Stage 1 Desired Results Established Goal(s): The NGSS Standards include, but are not limited to: MS.

.ESS2 Earth's Systems with PE Develop models to describe mechanisms for the cycling of water through Earths systems as water changes phase and moves in response to energy from the sun and the force of gravity. (MS-ESS2-b.) MS.PS2 Motion and Stability: Forces and Interactions - MS-PS2-d. Construct and present oral or written arguments that use evidence to support the claim that gravitational interactions determine the motion of systems of objects in space. MS.LS4 Biological Evolution: Unity and Diversity - MS-LS4-a. Analyze data from the fossil record to describe evidence of the history of life on Earth. Construct explanations for the anatomical similarities and differences between fossils of once living organisms and organisms living today and relate this to the assumption that events in natural systems occur in consistent patterns. Understanding(s): General background Essential Question(s): Comparing then of progression of life on Earth and now, What do you think the modern Misconceptions: Evolution students day version of this is? may think that humans evolved from monkeys and that Students will know: Students will be able to: Students will know the composition of the Earth, forces they might interact with, and a basic history of life on the planet. Students should be able to explain the basic timeline of the Earth. Students will be able to relate this information to upcoming unit on the cell as well as units in the subjects of math and history. Stage 2 Assignment Evidence Performance Task(s): Other Evidence: Pre and Post-test worksheets Weekly quizzes Group lab work 2-3 exams Post-lab questions/practicals Critical thinking questions Bellringers/Exit Slips Student development of assessment items Think-Pair-Share Jeopardy Stage 3 Learning Plan Learning Activities: W = KWLs for the class to be seen throughout the unit. Students will identify what they know. Students and the teacher will identify what they want to know by the end. At the end of the material for each exam, have students fill in what they have learned. H = Hold interest with pop culture references, allowing their own interpretation of material and presentations of their own choice. E = Help students to explore concepts through labs and discussion. Equip them with

outside sources such as video clips, readings, and hands-on work. R = Labs will hold questions at the end allowing students to rethink about information they have just discovered. Bellringers will help students to recall information they have covered previously or to think about an idea that will be covered. Exit slips will allow students to apply the information they have gained with ideas that have already been covered. Review and development of assessment questions by students can also help for them to rethink and revise their knowledge. E= Peer reviews of projects and critical thinking problems allow students to evaluate the information they have and how it can apply to other topics of interest. T= Allow projects for different learning styles, have both group work and individual work. Have students participate for a grade on an activity that is more fun an interesting rather than just standard worksheets. Provide two or three different forms of review to help students on all different levels. O=Provide students with a basic outline of what will be covered throughout each portion of the unit. Provide them with the knowledge of what will be happening throughout each week. Have this information readily available in the classroom and make sure to revise as things change. As teacher, make sure to allot time to each activity and make sure to have back-up activities in case time is used up. Also make sure to have a plan for when activities might run too long.