L2+Columbia+Laura

UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT

Teacher’s Name: Ms. Columbia Date of Lesson: 10/27/08 Grade Level: 9 Topic: Science

Objectives Student will understand that the Earth is affected and being changed by geophysical and biological changes. Student will know the connection between our location and lives and that of geophysical and biological changes. Student will be able to model how the Earth is changing both geophysical and biologically.

Maine Learning Results Alignment

Maine Learning Results: Science and Technology D. The Physical Setting D2 Earth Grades 9-Diploma Students describe and analyze the biological, physical, energy, and human influences that shape and alter Earth Systems. d. Describe and analyze the effects of human influences on Earth Systems. Rationale: Students will understand how humans have influenced both geophysical and biological changes.

Assessment

Formative

Students will be given a pre-assessment in the form of a group discussion in which we as a class evaluate how much we know about the subject, and what we need to learn more about (see attached questions). Next, a graphic organizer will be used in the format of a Tree Chart to see how students can connect the different affects of the Earth. Students will get in groups and compare information. After that, we will get together as a class and fill in any information that is needed. Checklists and peer editing will be used in the creation of their iMovie.

Summative (Assessment of Learning)

Student’s iMovies will be graded using a rubric (see attachment). Students will be assessed on various components, but especially comprehension and understanding of the subject.

Integration

Technology: Students will use iMovie to create their movie in which they present either the geophysical or biological changes of the Earth. Art: Students will use visuals to convey a message on how the Earth is changing. Social Studies: Students will understand how different geophysical or biological events have caused people to choose different locations to live. English: Students will write and discuss changes of the Earth.

Groupings Students will meet in planet groups, which were established in previous lesson, where they have at least have one terrestrial planet, one gaseous planet, and then a third planet of their choice. In each group there will be three roles. The first role will be discussion leader. This person will be in charge of leading the discussion during their group meeting. The second role will be the Organizer. They will make sure everyone has the same information. The third person will be the explainer. If any problems arise they will be in charge of seeking the right resources and asking the questions. Each person will contribute equally to the production of their iMovie.

Differentiated Instruction

Strategies Interpersonal: Students will work collaboratively in their groups. Intrapersonal: Students will individually fill out their Tree Charts. Kinesthetic: Students will meet in groups during the period as well as use the computer for research. Musical: Students will be encouraged to add music to their iMovie. Visual: Students will watch a video clip in the beginning of class as well as working on their iMovie. Linguistics: Students will use a Tree Chart to write down their ideas. Logic: Students will use the internet to research information as well as understand how certain actions can affect others. Naturalist: Students will have a deeper understanding of how humans interact with and affect the natural world.

Modifications/Accommodations

If a student is absent they must meet with me to discuss what they have missed. A copy of the notes will be available on the wiki site as well as an audio version. Any other extra help they need either with iMovie or the material, they can meet with me after class or with a fellow classmate. If assignment is due the day the student is absent, the student must send a digital copy or email me. Any late will work will be penalized, other than in case of emergencies, but will be accepted up till the end of the unit.

Extensions Students will be encouraged to go deeper into their choice to fully learn how changes in the Earth affected them. Students will be using the internet for research and visuals (Type I). Students will also use the software iMovie to create a visual presentation modeling either a geophysical or biological change in the Earth (Type II).

Materials, Resources and Technology • Lap Tops • Tree Charts • iMovie Software • Whiteboard • Markers • Eraser • Content Notes • Projector • Projector Screen • Classical Music

Source for Lesson Plan and Research

This website gives information on how the Earth’s continents have changed: http://kids.earth.nasa.gov/archive/pangaea/evidence.html This website relates why continental drift is so important to us: http://kids.earth.nasa.gov/archive/pangaea/conclusion.html This website covers information about acid rain and how it is affecting forests: http://www.epa.gov/acidrain/effects/forests.html The graphic organizer will be taken from this site: http://www.eduplace.com/graphicorganizer/pdf/tree.pdf Link that shows video of Captain Planet which will be played in the beginning of class as the hook: Shttp://www.youtube.com/watch?v=S-fP1zqvfcE

Maine Standards for Initial Teacher Certification and Rationale

Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.

Rationale: Students will be taught using their different learning styles approach to create a positive and comfortable learning environment.

