Earth Systems Lesson Plan

12th Grade AP Environmental Science 1:10 - 2:30

Dunbar High School/ GW Teach
Alexa Vero

Essential Question: How can we protect and prepare our community from natural disasters?

NGSS Standards:
HS-ESS1- Evaluate evidence of the past and current movements of continental and oceanic crust and the
5. theory of plate tectonics to explain the ages of crustal rocks.

HS-ESS2- Develop a model based on evidence of Earth’s interior to describe the cycling of matter by
3. thermal convection.

HS-ESS2- Analyze geoscience data to make the claim that one change to Earth's surface can create
2. feedbacks that cause changes to other Earth systems

HS-ESS2- Develop a model to illustrate how Earth’s internal and surface processes operate at different
1. spatial and temporal scales to form continental and ocean-floor features.

HS-ESS2- Use a model to describe how variations in the flow of energy into and out of Earth’s systems
4. result in changes in climate.

Objectives:
- Project Objectives
- Student will understand the outline for the project and meet with project partner
- Review models of EAP/ Visual Aids
- Students will clarify any questions they have about the requirements of the project.
- Students will provide and receive feedback on EAP project
- Students will present their Emergency Action Plans.
- Students will reflect on the EAP project
- Content Objectives
- Students will explore plate tectonic theory, along with the movement and composition of
plate tectonics
- Students will understand the causes, effects and anatomy of an earthquake.
- Students will explore how epicenters are located.
- Students will understand the composition of the atmosphere and the difference between
weather and climate.
- Students will explore the different characteristics of each atmospheric layer.
- Students will understand what factors influence wind patterns.
- Students will explore earth’s different circulation cells.
- Students will explore how wind patterns impact climate
 - Students will be able to describe how the Sun’s uneven heating of the Earth causes air to
move and form convection currents and global wind patterns.
- Students will be able to identify global wind patterns and their different characteristics.
- Students will review what we learned the past few days.

Student Made Products:

● Partnered Emergency Action Plan
● Visual Aid
● Letter to as extra credit FEMA

Materials:
● Class Drive
● Lesson Slides 1
● Lesson Slides 2
● Lesson Slides 3
● Lesson Slides 4
● Lesson Slides 5
● Lesson Slides 6
● Class Handout 1
● Class Handout 2
● Class Handout 3
● Class Handout 4
● Class Handout 5
● Class Handout 6
● Project Rubric
● Project Description
● EAP Models
● Visual Aid Models
● Teacher Feedback Form
● Partner Evaluation Form
● Consequences of climate change Jamboard
● Earthquake effects Jamboard
● Atmosphere Mini Presentation Slides
● Wind What we know, don't know and want to know doc
● Global Wind Patterns Mini Presentation Slides
● Epicenter/ Waves Simulator
● Wind Direction v Air Pressure Simulator
● Kahoot Game
●
 Day One (80 Mins) - Launch Lesson/ Plate Tectonics

Objectives:
Students will understand the outline for the project and meet with project partner
Students will explore plate tectonic theory, along with the movement and composition of plate
tectonics.
Agenda:
1. Warm Up Questions
2. Project Launch
3. Plate Tectonic Theory Video
4. Plate Tectonic Guided Notes
5. Short Read: Plate Tectonic Movements
6. Project Partner Breakout Rooms

Warm Up Questions (5 Mins)

A. As students are entering the classroom, they will answer the following questions before we begin
the lesson:
a. What is one thing that you did today that made you proud of yourself? - Social
Emotional/ Growth Mindset Question
b. What is climate change?
c. What are some of the consequences of climate change?
B. Debrief questions as a class

Project Launch (15 mins)

A. Warm up question - Brainstorm some consequences caused by climate change.
a. should lead to more extreme weather conditions which leads to natural disasters
b. Create jamboard or use sticky notes for students to post ideas
B. Show some videos and news footages of natural disasters that occured recently
a. Australia/ California Fires, Spike in Hurricanes/ Tropical storms, earthquakes
b. Emphasis that even though DC is not considered a “hot zone” for major natural disasters,
we can still feel the effects of other disasters in other parts of the country/ world. - Pull
examples (Smoke from California seen in DC on Sept 15 date, ice caps melting causing
increased flooding).
C. Pose the essential question: How can we prepare and protect our community from natural
disasters? - ask class?
D. Introduce Project - Creating a Class Emergency Action Plan (EAP)
a. Debrief Project Description and Rubric - Popcorn students to read sections
i. First working in partners to construct their own plans. Each student will focus on
a location of their choosing and construct an action plan for a natural disaster for
their location.
ii. Partners will create a visual aid to engage and inform members of that
community about their EAP.
1. Visual AId examples include: Poster, Flyer, Social Media Post,
Brochure, Short Video, Web Page, etc.
 iii. Students will engage in a critique session to review and provide feedback on their
peers projects.
iv. Students will present their EAP and visual aids to the class
1. Explain key components of EAP along with presenting their visual aid/
why they choose their medium
v. Students will construct a letter to FEMA as extra credit explaining the purpose of
the project, and why you think it was significant outside the classroom.
Additionally, talk about the EAP and/or the visual aid you created and attach
them to the letter .

