MYP unit planner

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22 févr. 2014 (il y a 3 années et 8 mois)

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MYP unit planner

Unit
t
itle

Unit 3 Earth’s Systems
; Rocks and Minerals/Plate
Tectonics

Teacher(s)

Megan Bonafede and Claudia Murphy

(2013
-
2014)

Subject and
g
r
ade
l
evel

Science Year 1

Time frame and
d
uration

8 weeks

Learner Profile

Inquirer, thinkers,
communicators

Stage 1: Integrate significant concept, area of i
nt
eraction and

unit

question


Trans disciplinary Theme/Global
Context

Global contexts provide shared
starting points for inquiry into what
it means to be internationally
minded. Intercultural

understanding and global
engagement through these
contexts build on the powerful
themes of global significance that
structure teaching and learning in
the PYP.


Significant
c
oncept(s)

What are the big ideas? What do
we

want
our

students to retain for
years into the future?

How the world works/Scientific
and technical innovation


Geoscience processes provide
resources needed by society but
also cause natural hazards that
present risks to society; both
involve technological
challenges,
for the identification and
development of resources and for
the mitigation of hazards.


The Earth is a dynamic system
that is constantly changing.


MYP
u
nit
q
uestion

What
processes
are
in place that cause
change?



A
ssessment

What task
(s)

will allow st
udents the opportunity to respond to

the unit
quest
ion
?

What will constitute acceptable evidence of understanding?

How will students show
what they have understood?

Scientific Investigation

Which specific MYP objectives will be addressed
during this unit?

D Scientific Inquiry

-
with guidance, articulate the problem or research question to be test by a scientific
investigation consistent with the level of complexity of the units of work covered

-
ask questions of the type: “What will happen
if?”, “Why does this happen when?”,
and make predictions (“If I do this, then this will happen…”), consistent with the level
of complexity of the nits of work covered.

E

Processing Data

-
with guidance, analyse data/information to identify trends, patterns
and
relationships, and use the data to convey understanding/interpretation

F

Attitudes in Science

-
work effectively as individuals and as part of a group by collaborating with others

Which MYP assessment criteria will be used?

Criterion D: Scientific
Inquiry

Criterion E
: Processing Data

Criterion F
: Attitudes in Science

Stage 2: Backward planning: from the

assessment to

the

learning activities

through inquiry

Content

What knowledge and/or skills (from
the
course overview) are going to be used to
enable the student to respond to the
unit
question?

What (if any) state, provincial, district, or local standards/skills are to be addressed?

How can they be unpacked to develop the
significant concept(s)

for stage 1?

What interactions between the air, water, and land function as forces to form
and change rocks and minerals?

-
Draw or make a model of the earth showing layers (lithosphere, hydrosphere, and
atmosphere)

-
State that rocks are made of minerals.

-
Identify mineral

s
amples

based on physical properties

using identification tests
-

streak, hardness, cleavage and luster, and reaction to acid.

-
Examine several common fossils and match them to their environment of
formation,
and the order in which they existed throughout time (superposition).

-
Explain how a fossil forms and what type of rock it is usually found in, and why.

-
Identify the three classes of rocks (metamorphic, igneous, and sedimentary) and
describe t
heir formation.

-
Use a diagram of the rock cycle to determine geological processes that led to the
formation of a rock type

-
Describe

the process of weathering

-
Describe soil formation (citing weathering) and list each of its components.

-
Explain how
sediment is transferred through the agents of gravity, wind, water, and
glaciers.

How does continuous change in Earth’s surface occur?

Define and explain the processes behind earthquakes, volcanoes, ocean basin
formation, and mountain building.

-

Plot the
location of recent earthquake and volcanic activity on a map and
identify patterns of distribution

Using a

model, label the layers of the earth and describe the properties of each layer
including temperature, pressure, and composition.

Describe the differ
ence in wave behavior in different layers of the earth and what
these differences signify (that there are different layers).

Explain that movements of the crust cause layers to become faulted, folded, or
displaced.

State that the evidences of continent shape, and geological feature and fossil
correlation suggest that Continental Drift did occur.

The Earth’s crust is broken into plates that float on the plastic upper mantle.

Convection cells in the mantle are respon
sible (the force) for the movement of the
continents.