Beach Ball: Students will be able to choose how they portray their information using iMovie as well as listing their top two choices of the product. Clipboard: Students will have certain guidelines which they must follow to meet the guidelines, rubrics will be given as well as checklists so students know what to expect. Microscope: Students will use the information from their graphic organizers that they will convey to their iMovie project. Puppy: The classroom will be a very respectful environment, with consideration to people's feelings, thoughts, and ideas.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: Students will understand the part of the Maine Learning Result that I am addressing as well as how it affects them and that knowing how the Earth is changing is a vital part of their life. Students will learn this through their research (see content notes).

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: I will use the theory of Multiple Intelligences to meet my student's needs as well as technology. Students will be encouraged to go deeper into their choice to fully learn how changes in the Earth affected them. Students will be using the internet for research and visuals (Type I). Students will also use the software iMovie to create a visual presentation modeling either a geophysical or biological change in the Earth (Type II).

Interpersonal: Students will work collaboratively in their groups. Intrapersonal: Students will individually fill out their Tree Charts. Kinesthetic: Students will meet in groups during the period as well as use the computer for research. Musical: Students will be encouraged to add music to their iMovie. Visual: Students will watch a video clip in the beginning of class as well as working on their iMovie. Linguistics: Students will use a Tree Chart to write down their ideas. Logic: Students will use the internet to research information as well as understand how certain actions can affect others. Naturalist: Students will have a deeper understanding of how humans interact with and affect the natural world. Technology: Students will use their computers to research information as well as creating an iMovie.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: I will be using pre-assessments in the form of a group discussion to gauge where my students are, as well as formative assessments throughout the lesson such as peer evaluation. I will also use a summative assessment in the form of a rubric to assess the iMovie.

Teaching and Learning Sequence:

Students will be grouped by their planetary assignment in tables that can see the teacher as well as the board.

Day 1 Hook Time: 5 minutes Group Discussion Time: 15 minutes Tree Chart Time: 10 minutes Group Work on Tree Chart Time: 10 minutes Research information Time: 45 minutes Class discussion-What did you find? Time: 20 minutes Explain iMovie Time: 25 minutes

Day 2 Work on iMovie

Day 3 Presentations

Students will design a model that shows the biological and geophysical changes the Earth goes through. Students will be able to connect this to their location of residence as well as reasons for locations of other buildings. Students will understand how biological and geophysical events effect our locations and lives. Students will also understand how humans have played a role in some of the events. Students will be shown a Hook introducing one way in which humans affect the Earth. (WHEN, WHY, WHAT, HOOK, Tailor: Visual, Logic, Naturalist).

Students will know about various biological and geophysical events and how they influence humans (see content notes). Students will be pre-assessed using a group discussion (see attached questions). Students will individually use a Tree Chart to organize their ideas on the different factors that affect the Earth. (EQUIP, Tailor: Visual, Logic, Intrapersonal).

Students will get into groups to compare their Tree Chart. Students will then research information starting with the sites listed (see attachment), and then will continue on to other sites to find information. A class discussion will follow in which each group must share what they found. As a group students will choose either a biological or geophysical effect and will design a model of it. As a group students will make an outline of what they are going to include, using their Tree Chart, in any form. Such as outline, table of contents or a script. A checklist will be given at the end of day one of what needs to be in the iMovie. (EXPORE, EXPERIENCE, RETHINK, REVISE, REFINE, Tailor: Logic, Visual, Linguistic, Naturalist, Interpersonal).

A rubric (see attachment) will be used to check for understanding. (EVALUATE, TAILOR: Logic).

Reflection:

Group Discussion Questions:

What do you think a geophysical change is?

What do you think a biological change is?

Can someone come to the board and list a geophysical change?

Can someone come to the board and list a biological change?

How do you think these affect you in your lives?

How do you effect the Earth?

