Name of Unit: Earths Ever-changing Surface
Stage1DesiredResults
ESTABLISHEDGOALS(G)
(MACurriculumFrameworks
Standards)
7.MS-ESS2-2. Construct an
explanation based on
evidence for how Earths
surface has changed over
scales that range from local
to global in size and operate
at times ranging from
fractions of a second to
billions of years.
[Clarification Statement: Examples of
processes occurring over large
spatial and time scales include plate
motion and ice ages. Examples of
changes occurring over small spatial
and time scales include earthquakes
and seasonal weathering and
erosion.]
7.MS-ESS2-4. Develop a
model to explain how the
energy of the sun and Earths
gravity drive the cycling
water, including changes of
state, as it moves through
multiple pathways in Earths
hydrosphere. [Clarification
Statement: Examples of models can
be conceptual or physical.]
[Assessment Boundary: A
quantitative understanding of the
latent heats of vaporization and
fusion is not assessed.]
7.MS-ESS3-2. Obtain and
communicate information on
how data from past geologic
events are analyzed for
patterns and used to forecast
the location and likelihood of
future catastrophic events.
[Clarification Statement: Geologic
events include earthquakes, volcanic
eruptions, floods, and landslides.
Examples of data typically analyzed
can include the locations,
magnitudes, and frequencies of the
natural hazards.] [Assessment
Boundary: Assessment does not
include analysis of data nor
forecasting.]
7.MS-ETS1-4. Generate and
analyze data from iterative
testing and modification of a
proposed object, tool, or
process to optimize the
This work is licensed by the Cross District Science Curriculum Mapping Project under the Creative Commons Attribution
-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA). Educators may use, adapt and share under the same
license as the original. You must give appropriate credit, provide a link to the license, and indicate if changes were made. Not for
commercial use.
Grade Level: 7
Transfer(T)
Students will be able to independently use their learning to
Analyze mechanisms of cause and effect in natural and designed systems based
on physical and chemical principles. (ps)
Analyze the implications of earth as a set of interconnected systems --
atmosphere, hydrosphere, geosphere, and biosphere -- when making personal
and civic decisions. (ess)
Meaning
UNDERSTANDINGS (U) ESSENTIAL QUESTIONS (Q)
Students will understand that Students will keep considering...
The planets systems interact over What natural and human factors
scales that range from local to global in change Earths surface?
size, and they operate over fractions of a Why is Earths surface constantly
second to billions of years. These changing?
interactions have shaped Earths history Why are certain geologic areas
and will determine its future. more prone to catastrophic
Mapping the history of natural hazards in events?
a region, combined with an
understanding of related geologic forces
can help forecast the locations and
likelihoods of future events.
Global movements of water and its
changes in form are propelled by
sunlight and gravity.
Acquisition
KNOWLEDGE (K) SKILLS (S)
Students will know Students will be skilled at
Earths surface has changed over scales developing a model to explain
that range from microscopic to global in how the energy of the sun and
size and operate at times ranging from Earths gravity drive the cycling
fractions of a second to billions of years of water (MS-ESS2-4)
the water cycle analyzing valid and reliable
Earths mineral, fossil fuel, and evidence and constructing an
groundwater resources are unevenly explanation for how Earths
distributed as a result of geologic surface has changed and will
processes continue to change (MS-ESS3-2)
identifying, analyzing, and then
Content Vocabulary: Uniformitarianism, communicating information on
Erosion, Weathering (Mechanical and how data from past geologic
Chemical), Soil, Fertility, Soil Conservation, events forms patterns that are
Non-Renewable Resource, Renewable used to forecast the location and
Resource, Convection Currents, Density, likelihood of future catastrophic
Continental Drift, Plate, Divergent Boundary, events (MS-ESS3-2)
Convergent Boundary, Transform Boundary,
Plate Tectonics, Fault, Stress, Tension,
Compression, Earthquake, Epicenter, Focus,
Seismograph, Magnitude, Volcano, Magma,
Lava, Ring of Fire, Hot spot, Dormant,
Extinct, Ground Water, Water Cycle,
Evaporation, Transpiration, Precipitation,
Condensation, Gravity, Radiation
1
object, tool, or process for its
intended purpose.

