MYP unit planner
Unit 3 Earth’s Systems
; Rocks and Minerals/Plate
Megan Bonafede and Claudia Murphy
Science Year 1
Time frame and
Stage 1: Integrate significant concept, area of i
Trans disciplinary Theme/Global
Global contexts provide shared
starting points for inquiry into what
it means to be internationally
understanding and global
engagement through these
contexts build on the powerful
themes of global significance that
structure teaching and learning in
What are the big ideas? What do
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
for the identification and
development of resources and for
the mitigation of hazards.
The Earth is a dynamic system
that is constantly changing.
in place that cause
will allow st
udents the opportunity to respond to
What will constitute acceptable evidence of understanding?
How will students show
what they have understood?
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.
with guidance, analyse data/information to identify trends, patterns
relationships, and use the data to convey understanding/interpretation
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
: Processing Data
: Attitudes in Science
Stage 2: Backward planning: from the
What knowledge and/or skills (from
course overview) are going to be used to
enable the student to respond to the
What (if any) state, provincial, district, or local standards/skills are to be addressed?
How can they be unpacked to develop the
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
State that rocks are made of minerals.
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
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
Use a diagram of the rock cycle to determine geological processes that led to the
formation of a rock type
the process of weathering
Describe soil formation (citing weathering) and list each of its components.
sediment is transferred through the agents of gravity, wind, water, and
How does continuous change in Earth’s surface occur?
Define and explain the processes behind earthquakes, volcanoes, ocean basin
formation, and mountain building.
location of recent earthquake and volcanic activity on a map and
identify patterns of distribution
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
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
Identify the direction of plate movement given a world plate map with the different
types of plates
with their geological features.
Agents of metamorphism
Next Generation Science
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
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.]
2. Construct an explanation based on evidence for how
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
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
3. Analyze and interpret data on the distribution of fossils and rocks,
continental shapes, and seafloor structures to provide evidence of the past plate
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.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
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.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
How will this unit contribute to the overall development of subject
approaches to learning
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
inquiring and applying knowledge and concepts
presentation skills using a variety of media
using and int
erpreting a range of content
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
Do the students have enough prior
How will we know?
How will we use formative assessment to
give students feedback during the unit?
What different teaching methodologies will
How are we differentiating teaching and
learning for all?
those learning in a language
other than their mother tongue?
we considered those with special
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
relationships, and interpret results.
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
g latitude and longitude, indicate
its position on a map and determine
the latitude and longitude of a given
Use of graphic organizers
Short answer responses
Use of small group read alouds
location on a map
Generate and interpret field maps
including topographic maps.
Layers of the Earth
Determine the amount of the surface
of the earth that is covered with
Discuss all the formats of water
found on the earth
glaciers, icebergs, lakes, oceans, and
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
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
Use a slinky to simulate the
difference between wave behavior in
different mediums or layers of the
bel and identify layers of the earth
using a model or diagram.
Use foam layers or models of
geologic cross sections to sequence
Sequence events and show that
layers begin or are laid down
Label the processes that could have
ed different strata situations.
Field trip to view road cuts or stream
Cut out continents and try to fit them
Look at fossil similarities on both
sides of the Atlantic Ocean.
Match fossils and mountain ranges
on both side
s of the Atlantic
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,
Show a model of convection using a
hot plate and
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
Plot earthquake locations of a world
map using longitude and lat
Locate areas of future seismic
Sketch in the direction of movement
for the plates.
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?
AVID Write Path Science Guide
reflections and evaluation
In keeping an ong
ing record, consider the following questions.
further stimulus questions
at the end of the “Planning for teaching and
rom principles into practice
What did we find compelling?
our disciplinary knowledge
inquiries arose during the learning?
What, if any, extension activities arose?
How did we
both on the unit and on our own learning?
attributes of the learner profile were encouraged through this unit?
How successful was the collaboration with other teachers within my subject group
and from other subject
What interdisciplinary understandings were
or could be
Were students able to demonstrate their learning?
assessment tasks allow students to demonstrate the learning objectives
identified for this unit?
I make sure students were invited to achieve at all
levels of the criteria descriptors?
Are we prepared for the next stage?
decide on the data to collect? Was it useful?
MYP unit planner