Objectives - Tennessee STEM Innovation Network · Web view2013-2014 School Year. Grade: 7th Lesson Title: May the Force Be With You, Earth! The Resources and Physical Forces of Our

Fossil Fuels Days 1-10

Social StudiesLesson Plan

2013-2014 School Year Grade: 7th

Lesson Title: May the Force Be With You, Earth! The Resources and Physical Forces of Our Planet.

STRANDSEconomicsGeographyLESSON OVERVIEW Summary of the task, challenge, investigation, career-related scenario, problem, or community link.

This lesson is focused on Earth’s physical geography, from the resources it provides, human consumption of such resources and impact on Earth, as well as the forces that shape the way our world looks to us. The content and curriculum standards are strongly tied to the science content and students will be making calculations in a variety of activities pertaining to energy consumption. Nearly every day of this unit requires students to write, either expository or reflective. The strong cross-curricular ties are particularly evident in the unit culminating event, Journey to the Center of the Earth.

MOTIVATOR Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)

The motivators for the days in this unit are primarily video clips that are hip and engaging. Students will also practice answering state achievement practice questions as they get approach the state testing.

DAY Objectives Materials & Resources Instructional Procedures Differentiated Assessment

(I can….) Instruction

1 I CAN distinguish between renewable and nonrenewable resources.

iPad Socrative.com Video: Coal Energy

Drink (Appendix A) Doceri App (or other

whiteboard iPad application)

U.S. Energy Consumption 2001 Graph (Appendix B)

Socrative.comPBS NOVA Video: “Energy Defined”

Essential Question:

What is energy?

What is the difference between renewable and nonrenewable resources?

Enrichment:

Heterogeneous grouping

Peer Tutoring High achieving

students may paraphrase the facts presented to them instead of filling in the blanks on the assignment sheet

Remediation:

Heterogeneous grouping

Peer Tutoring Extended time

on assignments for selected students

Check often for understanding of subject matter

Formative

Classroom discussion

Student observation

Exit ticket

Summative

Student mastery of the content standards will be assessed with an assessment at the end of the unit.

I. Activating Strategy:a. Play the “Coal Energy Drink” video for students.b. Ask students to discuss the impressions made by the

video with their classmates.

II. Teaching Strategy:a. Ask students what they thing of when they hear the word

“energy”. Record their answers on the Doceri app.b. As a class, develop definitions for the word “energy” and

term “energy source” (Definitions may include: the ability to do work and something that can be tapped to provide heat, chemical, mechanical, nuclear, or radiant energy, respectively). Encourage students to use their prior knowledge to develop definitions.

c. Have students “Think-Pair-Share” in order to create a list of as many energy sources as they can. Write this list on a new slide using the Doceri app (examples may include biomass, coal, geothermal, hydro, oil, solar, nuclear, etc.)

d. Tell students that their list of energy sources can be placed into two categories: renewable and nonrenewable. Display the following definitions:

i. Renewable – Energy resources that are replaced by natural processes at a rate comparable to their use.

ii. Nonrenewable resources – energy sources that

are limited and can eventually run out; these energy sources cannot be replaced on a timespan of human significance.

e. Using these definitions, ask students to identify the list of energy sources by circling each source in either green (renewable) or black (non—renewable).

f. Ask students to guess how much of the energy we use in the United States comes from renewable resources. Then, display the U.S. Consumption Pie Graph.

g. To give context to the percentage of renewable energy consumed in the United States, ask students to list as many uses of renewable resources as they can.

III. Summarizing Strategy:a. Using the short answer function on Socrative.com, have

students respond to the following prompt:

Take a mental trip into the future. It is fifty years from today. Half of all of the energy we use in the United States comes from renewables. Think of inventions that have made this possible. How are offices, schools, and houses heated and lighted? Where does the energy used to run factories come from? What do people use as means of transportation? Construct your answer in a well-developed paragraph.

b. Alternatively, the PBS NOVA video, “Energy Defined” may be played to summarize the content covered during class.

2 I CAN demonstrate

Socrative.com Paper bags filled with

Essential Question: How does energy consumption impact the availability of energy sources now and in the future?

Enrichment:

Heterogeneous

Formative

Student

how energy consumption impacts the availability of energy sources.

100 beans—94 of one color and 6 of another (one per group)

Extra beans of each color.

