Renee+Prochniak,+Petrina+Cain,+Sue+Gorman,+&+Nicole+Wagner+-+A+Trip+Through+Geological+Time

= 10/31 thx for posting this, I have a few suggestions - perhaps an essential questions such as: = How does the past impact the present? or What do we learn from the past? Then the Unit question would be "How do scientist study Earths past?" I would then suggest that all of the unit questions might actually be content questions since it appears they all have exact answers. It also appears that you had some images that did not upload correctly. I can not see your images in the assessment area or in the unit details. Let us know when these are viewable. Thx cj

=== 11/9 Great revisions. This looks great. It seems that you have really finalized this Unit Plan. It appears that you are now at the stage that you are developing the actual assessment tools and support materials. thx cj ===

= = =Unit Plan Template = Click on any descriptive text, then type your own.

A.8.5 Show how models and explanations, based on systems, were changed as new evidence accumulated (the effects of constancy, evolution, change, and measurement should all be part of these explanations) C.8.2 Identify* data and locate sources of information including their own records to answer the questions being investigated C.8.4 Use inferences* to help decide possible results of their investigations, use observations to check their inferences C.8.5 Use accepted scientific knowledge, models*, and theories* to explain* their results and to raise further questions about their investigations* C.8.8 Use computer software and other technologies to organize, process, and present their data E.8.4 Using the science themes, analyze the influence living organisms have had on the earth's systems, including their impact on the composition of the atmosphere and the weathering of rocks E.8.5 Analyze the geologic and life history of the earth, including change over time, using various forms of scientific evidence
 * ** Unit Author ** ||
 * First and Last Name |||| Nicole Wagner, Renee Prochniak, Sue Gorman, Petrina Cain ||
 * School District |||| Racine Unified ||
 * School Name |||| Jerstad-Agerholm Middle School ||
 * School City, State |||| Racine, Wisconsin ||
 * ** Unit Overview ** ||
 * ** Unit Title ** ||
 * A Trip Through Geologic Time ||
 * ** Unit Summary ** ||
 * Students will be learning how to study Earth’s past in order to answer questions about how the Earth has changed over time. They will study the first three sections of the chapter and be able to create a Glogster that thoroughly explains one set of lesson objectives. At the end of the chapter the students will design a life form and tell how it has evolved over time. This is the first time this book is being taught so the group is still unclear as to how these plans will all come together. ||
 * ** Subject Area ** ||
 * Earth Science ||
 * ** Grade Level ** ||
 * Eighth grade ||
 * ** Approximate Time Needed ** ||
 * 6-54 minute periods ||
 * ** Unit Foundation ** ||
 * ** Targeted Content Standards and Benchmarks ** ||
 * A.8.4 Collect evidence to show that models developed as explanations for events were (and are) based on the evidence available to scientists at the time

Information Technologies A.8.5 Use media and technology to create and present information · use draw, paint, or graphics software to create visuals that will enhance a class project or report · design and produce a multimedia program · plan and deliver a presentation using media and technology appropriate to topic, audience, purpose, or content || *Identify the different kinds of fossils. *Describe what fossils tell about organisms and environments of the past. *Describe how geologists determine the relative age of rocks. *Explain how unconformities and folding can alter the order of rock layers. *Explain what happens during radioactive decay. *Describe what can be learned from radioactive dating. *Explain how and why the geologic time scale is used to show Earth’s history. *Explain how Earth developed during Precambrian time. *Compare and contrast the major events in the Paleozoic, Mesozoic, Cenozoic Eras. ||  || What are the kinds of fossils? What do you think scientists can learn from fossils? How old are rock layers? How can rock layers change? What is Radioactive decay? What is Radioactive dating? What is the Geologic time scale? How did earth form? What happened in Paleozoic Era? What happened in the Mesozoic Era? What happened in the Cenozoic Era? ||  ||  · // Science starters have been completed and evaluated // · // Lesson Quizzes // ||  ||  · Check List · Daily Self-Eval of daily progress · Peer assessment of project ||   ||  · Presentation of Glogster · Self-evaluation of project ||   || Students will have completed work associated with lessons 1-3. This will include assessing your understanding pages in their workbooks. (See examples in folder) A science starter, journal, will be given daily to check student understanding and/or to spark conversation for the day.
 * ** Student Objectives/Learning Outcomes ** ||  ||
 * *Explain how fossils are formed.
 * ** Curriculum-Framing Questions ** ||  ||
 * |||| ** Essential Question ** |||| What do we learn from the past? ||  ||
 * |||| ** Unit Questions ** |||| Why do scientists study Earth’s past? ||  ||
 * |||| ** Content Questions ** |||| What are fossils?
 * ** Assessment Plan ** ||  ||
 * ** Assessment Timeline ** ||  ||
 * ** Before project work begins ** |||| ** Students work on projects and complete tasks ** |||| ** After project work is completed ** ||
 * Glogster ||  || Gogster ||   || Glogster ||   ||
 * · // Complete Assess your understanding, // WB 109b, 109c, 115b, 119b
 * Glogster ||  || Gogster ||   || Glogster ||   ||
 * · // Complete Assess your understanding, // WB 109b, 109c, 115b, 119b
 * ** Assessment Summary ** ||  ||
 * __ Glogster __
 * ** Assessment Summary ** ||  ||
 * __ Glogster __