7.MS-ETS1-7(MA). Construct
a prototype of a solution to a
given design problem.

*7.MS-ESS3-4. Construct an
argument supported by
evidence that human
activities and technologies
can to mitigate the impact of
increases in human
population and per capita
consumption of natural
resources on the
environment.

Practices:
Developing and Using
Models
Constructing Explanations
and Designing Solutions
Obtaining, Evaluating, and
Communicating Information

*This standard is referenced

in the year long unit: Human
Impact

Stage2-Evidence
EvaluativeCriteria AssessmentEvidence
Rubric CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE
TASKS)
Research, Design, and Construct a model 3 story building to withstand a
natural disaster that is common in their location.
Students should research the history of natural disasters in their assigned
area.
Examples: Hurricanes, Earthquakes, Volcanoes, Flooding, Landslides
Students should research methods to offset the impacts on housing and
engineering solutions that are currently practiced throughout the world.
Students will use their research to individually write a letter of considerations
for people moving to the area.
Students will work on teams to design, build, test a model structure to
withstand a natural disaster common in their assigned area.
Students will evaluate the effectiveness of their design and other classmates
in withstanding the natural disaster tests.
OTHER EVIDENCE:
Lesson Quizzes, Sub Unit Tests, Labs, Short writing assignments, Small
group and individual subunit specific projects.
Pre and post formative assessments.
Breakdown that rock project and written reflection

This work is licensed by the Cross District Science Curriculum Mapping Project under the Creative Commons Attribution
-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA). Educators may use, adapt and share under the same
license as the original. You must give appropriate credit, provide a link to the license, and indicate if changes were made. Not for
commercial use. 2
 Stage3-LearningPlan
SummaryofKeyLearningEventsandInstruction(L)
Pre-Assessments of Requisite Knowledge, Possible Pre- or Mis-conceptions
Pre-Assessment
Google Pre Assessment Survey

Possible misconceptions
http://beyondpenguins.ehe.osu.edu/issue/earths-changing-surface/common-misconceptions-about-weatherin
g-erosion-volcanoes-and-earthquakes

Learning Events: This is a rough draft of the instruction but not a finalized version. This will be completed in
the 2017-2018 school year after reflection.
Total Days of Instruction
Hook: Introduce with video of a natural disaster (earthquake, tsunami, volcanic eruption, sink hole) What is
happening in the video? How is the land or environment changed? (1 day)
Essential Questions ( day)
Weathering / Erosion (4 days)
Mechanical and Chemical
Examples / identification of types of weathering
Removal and transport of sediment through erosional processes (i.e. wind, water, waves, glaciers,
and gravity)
Formation of rock layers through compaction and cementation
Erosions affects on the landscape
Sedimentary rock layers serve as a timeline of past geologic events (3 days)
Relative dating
K-T boundary
Land scarring - Gulf of Mexico crater (Chicxulub), Barringer Crater, Manson Crater, etc.
Index fossils
Plate tectonics (7 days)
What are tectonic plates?
Types of plate boundaries / interactions
Sea floor spreading
Wegeners Theory of Continental Drift and associated evidence (fossil record, continent boarders,
mountain ranges, etc.)
Suggested Resource & Interactives - http://has.concord.org/index.html#interactives
Earthquakes (5 days)
Where do they occur and why? Earthquake tracker - Iris Seismic Tracker
Designing for Disaster Activity- Teach Engineering
Volcanoes / Mountain ranges (5 days)
Where are they and why? Ex - Ring of Fire

Resources:

Videos:

Books:
Pearson Interactive Science Text and Resources

This work is licensed by the Cross District Science Curriculum Mapping Project under the Creative Commons Attribution
-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA). Educators may use, adapt and share under the same
license as the original. You must give appropriate credit, provide a link to the license, and indicate if changes were made. Not for
commercial use. 3