Student data sheet (Appendix A)

OnlineChartTool.com Renew-A-Bean Follow

Up Questions (Appendix B)

grouping Peer Tutoring Higher achieving

students may be assigned more difficult variations during round two of “Renew-A-Bean” (e.g. change in resource and consumption levels)

Remediation:

Heterogeneous grouping

Peer Tutoring Extended time

on assignments for selected students

Check often for understanding of subject matter

Choice: Students who need remediation with math skills may choose a variation that meets their skill

observation Class

discussion/informal questioning

Summative

Student mastery of the content standards will be assessed with an assessment at the end of the unit.

I. Activating Strategy:a. Using the short answer function on Socrative.com, have

students respond to the following questions:

Do you use the same amount of energy all day, or does the amount of energy you use vary at different times. Does energy use vary with the season? Do you use more or less energy than your parents did when they were in school?

II. Teaching Strategya. Explain to students that they will participate in a

simulation known as “Renew-A-Bean”, meant to model the affects of varying rates of energy consumption.

b. Procedures:i. Show the class one of the paper bags filled with

beans. Explain that the beans represent energy sources and then have students predict what type of energy (renewable/nonrenewable) each color represents.

ii. Tell students that they will draw beans from the paper bag in order to simulate energy use over time. Students in each group will take turns drawing a predetermined number of beans from the bag. Each drawing represents one decade.

iii. When a “renewable” bean is drawn, they should return it to the bag after they have tallied the beans drawn (i.e. before the next student draws). When a “nonrenewable” bean is drawn, students should set it aside as it had been used up.

iv. In the first round, students should draw 10 beans per decade, drawing until all of the

nonrenewable sources are used up.v. Students should record their results on their data

sheets.c. Once all of the groups are finished with round one, ask

students: “How many decades did it take to run out of nonrenewable energy sources? After they were gone, was there enough energy to meet the next decade’s energy needs? How could you make the energy supply last longer?

d. Instruct students to begin round two using one of the following variations. Students will need to compute the number of beans to draw before beginning the round:

i. Energy consumption increases by four percent per decade.

ii. Energy consumption decreases by two percent per decade

iii. Energy consumption decreases by four percent per decade.

iv. Renewables increase by six percent per decade; energy use remains constant.

v. Renewable increase by ten percent per decade; energy use remains constant.

III. Summarizing Strategya. Discuss with students the differences between the two

rounds.b. For homework, Instruct students to graph their results

from both rounds in a line graph using OnlineChartTool.com.

c. Additionally, students should answer the “Renew-A-Bean Follow Up Questions” for homework as well.

level.

3 I CAN identify changes in the physical environment that occur as a result of human activity.

Socrative.com iPad Article: The Poor Need

Cheap Fossil Fuels (Appendix A)

Article: Beijing Smog Is So Bad They’re Now Calling It a ‘Nuclear Winter’ (Appendix B)

Article: Mountaintop Removal Coal Mining Poisons Appalachia’s Waterways (Appendix C)

Organizational Reading Chart (Appendix D)

Essential Question: How does the extraction and consumption of fossil fuels impact earth’s physical environment and people?

Enrichment:

Heterogeneous grouping

Peer Tutoring Require students

to research a potentially harmful practice pertaining to either the extraction or consumption of fossil fuels. In response, students will write a letter to a policymaker on the local, state, or federal level voicing their concern and proposing a solution.

Remediation:

Heterogeneous grouping

Peer Tutoring Extended time

on assignments for selected

Formative:

Student observation

Class discussion Reading

Organizational Chart

Summative:

Student mastery of the content standards will be assessed with an assessment at the end of the unit.

I. Activating Strategy:a. Ask students to raise their hand if they have already used

fossil fuels in their daily activities.b. After a few answers and/or probing questions, reiterate

to students just how much modern society relies on fossil fuels, emphasizing that this can be both positive and negative.

II. Teaching Strategy:a. Instruct students to read the first article, The Poor Need

Cheap Fossil Fuels. Students will individually read the article and record the main ideas and correlating evidence/details on the Reading Organizational Chart. Instruct students to lock their iPad to indicate when they have finished reading.

b. Once all students have finished reading, within collaborative groups of three or four, give students time to share their main ideas and supporting evidence.

c. Repeat for the subsequent articles, Beijing Smog Is So Bad They’re Now Calling It a ‘Nuclear Winter’ and Mountaintop Removal Coal Mining Poisons Appalachia’s Waterways.

