rocks the oldest rock layers will be on the bottom, with successively younger rocks on top of these, helps geologists correlate rock layers around the world. This also means that fossils found in the lowest levels in a sequence of layered rocks represent the oldest record of life there. By matching partial sequences, the truly oldest layers with fossils can be worked out.

By correlating fossils from various parts of the world, scientists are able to give relative ages to particular strata. This is called relative dating. Relative dating tells scientists if a rock layer is “older” or “younger” than another. This would also mean that fossils found in the deepest layer of rocks in an area would represent the oldest forms of life in that particular rock formation. In reading Earth history, these layers would be “read” from bottom to top or oldest to most recent. If certain fossils are typically found only in a certain rock unit and are found in many places worldwide, they may be useful as index or guide fossils in finding the age of undated strata. By using this information from rock formations in various parts of the world and correlating the studies, scientists have been able to construct the geologic time scale: This relative time scale divides the vast amount of Earth history into various sections based on geological events (sea encroachments, mountain-building, and depositional events), and notable biological events (appearance, relative abundance, or extinction of certain life forms).

Part 1:1. Using the “nonsense” cards with letters, sequence the eight cards by comparing

letters that are common to individual cards, and therefore, overlap. The first card in the sequence has “TC” on it. If the letters “T” and “C” represent fossils in the oldest rock layer, they are the oldest fossils, or the first fossils formed in the past for this sequence of rock layers.

2. Now, look for a card that has either a “T” or “C” written on it. Since this card has a common letter with the first card, it must go on top of the “TC” card. The fossils represented by the letters on this card are “younger” than the “T” or “C” fossils on the “TC” card and indicates fossils in the oldest rock layer. Sequence the remaining cards by the same process. When done you should have a vertical stack of cards with the top card representing the youngest fossils of this rock sequence and the “TC” card at the bottom of the stack indicating the oldest fossils.

Discussion:1. After putting the cards in order, write down the sequence for easy checking. Start

at the bottom going oldest to youngest. 2. How do you know “X” is older than “M”? 3. Explain why “D” in the rock layer represented by DM is the same age as “M.” 4. Explain why “D” in the rock layer represented by the OXD is older than “D” in the

rock layer represented by DM.

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Part 2:1. Look carefully at the second set of cards with sketches of fossils on them. Each

card represents a particular rock layer with a collection of fossils that are found in that particular rock stratum. All of the fossils represented would be found in sedimentary rocks of marine origin. Figure A gives some background information on the individual fossils.

2. The oldest rock layer is marked with the letter “M” in the lower left-hand corner. Don’t worry about the other letters at this time. Ask students to find a rock layer that has at least one of the fossils you found in the oldest rock layer. This rock layer would be younger as indicated by the appearance of new fossils in the rock stratum. Keep in mind that extinction is forever. Once an organism disappears from the sequence it cannot reappear later. Use this information to sequence the cards in a vertical stack of fossils in rock strata. Arrange them from oldest to youngest with the oldest layer on the bottom

Assessment: Write a short paragraph explaining the Law of Superposition (C-E-R).

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BECOMING WHALES: FOSSIL RECORDS

Benchmarks:SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. (Assessed as SC.7.L.15.2) SC.7.N.1.3 Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. (Assessed as SC.7.N.1.1)SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. (AA)SC.7.N.1.7 Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. (Assessed as SC.7.N.2.2)

Objectives/Purpose: 1. Examine evidence of evolutionary history of modern whales by investigating the fossil record

(paleontological evidence) of several whale “cousins” from the Eocene Epoch (~58-35 mya).2. Construct the evolution of modern whales along a timeline of the history of the Earth and

discuss the age of the Earth along with the time frame in which macroevolution occurs.3. Compare the evidence to the understanding evolution of whales to the scientific theory of

evolution.

Pre-activity Discussion:1) Has anyone seen a real whale? Where? What kind? What kind of animal is a whale? What

are some of their mammalian features 2) How big are these whales? As big as a room? Bigger? Smaller? 3) Discuss “What Kind of Creature is a Whale”

a. [a Mammal]..... some of their features? Big, swim in oceans, nurse their young, hair…

b. Hind limb buds on whale embryo, Hip bones in adult whales

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4) Hypothesize where you believe whales came from and illustrate what whales may have looked like long ago.

Introduction:So how did whales get here? What did they once look like?If, as it is widely believed by paleontologists, whales did evolve from terrestrial mammals, we should be able to find the fossil remains of early “pre-whales”, probably somewhat whale-like, but with legs of varying degrees of reduction and certain other features of varying degrees of similarity to ancestral and modern whales.

You are being provided with five drawings of fossils whales (either in full or partial), that lived between 55 and 34 million years ago and reconstructions of what these “whales in the making” may have looked like. You are also provided some brief information on the critical morphological (=shape or form) features that paleontologists used to situate these fossil species when they existed during the Eocene Epoch, an epoch that began approximately 58 million years ago. In groups of 2-4, arrange these early whale “cousins” in the order on the Eocene timeline in which you think they may have appeared in the fossil record. Be sure to write down the evidence upon which you based your decisions.

Procedures: Review and discuss how the arrangement of the whale fossils differed from that suggested by the handouts.Cite evidence of what you/your group discovered using the following questions:

1. Which typical whale traits seemed to be the earliest to appear and which evolved much later?

2. Looking at the ages of sediments where fossils were found, where would you start looking for fossils that would shed more light on whale origins? Which traits would you expect or hope to find?

3. How closely do the intermediate traits of Ambulocetus fit into the sequence between the mesonychids and Rodhocetus?

4. Explain why the absence of transitional (intermediate) fossils is not a fair argument against evolution.

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Whale Evolution Data Table:

Name Mesonychidse.g.

Pachyaena

Pakicetus Ambulocetus Rhodocetus Basilosaurus Archaelcetes

Geological age (mya)

Habitat (land, fresh

water, marine, shallow sea, open ocean)

Skull, teeth, ear structure,

types most like….

aquatic or land

mammal?Limbs and tail:

Description:

Did it swim?

How?

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