The book provides quizzes that the students can complete to monitor progress during each lesson of the unit. During work on the project the students will monitor their own progress each day. They will complete a checklist and a self-reflection sheet to keep them on track. (See example in folder) A Glogster will be completed by students to check their understanding of one lesson of the entire unit. The Glogster is an online poster the students will design in order to show their understanding of the concepts learned in lessons 4.1-4.3. ||  || Students will only have to discuss one question in their Glogster poster. Presentation of project may be eliminated or modified in some way ||  ||
 * ** Unit Details ** ||  ||
 * ** Prerequisite Skills ** ||  ||
 * Knowledge of Glogster, Radioactive elements, Radioactive decay, Types of rocks ||  ||
 * ** Instructional Procedures ** ||  ||
 * *Give formal instruction of first three lessons. This includes daily notes, labs and assignments.
 * We will present the lesson and allow students to chose the lesson they will be focusing their Glogster on.
 * Present a sample of a Glogster and show students how to add each of the elements that are required i.e., video, images, facts and citations.
 * Give students some examples of where to search for their content.
 * Discuss citations and give forms that help them identify the information needed.
 * Students will work in the library on their project including daily self-reflections.
 * Students will peer edit their work.
 * Students will present projects to class.
 * Complete Self-Evaluation. ||  ||
 * ** Accommodations for Differentiated Instruction ** ||  ||
 * |||| ** Special Needs Students ** |||||| Students will work in smaller groups with a teacher monitoring more closely.
 * |||| ** Nonnative Speakers ** |||||| Similar accommodations to special needs students. ||  ||
 * |||| ** Gifted/Talented Students ** |||||| Choose one of these topics a their area of study: The La Brea Tar Pits, Indexes, create a timeline of earth’s ice ages, Precambrian time, compare Archaeopteryx to present-day birds, etc. Students will present findings in an internet workshop format. ||  ||
 * ** Materials and Resources Required For Unit ** ||  ||
 * ===**Technology – Hardware** (Click boxes of all equipment needed)=== ||  ||

Computer(s) Digital Camera DVD Player Internet Connection || Laser Disk Printer Projection System Scanner Television || VCR Video Camera Video Conferencing Equip. Other || Desktop Publishing E-mail Software Encyclopedia on CD-ROM || Image Processing Internet Web Browser Multimedia || Web Page Development Word Processing Other ||
 * Camera
 * ** Technology – Software ** (Click boxes of all software needed.) ||
 * Database/Spreadsheet

[] [] [] [] [] ||
 * ** Printed Materials ** || Text book, assignment description, checklist, rubric ||
 * ** Supplies ** || [[image:file:///private/tmp/e002616/Library/Caches/TemporaryItems/msoclip/0clip_image002.png width="395" height="40"]]  ||
 * ** Internet Resources ** || []
 * ** Other Resources ** || None ||


 * Wisconsin DPI Teacher Standards ** : list the teacher standards most fully addressed in your development of this unit (http://dpi.wi.gov/tepdl/stand10.html).

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