III. Summarizing Strategya. Review with students the three problems related to fossil

fuels they encountered in the reading for the day.

students Check often for

understanding of subject matter

4 Essential Question:

Project Day – Refer to Unit Plan

Journey to the Center of the Earth

5 I CAN explain the forces of weathering, erosion, and deposition.

Socrative.com iPad Photo of the Colorado

River within the Grand Canyon (Appendix A)

Activity follow-up questions (Appendix B)

Essential Question: What physical forces have shaped and formed Earth’s physical geography?

Enrichment:

Heterogeneous grouping

Peer Tutoring

Remediation:

Heterogeneous grouping

Peer Tutoring Extended time

Formative

Activity follow-up questions

Summarizing question submitted to Socrative.com

Informal questioning

Summative

I. Activating:a. Display the picture of the Grand Canyon to students.

Then, say to students:

I am the Colorado River. About 6 million years on the high-level Colorado Plateau, I began to change the land.

What I did is considered by geologists to be one of the Seven Wonders of the Natural World. Today, you will build a model that demonstrates how I might have changed the land!

II. Instructional Strategya. Demonstrate to students how to set up their “canyon”

using the following instructions and diagram:i. Hold the foam cup so the water falls onto the top

center of the milk carton. Hold the cup still while the water is flowing.

ii. Carefully poke a 1/2-centimeter hole in the bottom of the foam cup with a nail. This controls the flow of water.

iii. Spout side of milk carton is down. Cut-out side is up.

iv. Pack the sand down with a plastic spoon or your fingers.

v. Keep the cap on the spout until after the sand is packed down.

vi. Set your catch basin (bucket) on a chair under the table.

vii. Pour 1/2 the water. Observe and record results. Pour remainder of water. Observe and record results.

on assignments for selected students

Check often for understanding of subject

Tactile learning activity.

Student mastery of the content standards will be assessed with an assessment at the end of the unit

b.c. Instruct students to complete the activity questions on

the accompanying handout.

III. Summarizing Strategy:a. Using the short-answer function on Socrative.com, have

students answer the following question:

How does today’s activity help to answer the essential question for the day?

b. Review and assign the activity follow up questions for homework.

6 I CAN describe the processes of weathering,

Socrative.com iPad Apple TV/Projection

Essential Questions:

What are weathering, erosion, and deposition?

Enrichment:

Heterogeneous

Formative

Class discussion

erosion, and deposition.

I CAN connect weathering, erosion, and deposition to Earth’s physical landforms.

System Video: Weathering and

Erosion Weathering, Erosion,

and Deposition Matching Activity (Appendix A)

Weathering, Erosion, and Deposition Matching Pictures (Appendix B)

Weathering, Erosion, and Deposition Matching Text (Appendix C)

How are weathering, erosion, and deposition interrelated? grouping Peer Tutoring Shape It Up: An

Earth Changing Erosion Activity

Remediation:

Heterogeneous grouping

Peer Tutoring Extended time

on assignments for selected students

Check often for understanding of subject

Weathering, Erosion, and Deposition Matching Activity

Summative

Student mastery of the content standards will be assessed with an assessment at the end of the unit.

I. Activating Strategya. Using Socrative.com, students will answer a multi ple

choice question pertaining to the activity from the previous day.

b. Review the homework assignment from day 5.

II. Teaching Strategya. Play the Weathering and Erosion video for students.

Discuss key components of the video with students and, if necessary, pause the video at key moments to discuss.

b. Distribute the Weathering, Erosion, and Deposition Matching Pictures and Text to students in collaborative groups of three or four.

c. Instruct students to open the Weathering, Erosion, and Deposition Matching Activity answer sheet. Review the elements of the activity along with the matching pictures and text.

d. Provide students ample time to complete the matching activity. As students work, move about the room to ensure that students are completing the accuracy with a high level of accuracy.

III. Summarizing Strategya. Review the results of the Weathering, Erosion, and

Deposition Activity as a class.b. Assess student knowledge via the “Test Yourself”

Weathering and Erosion quiz.

7 I CAN locate Earth’s major landforms and bodies of water.

Socrative.com iPad MacBook Air Google Earth Self-created Google

Earth tour or example from the Google Earth Showcase

Google Earth Outreach web resource

Creating a Google Earth tour cheat sheet (Appendix A)

Landforms & Bodies of Water assignment sheet (Appendix B)

Essential Question: What are the major landforms and bodies of water on Earth?