Content Notes

Effects of Acid Rain - Forests

Over the years, scientists, foresters, and others have noted a slowed growth of some forests. Leaves and needles turn brown and fall off when they should be green and healthy. In extreme cases, individual trees or entire areas of the forest simply die off without an obvious reason. After much analysis, researchers now know that acid rain causes slower growth, injury, or death of forests. Acid rain has been implicated in forest and soil degradation in many areas of the eastern U.S., particularly high elevation forests of the Appalachian Mountains from Maine to Georgia that include areas such as the Shenandoah and Great Smoky Mountain National Parks. Of course, acid rain is not the only cause of such conditions. Other factors contribute to the overall stress of these areas, including air pollutants, insects, disease, drought, or very cold weather. In most cases, in fact, the impacts of acid rain on trees are due to the combined effects of acid rain and these other environmental stressors. After many years of collecting information on the chemistry and biology of forests, researchers are beginning to understand how acid rain works on the forest soil, trees, and other plants. • Acid Rain on the Forest Floor • How Acid Rain Harms Trees • How Acid Rain Affects Other Plants Acid Rain on the Forest Floor A spring shower in the forest washes leaves and falls through the trees to the forest floor below. Some trickles over the ground and runs into streams, rivers, or lakes, and some of the water soaks into the soil. That soil may neutralize some or all of the acidity of the acid rainwater. This ability is called buffering capacity, and without it, soils become more acidic. Differences in soil buffering capacity are an important reason why some areas that receive acid rain show a lot of damage, while other areas that receive about the same amount of acid rain do not appear to be harmed at all. The ability of forest soils to resist, or buffer, acidity depends on the thickness and composition of the soil, as well as the type of bedrock beneath the forest floor. Midwestern states like Nebraska and Indiana have soils that are well buffered. Places in the mountainous northeast, like New York's Adirondack and Catskill Mountains, have thin soils with low buffering capacity. Top of Page How Acid Rain Harms Trees Acid rain does not usually kill trees directly. Instead, it is more likely to weaken trees by damaging their leaves, limiting the nutrients available to them, or exposing them to toxic substances slowly released from the soil. Quite often, injury or death of trees is a result of these effects of acid rain in combination with one or more additional threats. Scientists know that acidic water dissolves the nutrients and helpful minerals in the soil and then washes them away before trees and other plants can use them to grow. At the same time, acid rain causes the release of substances that are toxic to trees and plants, such as aluminum, into the soil. Scientists believe that this combination of loss of soil nutrients and increase of toxic aluminum may be one way that acid rain harms trees. Such substances also wash away in the runoff and are carried into streams, rivers, and lakes. More of these substances are released from the soil when the rainfall is more acidic. However, trees can be damaged by acid rain even if the soil is well buffered. Forests in high mountain regions often are exposed to greater amounts of acid than other forests because they tend to be surrounded by acidic clouds and fog that are more acidic than rainfall. Scientists believe that when leaves are frequently bathed in this acid fog, essential nutrients in their leaves and needles are stripped away. This loss of nutrients in their foliage makes trees more susceptible to damage by other environmental factors, particularly cold winter weather. Top of Page How Acid Rain Affects Other Plants Acid rain can harm other plants in the same way it harms trees. Although damaged by other air pollutants such as ground level ozone, food crops are not usually seriously affected because farmers frequently add fertilizers to the soil to replace nutrients that have washed away. They may also add crushed limestone to the soil. Limestone is an alkaline material and increases the ability of the soil to act as a buffer against acidity. Top of Page http://www.epa.gov/acidrain/effects/forests.html

Why Should Continental Drift Matter to Me? One of the more difficult ideas for people of all ages to comprehend is the immensity of time over which the Earth has formed and evolved. While most people have some sense that Biology has an evolving history, the physical Earth has one, too, and they are inextricably linked together. Scientists think they have a good understanding of how the plates have moved since Pangaea broke up, but the motion is less clear in the time before Pangaea. Oceanic crust has an average age of only 55 million years (in geological terms, quite young). It is totally recycled into the Earth's interior every 150 million years or so. On the other hand, the age of continental crust averages about 2.3 BILLION years, with the oldest known rocks dating back 3.96 billion years (old by anyone's standard). Some scientists studying these rocks suspect that the Earth has had several supercontinents throughout time. These supercontinents all went through a cycle similar to pangaea's. Perhaps 200 million years in the future, people in America won't need to cross the Pacific Ocean to reach Asia. What can scientists predict about some of the features of the Earth existing today? Quite a lot. The Atlantic Ocean will continue to expand, while the Pacific Ocean (originaly Panthalassa Ocean) will shrink. Eventually, the Mediterranean Sea (remnant from the Tethys Sea) will disappear, contecting Africa with Europe. India will continue to push into the southern Asian continent, pushing the Himalayas higher. Meanwhile the city of Los Angles will continue its journey north to join with the city of San Francisco. This will take serveral million years to occur. Maybe in another 200 million years there will be no need for a transoceanic trip from America to Asia. Let's all stick around to find out, okay?

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Residents of warm southern California are moving to Alaska whether they like it or not. Scientists, using the theory of plate tectonics, say that southern California is moving north and will collide with Alaska in approximately 150 million years.

