Activity Title:

Using Models to Understand Earth History

Ancient Earth Globe:

Abstract:

Grade Level: 7

Lesson author(s):

Joe Riederer riedererjt@gmail.com

Instructional Materials Needed (if applicable):

Computer with web access to the Ancient Earth Globe web app

Activity sheet: Student copy

Activity sheet: Teacher copy

Wisconsin Standards for English Language Arts Addressed (ELA Full Document or Literacy in All Subject Areas Full Document):

WI.ELA-Literacy.WHST.6-8.9 

Wisconsin Standards for Environmental Literacy and Sustainability Standards Addressed (Full Document or searchable spreadsheet):

WI.ELS.C1.A.m 

Evidence of Need:

Informal class discussion indicates that students have little understanding of how the location of tectonic plates has change Wisconsin.

Evidence of Success:

Students will be able to intelligently discuss, and cite evidence for, the geologic changes that have occurred in Wisconsin and around the world.

Inquiry Experience 1

Setting and Estimated Time:  About 45 minutes

Learning Target:

I can intelligently discuss, and cite evidence for, the geologic changes that have occurred in Wisconsin and around the world.

Formative Assessment:

Students will use the  Ancient Earth Globe web app to complete the sheet, "Using Models to understand Earth History". They will also cite evidence for their choices during class discussion.

Procedure:

1. Briefly discuss/review the concept of plate tectonics

2. Demonstrate the mechanics/features of the Ancient Earth Globe web app

     a. Display options

     b. Adding cities

     c. left/right arrow keys to move through time

     d. Jump to...menu

1. Explain that MYBP = millions of year before present

2. Point out the explanatory text in the lower left of the screen

3. Select 240 million years ago and point out that Pangea was not a starting point for plate tectonics

4. Allow time for students to explore, discover, and argue while completing the tasks

5. Before the end of the class period, discuss the following topics:

     a. What surprised you?

     b. What Wisconsin climates did you identify? What evidence did you cite? (Task 4)

     c. What do you want to know more about?

Inquiry Experience 2   

Setting and Estimated Time:  

Learning Target:

Write with as an I can statement

Formative Assessment:

How will you gather evidence of student learning?

Procedure:

Outline the steps to facilitate student learning.

Inquiry Experience 3

Setting and Estimated Time:  

Learning Target:

Write with as an I can statement

Formative Assessment:

How will you gather evidence of student learning?

Procedure:

Outline the steps to facilitate student learning.