Enrichment

Heterogeneous grouping

Peer Tutoring

Remediation:

Heterogeneous grouping

Peer Tutoring Extended time

on assignments for selected students

Check often for understanding of subject

Formative

Google Earth tour paragraph descriptions.

Summative

Student mastery of the content standards will be assessed with an assessment at the end of the unit

I. Activating Strategya. Using Socrative.com, students will answer a multiple-

choice question pertaining to weathering, erosion, and deposition.

II. Teaching Strategya. Explain to students that for the next two class days, they

will be tour guides. Their mission is to create a Google Earth tour of Earth’s major landforms.

b. Play the self-created/example Google Earth tour to give students an idea of what they will be creating.

c. Divide students up into collaborative groups of four students each.

d. Within their groups, have students review the web resource from Google Earth Outreach. Alternatively, the teacher could AirPlay the information and discuss as an entire class.

e. Review the assignment guidelines and then instruct students to divide the landforms/bodies of water amongst the team members (approximately four per student).

f. Allow students the remainder of class to research their assigned landforms and bodies of water. What is not finished in class should be completed for homework.

III. Summarizing Strategya. Using the exit ticket function on Socrative.com, instruct

students to write a haiku describing one of the landforms or bodies of water they researched.

8 Essential Question:

Project Day – Refer to Unit Plan

Journey to the Center of the Earth

9 Essential Question:

Project Day – Refer to Unit Plan

Journey to the Center of the Earth

10 I CAN locate Earth’s major landforms and bodies of water.

Socrative.com iPad MacBook Air Google Earth Self-created Google

Earth tour or example from the Google Earth Showcase

Google Earth Outreach web resource

Creating a Google Earth tour cheat sheet (Appendix A)

Landforms & Bodies of Water assignment sheet (Appendix

Essential Question: What are the major landforms and bodies of water on Earth?

Enrichment

Heterogeneous grouping

Peer Tutoring

Remediation:

Heterogeneous grouping

Peer Tutoring Extended time

on assignments for selected students

Check often for understanding of subject

Formative

Google Earth tour (final product).

Summative

Student mastery of the content standards will be assessed with an assessment at the end of the unit

I. Activating Strategya. Using Socrative.com, students will answer a multiple-

choice question pertaining to weathering, erosion, and deposition.

II. Activitya. Review with students (again) the parameters and

requirements of the tour.b. Allow students a majority of class to record their tours. It

may be necessary to send groups out of the room to narrate their tour.

c. Once students are all finished, upload the KMZ files to the learning management system or the cloud. Instruct students to view at least one other group’s tour on their iPad. Alternatively, a gallery walk could e conducted.

III. Summarizing Strategya. Based on what students watched, ask them to make

comparisons between their group’s findings to that of the other group’s (for the same landforms and bodies of water.

STANDARDS Identify what you want to teach. Reference State, Common Core, ACTCollege Readiness Standards and/or State Competencies.

GLE 2.03 Understand the changes that occur in the nature, use, distribution, and importance of resources.7.2.spi.2. Define renewable and nonrenewable resources.

GLE 3.02 Know the location of places and geographic features, both physical and human, locally, regionally and globally.GLE 3.03 Understand the characteristics and usesof spatial organization of Earth’s surface.GLE 3.06 Understand how physical processes shape the Earth’s natural landscapes and affect environments.GLE 3.07 Understand how physical systems and the physical environment affect human systems.GLE 3.08 Understand how human activities impact and modify the physical environment.

7.3.spi.9. identify the location of Earth's major landforms and bodies of water (i.e., Rockies, Andes, Himalayas, Alps, Urals, Sahara desert, Nile River Valley, Great Plains, Mississippi River, Amazon River, Thames River, Seine River, Rhine River, Danube River, Tigris River, Eurphrates River, Ganges River, Volga River, Yellow River).7.3.spi.11. recognize specific physical processes that operate on the Earth's surface (i.e., erosion, volcanoes, earthquakes, wind and water currents, plate tectonics, and weathering).7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization).7.3.spi.18. analyze the environmental consequences of humans changing their physical environment (i.e., air and water pollution, mining, deforestation, global warming).