Find out about Continental drift.

http://kids.earth.nasa.gov/archive/pangaea/conclusion.html

Evidence Supporting Continental Drift The Earth's crust is constantly moving, both vertically and horizontally, at rates of up to several inches a year. A widely-held theory that explains these movements is called "plate tectonics." It was developed in the mid 1960s by geophysicists. The term "plate" refers to large rigid blocks of the Earth's surface which appear to move as a unit. These plates may include both oceans and continents. When the plates move, the continents and ocean floor above them move as well. Continential Drift occurs when the continents change position in relation to each other. While plate tectonics is a relativily new idea, scientists have been gathering data in support of the Continental Drift theory for a very long time. In 1912, Alfred Wegener and Frank Taylor first proposed the theory that 200 million years ago the Earth had only one giant continent, from which today's continents broke apart and drifted into their current locations. Wegener used the fit of the continents, the distribution of fossils, a similar sequence of rocks at numerous locations, ancient climates, and the apparent wandering of the Earth's polar regions to support his idea. The Shapes Match The continents look as if they were pieces of a giant jigsaw puzzle that could fit together to make one giant super-continent. The bulge of Africa fits the shape of the coast of North America while Brazil fits along the coast of Africa beneath the bulge. The Plants and Animals Match Wegener noted that plant fossils of late Paleozoic age found on several different continents were quite similar. This suggests that they evolved together on a single large land mass. He was intrigued by the occurrences of plant and animal fossils found on the matching coastlines of South America and Africa, which are now widely separated by the Atlantic Ocean. He reasoned that it was physically impossible for most of these organisms to have traveled or have been transported across the vast ocean. To him, the presence of identical fossil species along the coastal parts of Africa and South America was the most compelling evidence that the two continents were once joined. The Rocks Match Broad belts of rocks in Africa and South America are the same type. These broad belts then match when the end of the continents are joined. The Ice Matches Wegener was aware that a continental ice sheet covered parts of South America, southern Africa, India, and southern Australia about 300 million years ago. Glacial striations on rocks show that glaciers moved from Africa toward the Atlantic Ocean and from the Atlantic Ocean onto South America. Such glaciation is most likely if the Atlantic Ocean were missing and the continents joined. The Positions Don't Match If the continents were cold enough so that ice covered the southern continents, why is no evidence found for ice in the northern continents? Simple! The present northern continents were at the equator at 300 million years ago. The discovery of fossils of tropical plants (in the form of coal deposits) in Antarctica led to the conclusion that this frozen land previously must have been situated closer to the equator, in a more temperate climate where lush, swampy vegetation could grow. Why Few People Believed Wegener's Continental Drift theory was not readily accepted by the science community of his day. It was difficult to conceive of large continents plowing through the sea floor to move to new locations. What kind of forces could be strong enough to move such large masses of solid rock over such great distances? Wegener suggested that the continents simply plowed through the ocean floor, but Harold Jeffreys, a noted English geophysicist, argued correctly that it was physically impossible for a large mass of solid rock to plow through the ocean floor without breaking up. Recent evidence from ocean floor exploration and other studies has rekindled interest in Wegener's theory, and lead to the development of the theory of plate tectonics. To read an excellent historical account of Continental Drift with informative graphics, visit the U.S. Geological Survey.

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Alfred Wegener (1880-1930), a German meteorologist and geologist, was the first person to propose the theory of continental drift. In his book, "Origin of Continents and Oceans," he calculated that 200 million years ago the continents were originally joined together, forming a large supercontinent. He named this supercontinent Pangaea, meaning "All-earth". He was also known for his papers on lunar craters, which he correctly believed were the result of impacts rather than vulcanism.

Scientists believe the Himalaya mountain range in Asia was formed as a result of the collision of the Indian-Australian and Eurasian plates. In the same way, the Andes Mountains in South America are a result of the convergence of the Nazca and South American plates. Above: "Roof of the World" Tibetan Plateau of China as seen from STS-66.

Did you know that the coal that is mined in Pennsylvania was actually formed from tropical plant life near the Equator? How did it travel northward to Pennsylvania? Scientists believe that 200 million years ago, when the dinosaurs dined upon tropical ferns and tall tropical vegetation, what is now Pennsylvania was at a different location, namely the equatorial region. Find out about NASA research into what killed the dinosaurs.

Find out about Continental

http://kids.earth.nasa.gov/archive/pangaea/evidence.html