S+Fecteau+Cameron

Office: Office Phone: Office Hours:** ** E-mail: cameron.r.fecteau@maine.edu **
 * Teacher: Mr. Fecteau

=Summary of Unit= // Welcome to Mr. Fecteau’s geological expedition! Our adventure will begin way back in time when the Earth’s continents were one. As time went on, we will observe the physical transformations the Earth has come to, and where it looks to go in the near future. Along the way, we will be asking the question of how this might be possible; land masses moving so easily. As geologist, we as a class will be studying the various boundary zones where the oceanic and continental plates undergo the most activity. It is also important that we look into and understand the different types of abrupt changes that occur at each of the zones. We will finally end our excursion looking at the three specific cycles of the Earth, the Water, Nitrogen, and Carbon cycles. Taking the data from what we have collected about boundary zones, we will ask ourselves if the idea of plate movement can alter the cycles overall. This class will engage you through various activities along the way, so do not feel the need to play music on your Ipod to entertain you. As the unit comes to a closing, you will imagine yourselves as professional geologists. It is expected of you to research a boundary zone of your choosing and produce a final product of a trifold and Garage Band interview. So climb aboard and enjoy the adventure! // =Establish Goals= Maine Learning Results: Science and Technology - D. The Physical Setting D2. Earth Grade 6-8 Geology Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth. f. Give examples of abrupt changes and slow changes in Earth Systems.

= = =Students will understand that= •the Earth's crust has transformed since Pangea to present day, and will continue to change in the future. •the Water, Nitrogen, and Carbon Cycles can be slightly altered by the effects of plate movement. •the four boundary zones cause immediate changes upon the Earth's surface.

= = =Essential Questions= •Why has the Earth changed overall through time? •How does plate tectonics impact the Water, Nitrogen, and Carbon Cycles? •How do the four boundary zones cause abrupt changes upon the Earth's crust?

= = =Students will know= •Terminology: divergent zone, subduction zone, convergent zone, and transformation zone. •Key Factual Information: the formation of volcanoes, earthquakes, mountains, and trenches. •Sequence and Timelines: Pangaea, Gondwanaland, Laurasia, continental drift, ice ages, precipitation, condensation, evaporation, photosynthesis, decomposers, Nitrates, Nitrites, Ammonium, and respiration.

= = =Students will be able to= • f. explain the specific effects that plate tectonics has on the Carbon, Nitrogen, and Water Cycles. • make sense of the processes of the Earth's systems. • create a map with cut-outs of continents showing past and present plate movement. • compare the similarities and differences of historical to present day Earth. • imagine what the Earth would be like without the four boundary zones. • recognize the various types of features of each boundary zone.

**Performance Task Overview** Goal: Your task is to select a location on a boundary zone, research and present the findings. Role: You are a well-known geologist that goes by Dr. (make your name). Audience: Your clients are people who attend the Natural History Museum in London. Situation: The context you find yourself in is that you have been selected as a top geologist assigned to present at an exhibit of the Natural History Museum. Product/Presentation: You will create a trifold, an oral presentation, and a Garage Band media clip of an interview. Standards (criteria from both rubrics): Presentation: preparedness, content, posture and eye contact, speaks clearly, attire, and volume. Trifold and Garage Band: attractiveness, organization, sources, rough draft, character, and sound quality.

=Expectations= Students will... Arrive to class on time and be prepared for all classes, that includes going to the restroom, getting a drink and going to locker. Have all the necessary materials that were asked for to bring to class, including the following; today's homework, any special clothing, shoes or outdoors equipment for labs, writing utensil, science notebook, and science book. Show respect for all people and property. Not touch anything without permission from Mr.Fecteau, not talk while Mr. Fecteau is talking, respect the opinions and beliefs of all of the students in the class. Be able to disagree, but in a respectful manner. Act in a safe and responsible manner, that includes following all of the safety procedures. Dress accordingly to the school dress code. Follow instructions of special attired

=Benchmarks= Below is the point value for each assessment and your grade will be based on the percent of points earned from the total points of 430.
 * Comic life- a digital version of the various stages of the plate movements. These stages will start with Pangea and would go on to the future of possible Pangea Ultima. First step in this product is mapping out the stages with cut-outs. From there, photographs of each of the maps will be added to Comic Life. Worth 50
 * Garage Band recording of a rap performance that compares the similarities and differences of historical to present day Earth. Using the graphic organizer, students construct masterful beats and rhymes. Once drafted, they will record their scripts using Garage Band. Their product is graded with a rubric, which they will have. Worth 50
 * Model the different types of boundary zones and then turn them into Comic life form. Students are able to get their hands dirty by creating art like models of the boundary zones. After there creations are complete, students can upload photographs of their models. With this, students can easily access each others models by looking on the wiki. Worth 50
 * Create a magazine article that will makes sense of the processes of the Earth's systems. The graphic organizer is to be completed as a group so students have options for their natural disaster magazine article. Once they have chosen one, they post rough and final drafts on their blogs. Not only will I comment them, but their peers will as well. Worth 50
 * A Poster that will eventually will be in Comic life form that explain the specific effects plate tectonics has on the cycles. This assignment is similar to the first, only the posters created pertain to the natural cycles of the Earth. Worth 30
 * IMovie- develop a newscast that pertains to the absence of the four boundary zones. Students will need to understand the concepts of each boundary zone and reverse it. This think backwards process will make students question of how and why. Worth 50
 * WebQuest- complete the activity provided. The webQuest contains two final products, a trifold and Garage Band Interview. Rubrics are provided for each. Students have the option of working gin pairs or not, but the boundary zone they choose will be the one for their exhibit. Worth 100
 * Blog- students will blog at the end of each class with the last ten minutes. The topic will vary, some days the topic will be specified. Students will select five out of all of the blogs to be graded. Each worth 10

=Grading Scale= A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82),C+(77 - 79), C (73-76), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59).