Plate Tectonic Theory Video (5 Mins)

A. Students will watch video on plate tectonics
a. Video Link: https://www.youtube.com/watch?v=KB7HzF2O3Kg
B. Students will answer questions as the video plays
C. Short discussion on plate tectonic theory

Plate Tectonic Guided Notes (15 Mins)

A. Teacher will walk through some guided note and lecture about the composition of the Earth
B. Students will fill in the blanks and take additional notes

Plate Tectonic Movement Short Read (15 Mins)

A. Students will read a short article about the different plate tectonic movements; article is provided
from natural geographic

Partner Breakout Rooms (20 Mins)

A. Students will enter breakout rooms to select a location with a partner, decide on visual aid and
start researching.
B. Jump into breakout rooms to check on students and ask probing questions
C. Give 5 min warning to return to main room

Reminders and Exit Ticket (5 Mins)

A. Reminder to fill out consent form and Icebreaker form
B. Review homework
a. Decide location/ visual aid for EAP
b. Read EAP article
i. Link: https://www.thesilverlining.com/safety-tips/developing-an-emergency-
action-plan
c. Watch Earthquake and volcano videos
i. Links: https://www.youtube.com/watch?v=zbtAXW-2nz0
https://www.youtube.com/watch?v=1PVMs2NSdmc

Day Two (80 Mins) - Earthquakes

Objectives:
 1. Students will understand the causes, effects and anatomy of an earthquake.
2. Students will explore how epicenters are located.
3. Review models of EAP/ Visual Aids
Agenda:
1. Warm Up Questions
2. Review Models EAP and Visual Aid Models
3. Earthquake Guided Notes
4. Seismic Wave Video
5. Epicenter/ Wave Simulator
6. Brainstorm Earthquake Effects
7. Project Partner Breakout Rooms

Warm Up Questions (5 Mins)

A. As students are entering the classroom, they will answer the following questions before we begin
the lesson:
a. What’s a short term goal you have right now? - Social Emotional/ Growth Mindset
Question
b. Describe Continental Drift Theory?
c. What is Mantle Thermal Convection and what role does it play regarding tectonic
Plates?
d. Complete Ice Beaker Survey (if you have extra time)
B. Debrief questions as a class

Review Models EAP and Visual Aid Models (10 mins)

A. Review what an EAP is and its purpose
B. Go though the Key elements of an EAP
a. Review EAP Template/ CDC model
C. Show examples of Visual aid
a. Ask students what they notice and what elements would make them want to learn more
about the EAP
i. What is the best way to present the information?
ii. Who is your target audience?
b. Go over platforms to create professional looking visual aids
i. Canva, Weebly
D. Say that more models are in folder

Earthquake Guided Notes (10 Mins)

A. Teacher will walk through some guided note and lecture about measuring the intensity of an
earthquake
B. Students will fill in the blanks and take additional notes

Seismic Wave Video (5 Mins)

A. Students will watch video on Seismic Waves
a. Video Link: https://www.youtube.com/watch?v=wDfIgoXaXis
 B. Students will fill in chart about the properties of different seismic waves
C. Short discussion on plate tectonic theory

Epicenter/ Wave Simulator (15 Mins)

A. Teacher will walk through the things to look out for in the Epicenter/ Wave Simulator
a. Symbols, timeline on bottom of screen
B. Students will play through the simulator and answer questions
a. Link : https://theyardgames.org/game/earthquake.html
C. Debrief simulator questions

Brainstorm Earthquake Effects (5 mins)

A. After reviewing earthquakes and its anatomy, students will brainstorm some of the positive and
negative effects of earthquakes (constructive and destructive)
B. Create jamboard or use sticky notes for students to post ideas

Project Partner Breakout Rooms (20 Mins)

A. Students will meet up with partners and continue to research their natural disaster and start
crafting their EAP document.
a. Draft out what visual aid will look like and include
b. Divide responsibilities so students can work on it at home
B. Jump into breakout rooms to check on students and ask probing questions
C. Give 5 min warning to go back to main room

Reminders/ Exit Ticket (5 Mins)

A. Continue working on EAP/ visual aid
B. Reminder about Feedback session scheduled on Day 4

Day Three (80 Mins) - Atmosphere

Objectives:
1. Students will understand the composition of the atmosphere and the difference between weather
and climate.
2. Students will explore the different characteristics of each atmospheric layer.
3. Students will clarify any questions they have about the requirements of the project.

