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                                    Mystery of the Far-Flung Fossils:
 SEAL                                Investigating Plate Tectonics
LESSON
                                                              K
                                                              n   6
Subject(s)               Rigor/Relevance                      o   5
                         Framework                            w
                                                              l   4
                                                                          C           D
                                                              e   3
Earth Science, English                                        d
                                                                  2
                                                              g           A           B
                                                              e   1
Grade Level 10                                                        1       2    3    4   5
                                                                              Application



Instructional            Writing: Students write for a variety of purposes and audiences with
                         sophistication and complexity appropriate to the grade level.
Focus                    Science as Inquiry: Students demonstrate knowledge and skills
                         necessary to perform scientific inquiry.
                         Unifying Concepts and Processes: Students recognize patterns and
                         processes, making connections in terms of systems and subsystems that
                         explain the interrelationships of the natural and designed world.
                         Basic Concepts and Knowledge: Students develop an understanding of
                         scientific concepts using facts, theories, principles, and models.

Student                     Students will observe fossil data from different continents and
                             show how the continents were once combined to form Pangaea.
Learning
                            Students will conduct research that will result in support for a
                             future prediction.
                            Students will write reports that support and explain their
                             predictions and model.
                            Students will use evidence (e.g., observations, data) from simple
                             scientific investigations and scientific knowledge to develop
                             reasonable explanations for a model.

Performance              Description
Task                     Part I
                         Students will:
                         1. Observe posters of continents at various time periods and note the
                              fossils present.
                         2. Classify organisms using a key.
                         3. Interpret data in order to put Pangaea together.
                         4. Make a paper model of Pangaea.
                         5. Write a report that explains/supports the model using their
                              interpretation of the data.




                                           1
Performance                     Part II
                                Students will:
Task                            1. Research the history of the position of the continents on the Earth’s
(con’t.)                             crust from the formation of Pangaea to the present day. They can
                                     use books or the Internet to conduct their research. The following
                                     sites are useful:
                                           http://pubs.usgs.gov/gip/dynamic/developing.html
                                           http://webspinners.com/dlblanc/tectonic/pangea.php
                                           http://pubs.usgs.gov/gip/dynamic/historical.html
                                2. Based on their research, predict a possible position for the
                                     continents in another 100 million years.
                                3. Write a report that explains the history of the position of the
                                     continents over time and supplies a rationale for their prediction.

Essential                           Know and apply the principles of scientific inquiry. Implicit in this
                                     statement are the processes of prediction, estimation, developing
Skills                               hypotheses, drawing conclusions, evaluation, and following ethical
                                     principles and professional procedures. (s114)

                                    Examine evidence of crustal movement by identifying minor
                                     changes in the earth’s crust (e.g., deformed rock strata, displaced
                                     fossils, and displaced strata), and major changes in the earth’s crust
                                     (e.g., zones of frequent crustal activity, geosynclines, vertical
                                     movements, ocean floor spreading, and continental drift). (s64)

                                    Sequence geologic events by analyzing the chronology of layers,
                                     igneous intrusions and extrusions, faults, joints and folds, and
                                     internal characteristics such as cracks, veins, and mineral cement.
                                     (s65)

                                    Examine the fossil record to understand ancient life forms and
                                     evolutionary development. (s67)

                                    Know correlation techniques to match rocks and geologic events in
                                     one place to another by examining continuity, similarity of rock,
                                     fossil evidence, and volcanic time markers. (s101)

                                    Apply in writing the rules and conventions of grammar, usage,
                                     punctuation, paragraphing, and spelling. (e1)

                                    Gather information from a variety of sources, including electronic
                                     sources, and summarize, analyze, and evaluate its use for a report.
                                     (e3)

Scoring Guide                   See attachment.



Submitted by: Kristy Jones, Brian O’Neill, Carlisle County High School



                                                   2
                                       Scoring Guide

                   Score each of the following criteria on a scale of 4 to 0, where
                      4 = surpasses expectations, 3 = high-quality performance,
                  2 = satisfactory performance, 1 = minimum quality performance,
                                    0 = does not meet expectations

  CHARACTERISTIC                                       CRITERIA                       SCORE
                              Identification of fossils for each time period
Construction of Pangaea
                              Interpretation of data
model

                              Quality of paper model of Pangaea

                              Quality of the research

Research and prediction of
the continents’ future        Use of research to produce prediction
position
                              Quality of the support for prediction

                              Overall quality of model report

                              Overall quality of prediction report

Written reports
                              Quality of explanation that supports Pangaea model


                              Quality of rationale used to support prediction




                                                 3

				
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