Madras High School Unit Plan Grades: 11‐12 Subject: Environmental Science Semester: 2 Unit of Study: Geologic Time Pacing‐Teaching: Interactive Notes: 4 class periods Practice work assignments: 5 class periods, see 5 practice work assignments linked on Worona’s website. Activities: 5 class periods. 1 video, 2 lab activities, 1 AVID note‐taking group project Assessments: 1 note‐taking project, 1 unit test, 1 final exam Assessment Pacing: This unit takes 4 weeks to complete. Essential Questions: 1) What are the 4 eras of geologic time? 2) How did life evolve on planet Earth? 3) What were the major events of Precambrian time and the Paleozoic, Mesozoic, and Cenozoic eras? 4) How did life develop on land as compared to how it developed in the oceans? 5) How did the dinosaurs evolve and what are some theories about their extinction? 6) What are the stages of human evolution? 7) How have fossils, relative dating and absolute dating allowed scientists to piece together the record of geologic time? Oregon State Standards (including Madras High School Priority Standards in Bold, and Supporting Standards non‐bolded)  HS‐ESS1‐6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.  HS‐ESS2‐7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. Common Core Writing Standards: CCSS.ELA‐LITERACY.W.9‐10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA‐LITERACY.RST.9‐10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Concepts (Need to Know) Skills Blooms Level 1. Identify the four eras of geologic Problem solving, writing, Interactive Notes: time reading, note‐taking skills, 1,2 2. Discuss why and how life evolved laboratory skills Practice work on planet Earth assignments: 1, 2, 3, 3. Describe major events and changes 4,5 in Precambrian time, and the Activities: 1,2,3,4,5 Paleozoic, Mesozoic, and Cenozoic Assessments: eras 1,2,3,4,5,6 4. Compare the development of life in Earth’s oceans to development of life on land 5. Describe the rise and mass extinction of the dinosaurs 6. Describe stages of human evolution
7. Explain how fossils, relative dating and absolute dating have allowed scientists to piece together the record of geologic time. *Blooms level: 1 ‐Remember, 2‐Understand, 3‐Apply, 4‐ Analyze, 5‐Evaluate, 6‐Create *Assessment levels: 1‐Beginning to identify, 2‐ Developing simple knowledge & skills, 3 Proficient‐ demonstrates knowledge & skills along with applying details, 4‐ Mastery‐
demonstrates knowledge & skills along with analyzing, evaluating, and being able to create. Vocabulary: Absolute Dating  Adaptation  Bipedal  Cambrian Explosion  Cenozoic  Cyanobacteria  Eon  Epoch  Era  Evolution  Extinction  Fossil  Geologic time scale  Half‐life  Hominid  Ice Age  Isotope  Mesozoic  Natural Selection  Neogene Period  Paleogene Period  Paleozoic  Period  Precambrian  Primate  Quaternary Period  Vascular Tissue  Vertebrate Assessments: GRADED ASSESSEMENTS/ PROFICIENCIES COMPLETION DATE GRADE Geologic Time Notes and Presentation Geologic Time Unit Test Environmental Science Final Exam SCORING GUIDE F C B A (0.0) (2.0) (3.0) (4.0) Concept Concept Concept Concept Understanding Understanding Understanding Understanding and Quality of and Quality of and Quality of and Quality of Information: Information: Information: Information: Notes are The student The student The student incomplete or demonstrates demonstrates a demonstrates lack sufficient some confusion solid mastery of the information to but understands understanding of required project convey the basic the basic the required concepts concepts concepts project concepts (detailed notes outlined in the required for the (detailed notes responding to project project. Notes responding to each question Geologic Time requirements. are basic, but each question outlined in the Notes and contain the most outlined in the requirements Presentation important requirements) plus A‐level information. addition information). Professionalism Professionalism Professionalism and Creativity: and Creativity: and Creativity: Professionalism Notes lack Notes are Notes are and Creativity: neatness and are moderately neat, moderately neat Notes are very difficult to follow. but have three or and have no neat. No Poorly created, more more than two misspellings or showing obvious misspellings misspellings grammatical signs of rushing and/or and/or errors. There is a or lack of effort. grammatical grammatical wide array of Visual aids are errors. Project errors. Notes visuals to absent or irrelevant. Notes are not complete by the in‐class presentation date. Presentation demeanor: Presenters are difficult to hear and understand. Presenters make little eye contact and appear to be reading the presentation. Presenters appearance or gestures distract from the presentation. Only one member of the group does the presenting. Presentation Length/Quality: Presentation is under 5 minutes in length or is excessively long and unfocused. Exhibition has no logical sequence and the focus is unclear. shows average effort and quality. There are only a few helpful visual aids in the notes. Notes may be a few days late, but are completed in time for in‐class presentations. Presentation demeanor: Presenters can be heard and makes some eye contact with the audience. Presenters are appropriately dressed. Presenters presentation responsibilities may be unbalanced. Presentation Length/Quality: Presentation is 5‐
8 minutes long and has a clear introduction and conclusion. show an above average level of effort and quality. Visuals are relevant and helpful for understanding the content of the notes. Notes are completed on time. Presentation demeanor: Presenters speak clearly and loud enough to be heard. Presenters make eye contact frequently. Presenters are appropriately dressed and are somewhat engaging. Presenters share presentation responsibilities. Presentation Length/Quality: Presentation is 8‐
10 minutes long; exhibition is presented logically and with a clear focus. supplement the notes. Obvious, high quality effort is shown. Notes are completed on time. Presentation demeanor: Presenters speak clearly and use appropriate volume and pacing. Presenters maintain eye contact. Presenters are confident, enthusiastic and appropriately dressed. All presenters equally share presentation responsibilities. Presentation Length/Quality: Presentation is 8‐
10 minutes long; exhibition is focused, logical and ideas are presented in a well‐organized sequence. Questions left blank or incomplete. Little effort producing Unit Test Short poor answers. Answer Does not Questions demonstrate a minimal level of understanding. All questions attempted, may lack detail and/or contain errors. Shows a basic knowledge of the standard. Average answers to questions. All questions answered, some extra details provided, few errors. Above average answers to questions. Questions left blank or incomplete. Little effort producing Environmental poor answers. Science Final Does not Exam demonstrate a minimal level of understanding. All questions attempted, may lack detail and/or contain errors. Shows a basic knowledge of the standard. Average answers to questions. All questions answered, some extra details provided, few errors. Above average answers to questions. All questions answered in complete, informational sentences. Highly detailed answers with minimal errors. Exceptional answers to questions. All questions answered in complete, informational sentences. Highly detailed answers with minimal errors. Exceptional answers to questions.