Agenda:
1. Warm up
2. Drive Logistics
3. Guided notes
4. Short Read/ Mini Presentation Prep
5. Mini Presentations
6. Video
7. Project Q&A
 8. Exit Ticket & Reminder

Warm Up Questions (7 Mins)

A. As students are entering the classroom, they will answer the following questions before we begin
the lesson:
a. What is one thing you would love to learn about more? - Social Emotional/ Growth
Mindset Question
b. What are the three different seismic waves that occur during an earthquake?
c. What is the difference between the epicenter and the focus of an earthquake?
d. If you have not done so complete Ice Beaker Survey (if you have extra time )
B. Debrief questions as a class

Drive Logistics (5 Mins)

A. Review how the access and use the class Google Drive to collaborate and submit work
B. Walk through how to find your project/ individual folders
C. Take any questions students may have

Atmosphere Guided Notes (10 Mins)

A. Teacher will walk through some guided note and lecture about Earth’s early atmosphere and
atmospheric composition
B. Students will fill in the blanks and take additional notes

Layers of the Atmosphere Short Read/ Mini Presentation Prep (10 Mins)
A. Break students up into 5 groups to research a layer of the Earth’s atmosphere
B. Explain directions and show them how to navigate to the premade slide (put link in chat)
a. Students will read a short article in their class handout about their assigned layer
b. Students will collaborate on a presentation and summarize their layer in the appropriate
section
C. Answer questions
D. Jump into breakout rooms to check on students and ask probing questions
Layers of the Atmosphere Mini Presentations (18 Mins)
A. Groups will present their layer to the class in a brief 3 min presentation
B. Answer any questions
Extreme Weather Video (6 Mins)
A. Students will watch video on Extreme Weather
a. Video Link: https://www.youtube.com/watch?v=wDfIgoXaXis
B. Students will follow along and answer question on class handout
C. Short discussion on video
Project Q&A (10 Mins)
A. Touch base with student on how they are progressing with the project
a. Are you able to get in contact with your partner? Are you able to work on the project
outside of the classroom?
b. Would you rather work on the project during class time or on your own time?
c. Who has picked a location and natural disaster to work on?
 d. Has anyone started a draft of the work?
e. Should we move our feedback day?
B. Filter questions students may have regarding the project
Exit Ticket & Reminder (5 Mins)
A. Continue working on EAP/ visual aid
B. Complete Icebreaker survey if you haven’t completed it yet
C. Turn in work to the drive folder
D. Watch Hurricane and Wildfire videos
a. Links
https://docs.google.com/document/d/171wWY1SCyJLl3pJ3xvG82xAirR_fWt3TfZ
D3IspscYw/edit?usp=sharing

Day Four (80 Mins) - Wind Patterns 1

Objectives:
1. Students will understand what factors influence wind patterns.
2. Students will explore earth’s different circulation cells.
3. Students will explore how wind patterns impact climate
4. Students will provide and receive feedback on EAP project

Agenda:
1. Warm up
2. What we know, don’t know, and want to know
3. Simulator
4. Land Breeze vs Sea Breeze
5. Video and Discussion
6. Project Critique
7. Exit Ticket and Reminders

Warm up (7 mins)
A. As students are entering the classroom, they will answer the following questions before we begin
the lesson:
a. Think about a time when you felt overwhelmed or stressed. What are some things you
bounce back? - Social Emotional/Growth Mindset Question
b. What are two features of the Troposphere?
c. What are the four primary gases that make up Earth’s atmosphere?
B. Debrief questions as a class
What we know, don’t know, and want to know (5 mins)
A. Create What we know, don’t know, and want to know chart for students to fill in
a. Share link so students have access
B. Explain activity to students so they can start thinking about wind and gauge their prior knowledge
C. Students fill out different sections of the chart
D. Debrief comments
Simulator (15 mins)
 A. Share link with students and give them directions
a. Explore the relationship between wind direction/ intensity and high/low pressure systems
b. Explain how to read the arrows and move the pressure systems
c. Stop after level 5
B. Students will go through the simulator and answer the questions on the class handout
C. Debrief questions
Land Breeze vs Sea Breeze (8 mins)
A. Explain the difference between the land breeze and the sea breeze while students answer
questions on handout
B. Prompt them to think about why this effect occurs using what they know from the previous
activity
Circulation Cell Video and discussion (12 mins)
A. Students will watch video on Extreme Weather
a. Video Link: https://www.youtube.com/watch?v=xqM83_og1Fc&feature=emb_logo
B. Students will follow along and answer questions and label diagram on class handout
C. Short discussion on video debriefing questions and going over circulation cell diagram
Project Critique (30 mins)
A. Short Discussion on constructive feedback
a. Difference between feedback, advice and critique
b. Show some examples and ask students to classify what each statement is
B. Have feedback forms prepared for each pair before hand and explain directions
a. As each pair goes up, provide google doc link for that group in the chat so other students
have access
b. Prompt students to put their comments in the section with their names
c. Answer any questions
C. Start critique session
a. Go through each group so students can write down feedback
b. Teacher will offer additional feedback and see if classmates have any other comments to
add
Exit Ticket and Reminders (5 mins)
A. Submit handouts to drive
B. Review feedback and make edits to project
C. Office hours over the weekend