Identify the direction of plate movement given a world plate map with the different
types of plates
labelled

with their geological features.



Vocabulary


Earthquakes

Volcanoes

Mountain Building

Ocean basins

Interior

Heat flow

Convection current

Crust

Mantle

Outer core

Inner core

Earthquake waves

seismic

Fault

Fold

Displaced layer

Earthquakes

Gravity

Continental drift

Plate tectonics

Mantle

Convection

Convection cells

Sea floor
spreading

Mid
-
ocean range

Sedimentary

Igneous

Metamorphic

Characteristics

Environments

Magma

Lava

Fossil

Superposition

Rock

Mineral

Physical property

Rock
-
former

Mineral streak

Mineral hardness

Hydrochloric acid

Sediment

Glaciers

Rock cycle

Geologic processes

Erosion

Weathering

Melting

Crystallization

Recrystallization

Agents of metamorphism
-
heat,
pressure, chemicals

Compaction

Cementation

Soil

Organic material

Lithosphere

Crust

Sphere

Hydrosphere

water


Next Generation Science
Standards (NGSS)

MS
-
ESS2
-
1. Develop a model to describe the cycling of Earth’s materials and the
flow of energy that drives this process.

[Clarification Statement: Emphasis is on the
processes of melting, crystallization, weathering, deformation, and sedim
entation,
which act together to form minerals and rocks through the cycling of Earth’s
materials.] [Assessment Boundary: Assessment does not include the identification
and naming of minerals.]


MS
-
ESS2
-
2. Construct an explanation based on evidence for how

geoscience
processes have changed Earth’s surface at varying time and spatial scales.

[Clarification Statement: Emphasis is on how processes change Earth’s surface at
time and spatial scales that can be large (such as slow plate motions or the uplift of
l
arge mountain ranges) or small (such as rapid landslides or microscopic
geochemical reactions), and how many geoscience processes (such as
earthquakes, volcanoes, and meteor impacts) usually behave gradually but are
punctuated by catastrophic events. Examp
les of geoscience processes include
surface weathering and deposition by the movements of water, ice, and wind.
Emphasis is on geoscience processes that shape local geographic features, where
appropriate.]


MS
-
ESS2
-
3. Analyze and interpret data on the distribution of fossils and rocks,
continental shapes, and seafloor structures to provide evidence of the past plate
motions.



Next Generation Science Core Ideas


ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor at ridges and destroy
old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS
-
ESS2
-
3)


ESS2.A: Earth’s Materials and Systems

All Earth processes are the result of energy flowing and matter c
ycling within and
among the planet’s systems. This energy is derived from the sun and Earth’s hot
interior. The energy that flows and matter that cycles produce chemical and
physical changes in Earth’s materials and living organisms. (MS
-
ESS2
-
1)


The plan
et’s systems interact over scales that range from microscopic to global in
size, and they operate over fractions of a second to billions of years. These
interactions have shaped Earth’s history and will determine its future. (MS
-
ESS2
-
2)


ESS2.B: Plate Tec
tonics and Large
-
Scale System Interactions

Maps of ancient land and water patterns, based on investigations of rocks and
fossils, make clear how Earth’s plates have moved great distances, collided, and
spread apart. (MS
-
ESS2
-
3)


Approaches to
l
earning

How will this unit contribute to the overall development of subject
-
specific and
general
approaches to learning

skills?

Information Literacy

-
Selecting and organizing information

-
making connections between a variety of resources

-
researching from a
variety of sources using a range of technologies

-
identifying primary and secondary resources


Thinking

-
inquiring and applying knowledge and concepts


Transfer

-
making connections


Communication

-
presentation skills using a variety of media

-
using and int
erpreting a range of content
-
specific terminology

Learning
e
xperiences

How will students know what is
expected of them? Will they see
examples, rubrics, templates?

How will students acquire the
knowledge and practise the skills
required? How will they
practise
applying these?

Do the students have enough prior
knowledge?

How will we know?


Teaching
s
trategies

How will we use formative assessment to
give students feedback during the unit?

What different teaching methodologies will
we employ?

How are we differentiating teaching and
learning for all?
How have
we
made
provision for

those learning in a language
other than their mother tongue?
How have
we considered those with special
educational needs?

