History of Earth
Discovery Education Unit: Puerto Rico Earthquake
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
MS-ESS2-1: Cycling of Earth's Materials
Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. (Stability and Change)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.
Boundary Statement: Assessment does not include the identification and naming of minerals.
MS-ESS2-3: Evidence of Plate Tectonics
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. (Patterns)
Clarification & Boundary Statements
Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).
Boundary Statement: Paleomagnetic anomalies in oceanic and continental crust are not assessed.
MS-ESS2-2: Geoscience Processes at Varying Scales
Construct an explanation based on evidence for how geoscience processes have changed earth's surface at varying time and spatial scales.
Clarification & Boundary Statements
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 large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthqakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples 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.
Boundary Statement: none
Clarification & Boundary Statements
Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods).
Examples of data can include the locations, magnitudes, and frequencies of the natural hazards.
Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires)
or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).
Boundary Statement: none
Anchor Phenomenon / Local Colorado Phenomenon Connections
DRIVING QUESTION: Why have earthquakes occurred more in some places than others?
Anchor
Students make connections related to plate motion and the role this plays in the occurrence of earthquakes. They learn that plate motion can result in earthquakes and occurs more often in some locations than in others. They determine patterns of aftershocks and those of features and landforms and relate these patterns to the frequency of earthquakes.
Discovery Education Lesson / Connections to Anchor Phenomenon
Exploring the Puerto Rico Earthquake / Why have earthquakes occurred more in some places than others?
Earthquakes and Continents / What are the driving forces behind earthquakes?
The Vast Ocean Floor / What other events/hazards happen when plates on the ocean floor meet?
Impacts of Earthquakes and Earth’s Features / Do earthquakes cause changes to natural features?
Planning for Earthquakes / How can damage from an earthquake be predicted or prevented?
Outscider National Park Phenomena Connections
Acadia National Park - Rock Types and Rock Cycle
How’d these rocks get here? Rock Cycle | Acadia National Park
Engage: Discussion Guide
Explore: Rock Cycle Modeling
Explain: Rock Classification Lab / Rock Classification Guide
Evaluate: Geology Museum Display Project / Museum Display Rubric
Local Colorado Phenomena Connections
Here are some local Colorado phenomena that can be used to address evidence of plate tectonics:
Rocky Mountains: These mountains were formed by the collision of the Pacific Plate and the North American Plate. Observing the uplift and folding of rocks in this area can help illustrate tectonic activity.
San Juan Mountains Volcanic Activity: This range in southwestern Colorado was significantly shaped by volcanic activity related to tectonic movements. Investigating the volcanic rocks and formations can provide insights into tectonic processes.
Great Sand Dunes National Park: While primarily known for its massive sand dunes, the park sits at the edge of the Rio Grande Rift. This rift is an example of extensional tectonics, where the Earth's crust is being pulled apart.
Garden of the Gods: The unique rock formations here were created by the forces of plate tectonics, which pushed the rocks upwards.
Dinosaur Ridge: Located near Morrison, this site showcases tilted sedimentary rock layers and fossilized dinosaur footprints, offering a glimpse into past tectonic activity.
These locations can offer students tangible, real-world examples of how plate tectonics shape the Earth's surface.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Career Connections
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
Local Colorado Career Connections
To connect your 7th-grade science curriculum on the "History of Earth" with Colorado-based careers, consider the following:
Geologists: Colorado is home to a rich geological history, including the Rocky Mountains. Local geologists can provide insights into rock formations and fossils.
Paleontologists: The state has many fossil sites, and professionals in this field can discuss the discovery and study of prehistoric life in Colorado.
Environmental Scientists: They can talk about how historical changes in Earth's climate have affected Colorado's environment and wildlife.
Park Rangers: Many work in Colorado's national parks, which are rich in geological history. They can discuss the significance of these sites.
Museum Curators: Consider reaching out to museums like the Denver Museum of Nature & Science for expert talks on Colorado’s prehistoric past.
These professionals can offer engaging perspectives and enhance your students' understanding of Earth's history.
Hands On, Minds On Connections
Discovery
Discovery Hands-On Refurbishments
PASCO
St Vrain Science Center
Simulations
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
Environmental Education Connections
Teacher Notes / Assessments
Discovery Hands-On Refurbishments
To Extend Student Learning
6) Earthquake Additional Remediation, Extension, Differentiation Resources
Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support
7th Grade Pilot Teacher Notes & Resources
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 8th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Stanford 3D Short Performance Assessments (Natural Hazards)
Stanford 3D Short Performance Assessments (New york: A View from Below)
CDE: Grade Level Expectations
Prepared Graduates:
Prepared Graduates:
3.10: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how and why Earth is constantly changing.
3.11: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how human activities and the Earth’s surface processes interact
Grade Level Expectation:
Grade Level Expectation:
3-3: Rock strata and the fossil record can be used as evidence to organize the relative occurrence of major historical events in Earth’s history.
3-5: Plate tectonics is the unifying theory that explains movements of rocks at Earth’s surface and geological history.
3-4: Energy flows and matter cycles within and among Earth’s systems, including the sun and Earth’s interior as primary energy sources. Plate tectonics is one result of these processes.
3-9: Mapping the history of natural hazards in a region and understanding related geological forces.
3-10: Human activities have altered the biosphere, sometimes damaging it, although changes to environments can have different impacts for different living things.
Colorado Department of Education - Middle School Science Standards
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
Scale, Proportion, Quantity
Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Tree Map for details at different measures (Page 42)
Double-Bubble Map (Page 36)
Brace Map for analyzing parts at different scales or proportions (Page 48)
Bridge Map for relationships (Page 66)
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Possible Thinking Maps:
Brace Map for taking systems apart (Page 48)
Flow Map for organization of the system (Page 54)
Double-Bubble Map to systems (Page 36)
Multi-flow Map to analyze impact of modifying systems (Page 60)
Energy and Matter
Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?
Possible Thinking Maps:
Flow Map for tracking energy (Page 54)
Partial Multi-Flow Map for effects of changes (Page 60)
Bridge Map for relating energy and matter (Page 66)
Partial Multi-flow for causes of energy (Page 60)
Structure and Function
Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?
Possible Thinking Maps:
Brace Map to analyze structure (Page 48)
Partial Multi-Flow Map to explain how the structure causes the function (Page 60)
Double Bubble Map for different structures (Page 36)
Stability and Change
Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?
Possible Thinking Maps:
Partial Multi-Flow Map for change (Page 60)
Circle Maps for defining dynamic and static stability (Page 24)
Flow map for evolution of a system (Page 54)
Double Bubble to dynamic and static stability (Page 36)
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