Day Five (80 Mins) - Wind Patterns 2

Objectives:
1. Students will be able to describe how the Sun’s uneven heating of the Earth causes air to move
and form convection currents and global wind patterns.
2. Students will be able to identify global wind patterns and their different characteristics.

Agenda:
1. Warm up
2. Review/ Guided Notes
 3. Coriolis Effect Video/ Debrief
4. Mini Presentations
5. Project Time
6. Exit Ticket and Reminders

Warm up (7 mins)
A. As students are entering the classroom, they will answer the following questions before we begin
the lesson:
a. What does being a leader mean to you? - Social Emotional/Growth Mindset Question
b. What causes different air pressure systems to form? Why?
c. What direction does wind move between high and low pressure systems?
B. Debrief questions as a class

Review/ Guided Notes (12 mins)

A. Teacher will walk through guided notes and lecture about pressure systems and review Land/
Seas Breezes
B. Students will fill in the blanks and take additional notes
Coriolis Effect Video/ Debrief (15 mins)
A. Engage students by asking them to spot the difference between hurricane formation pictures
a. Spot that two spin clockwise and other two go counterclockwise
b. Pose the question as to why this happens
B. Play video while students answer questions on the Coriolis Effect
a. Link: https://ny.pbslearningmedia.org/resource/nvcl.sci.earth.coriolis/the-coriolis-effect/
b. Debrief video and let students explain the Effect; ask follow up questions
Mini Presentations (20 mins)
A. Break students up into 4 groups to research one of Earth's Global Wind Patterns
B. Explain directions and show them how to navigate to the premade slide (put link in chat)
a. Students will independently research their global wind pattern with their group
b. Guiding questions are provided in each section; students should answer each question
C. Answer student questions
D. Jump into breakout rooms to check on students and ask probing questions
E. Groups will present their global wind pattern to the class in a brief presentation
F. Answer student questions
Project Time (25 mins)
A. Put students in breakout rooms with project partner
B. Last opportunity to have students work on the project and ask questions in class.
a. Opportunity for me to provide more feedback after critique session
C. Jump into breakout rooms to check on students and ask probing questions
D. Give 5 min warning
Exit Ticket and Reminders (5 mins)
A. Presentations are tomorrow, be prepared to share EAP and Visual aid
a. Email me if you have any questions/ want feedback
B. Have extra credit letter ready if you were planning on turning one in
C. Put assignments in the class drive
 Day Six (80 Mins) - Presentation Day/ Review
Objectives:
1. Students will present their Emergency Action Plans.
2. Students will review what we learned the past few days.
3. Students will reflect on the EAP project

Agenda:
1. Warm up
2. Presentations
3. Review Game
4. Reflection Discussion
5. Reminders and Feedback Form

Warm up - 7 mins
A. As students are entering the classroom, they will answer the following questions before we begin
the lesson:
a. What is one skill you want to improve on? What is one thing you are doing to improve
that skill? - Social Emotional/Growth Mindset Question
b. What is the Coriolis Effect and what are some things affected by it?
c. What is unique about the Doldrums compared to other wind patterns?
B. Debrief questions as a class

Presentations - 43 mins
A. Students will present their final projects to the class
B. Grade presentations and provide follow up questions for each pair
Review Game - 15 mins
A. Give students the link to the review game
a. Kahoot - 25 questions total 5 questions/ day
Reflection Discussion - 10 mins
A. Open reflection discussion on the project
a. Students will also answer questions in class handout for the day
b. Provide probing questions for students to elaborate on their thoughts
Reminders and Feedback Form - 5 mins
A. Hand in classwork into the drive
B. Submit final assignment to the drive or email directly to me
C. Fill out partner evaluation
D. Fill out teacher feedback survey