General Skills:

Students will follow
safety procedures, use appropriate
units for measured or calculated
values, recognize and analyze
patterns/trends, classify objects
according to and established scheme,
develop dichotomous key, sequence
events, identify cause
-
and
-
effe
ct
relationships, and interpret results.


General Skills:

Safely and accurately
use the following measuring tools:
metric ruler, balance, stopwatch,
graduated cylinder, thermometer,
spring scale, and voltmeter.


-
Plot locations on the Earth’s surface
usin
g latitude and longitude, indicate
its position on a map and determine
the latitude and longitude of a given

Formative Assessments


-
Quick writes

-
labs


Teaching Methods


-
Use of graphic organizers

-
Short answer responses

-
Cornell Notes

-
Philosophical Chairs

-
Socratic Seminars

-
WICOR Strategies

-
Other AVID
Science
specific strategies


Differentiated Teaching

-
Pre
-
teaching vocabulary

-
Graphic organizers

-
Use of small group read alouds

-
Guided notes

location on a map

-
Generate and interpret field maps
including topographic maps.

-
Model the

Layers of the Earth

-
Determine the amount of the surface
of the earth that is covered with
water.

-
Discuss all the formats of water
found on the earth


ground water,
glaciers, icebergs, lakes, oceans, and
water vapor.

-
Show a Moh’s scale of hardness and
look at several sam
ples at several
levels relate the hardness of everyday
objects to the chart (f
ingernail, penny,
nail, glass).


-
observe different fossils

-
Compare and contrast different
samples of rocks from rock cycle

-
demonstrate how rocks weather

-
Look at soil under a magnifier and
look at components.

-
Plot process of a rock cycle diagram

-
Plot occurrences on maps and draw
conclusions.

-
Use a slinky to simulate the
difference between wave behavior in
different mediums or layers of the
earth.

-
La
bel and identify layers of the earth
using a model or diagram.

-
Use foam layers or models of
geologic cross sections to sequence
events.

-
Sequence events and show that
layers begin or are laid down
horizontally.

-
Label the processes that could have
caus
ed different strata situations.

-
Field trip to view road cuts or stream
beds, etc…

-
Cut out continents and try to fit them
back together.

-
Look at fossil similarities on both
sides of the Atlantic Ocean.

-
Match fossils and mountain ranges
on both side
s of the Atlantic
-

Africa
and South America.

-
Model the process of breakup with
sponge continents and soapy water.

-
The student will describe the process
of convection using a model, sketch,
or drawing.

-
Show a model of convection using a
hot plate and
various materials.

-
Scaffolded questions



-
Calculate the rate of movement of
the continents over time
(Interdisciplinary with math)

-
Reference the inferred properties of
the Earth’s Interior Chart from the
ESRT

-
Plot earthquake locations of a world
map using longitude and lat
itude.

-
Locate areas of future seismic
activity.

-
Sketch in the direction of movement
for the plates.


Resources

What
resources are available to us?

How will our classroom environment, local environment and/or the community be
used to facilitate students’ experiences during the unit?

-
newspapers

-
maps

-
Encarta CD

-
AVID Write Path Science Guide

O
ngoing

reflections and evaluation

In keeping an ong
o
ing record, consider the following questions.

There are
further stimulus questions
at the end of the “Planning for teaching and
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sec瑩潮t

MYP:
F
rom principles into practice
.

Students and
t
eachers

What did we find compelling?

Were
our disciplinary knowledge
/skills

challenged in
any way?

What

inquiries arose during the learning?

What, if any, extension activities arose?

How did we

reflect

both on the unit and on our own learning?

Which

attributes of the learner profile were encouraged through this unit?
What

opportunities
were there
for
student
-
initiated
action?

Possible connections

How successful was the collaboration with other teachers within my subject group
and from other subject
groups?

What interdisciplinary understandings were

or could be

forged through

collaboration

with other
subjects
?

Assessment

Were students able to demonstrate their learning?

How d
id the
assessment tasks allow students to demonstrate the learning objectives

identified for this unit?

How did
I make sure students were invited to achieve at all
levels of the criteria descriptors?

Are we prepared for the next stage?

Data collection

How did
we

decide on the data to collect? Was it useful?















Figure
12

MYP unit planner