Earth it`s Alive



Curricular Connections:
(Georgia Performance Standards/ Georgia Standards of Excellence - GSE) S6E5b. Investigate the contribution of minerals to rock composition.

S6E5d. Describe processes that change rocks and the surface of the Earth.

Essential Questions:
(enduring questions)

1 How are the Earth’s layers alike and different?
2 What challenges stand in the way of sending explorers to the center of the earth?
3 How does the movement of lithospheric plates cause major events on earth’s surface?
4 What evidence do scientists have that continents were once joined together?
5 Why do mountains often occur in ranges thousands of kilometers long?

Sample Activity


Initial Grouping: Whole Group

Flexible Grouping: Four Corners Collaborative

Final Grouping: Whole-Class Presentations

Managing Differentiation___________________________

Students were grouped according to ability.

I allowed curriculum compacting to allow fast paced learners to move quickly.

Group A:
Low ability students

Group B:
Higher level Students
Lesson: Incorporate the five elements of effective scenarios: current situation; student challenge; student role; intended audience; product, or performance.

Final Project – Synthesis and Evaluation
Synthesis Project 1:

You are the leader of a department that is being
relocated to either California or Hawaii
Company Leaders Situation:
Congratulations, you have been promoted! Your job
Wants you and your team to relocate because of your hard work and dedication. The company is expanding and you were asked to lead Your department in either Los Angeles, California or Maui, Hawaii. Your team is very concerned about geologic phenomenon in California and Hawaii. Since your team have expertise in Earth science, your company has asked your team to create a presentation to show the advantages and disadvantages of living in each state.

Synthesis Project 2:

Task 1: Create a 3D model that shows the layers of the Earth in either Georgia, California, or Hawaii.
Explain and label the tectonic boundaries that cause earthquakes and/or volcanic eruptions in each the
States (S6E5a)

Evaluation Project 1: Rubric

Product must show creativity and organization. Students will be evaluated on style, organization, originality, and proper citations and permissions.

Evaluation Project 2:

Product must show creativity and organization. Title must be creative, spark interest and related to the topic. The main topic must be named and clearly described in text. Writing must be clear and cohesive.

Compacting Considerations
Curriculum will be adjusted to accommodate higher level students. They will be allowed enrichment options, or other alternative activities.


• Manipulatives VideosEarth'sInteriorIsn'tQuiteWhatWeThoughtItWashttps://www.youtube.com/watch?v=IWZky7mXoO0Why Does the Earth Have Layers?https://www.youtube.com/watch=WwiiOjyfvAUEarth’s InteriorAnimatedhttps://www.youtube.com/watch?v=VonmCTxoP3cInside the Earthhttps://www.youtube.com/watch?v=N9ncfAsmiSgIntroduction to Tectonicshttps://www.youtube.com/watch?v=c6-rd4ST0eo&feature=youtu.bePlate Tectonic Basicshttps://youtu.be/2uh8W4vGLQ0Bill Nye on Plate Tectonics, Earthquakes and Volcanoeshttps://youtu.be/1PVMs2NSdmcBill Nye the Science Guy S04E14 Volcanoeshttps://youtu.be/4F9ovQf9-dgBill Nye The Science Guy S04E04 Earthquakeshttps://youtu.be/r9ux7CKT1ikRing of Fire Full Documentaryhttps://youtu.be/wJS7hGMr0WsDeadliest Volcanoes Documentaryhttps://youtu.be/9AvatFWUoLEStrongest Earthquakes Ever Deadliest Earthquakeshttps://youtu.be/BQBu7rQUmfA

Technology Management:
(Schedule for computer lab---if needed) Schedule computer lab in advance for all lessons requiring individual technology use. Ex: Research and Web Quest activities.

Use the Promethean Board to accommodate Visual Learners.

(i.e. accelerated students) HIGHER ORDER QUESTIONS/ACTIVITIES:
 Modify assignments as needed to provide rigor and challenge.
 Group higher level learners together.
 Allow choice activities.
 Ask students’ higher level questions that require students to look into causes, experiences, and facts to draw a conclusion or make connections to other areas of learning.

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