Planning and Preparation Guide

Copyright © 2020 Great Minds PBC 1

In PhD Science™ Level 4, lessons are designed to fill 45 minutes of instructional time. Every lesson has a Launch,

Learn, and Land section, and each section serves a specific purpose within the scope and sequence of the lesson.

Teachers should always begin the lesson with a Launch to prepare students for the Learn portion of the lesson. The

Land generally includes a debrief of the Learn so that students can reflect on their learning and build consensus

before moving forward. Teachers who decide to spend more than one class day on a lesson should consider

beginning the second day of the lesson with a summary of the previous day’s learning.

The purpose of this Planning and Preparation Guide is to summarize the preparation requirements for each lesson.

The calendar included in this guide contains the following sections to aid in planning and preparation.

Preparing to Teach: This section describes preparation teachers should complete before a lesson begins.

Materials: This section lists all materials necessary for the lesson. For more information, refer to the module-

specific materials lists in the PhD Science Teacher Resource Pack.

Module Resources: This section lists all module resources necessary for the lesson.

Alternative Pacing: This section provides pacing suggestions for classrooms with less than 45 minutes of

instructional time for science.

Advance Preparation: This section describes preparation teachers should complete a specified number of days

before an upcoming lesson.

Instructional Routines The following instructional routines are recommended for use in this module. For specific information about each

routine, refer to the PhD Science Implementation Guide.

Chalk Talk

Frayer Model

Gallery Walk

Inside–Outside Circles

Jigsaw

Jot–Pair–Share

Mix and Mingle

Outside–In

Quick Write

Snowball

Think–Pair–Share

Whip Around

Level 4 Module 1

Earth Features

Planning and Preparation Guide

PhD SCIENCE™ L4 ► M1 ► Planning and Preparation Guide


Module at a Glance Anchor Phenomenon: Formation of the Grand Canyon’s Features

Essential Question: How did the Grand Canyon’s features form?

Concept 1: Rock Layers

Focus Question: What do Earth’s rock layers reveal?

Concept 2: Weathering and Erosion

Focus Question: How are Earth’s rock layers uncovered?

Application of Concepts: Engineering Challenge

Concept 3: Patterns in Features and Processes

Focus Question: How do canyons around the world form?

Concept 4: Human Interactions with Earth

Focus Question: How do humans interact with Earth’s features and processes?

Application of Concepts: Socratic Seminar and End-of-Module Assessment

Calendar

Concept 1: Rock Layers (Lessons 1–5)

Focus Question: What do Earth’s rock layers reveal?

Lessons 1–2

Phenomenon Question: What can we discover in an unknown canyon?

Lesson 1

Ask questions about the Grand Canyon’s distinctive features.

Preparing to Teach

None

Materials

□ Science Logbook (Lesson 1 Activity Guide)

Module Resources

Lesson 1 Resource A: John Wesley Powell Information

Lesson 1 Resource B: Powell’s 1871 Expedition Team Photographs

Lesson 1 Resource C: The Chasm of the Colorado

Lesson 1 Resource D: Present-Day Grand Canyon Photographs

Alternative Pacing

Day 1: Launch through Notice and Wonder about Powell’s 1871 Expedition Team Photographs and Moran’s 1873 Expedition Painting



Day 2: Notice and Wonder about Present-Day Grand Canyon Photographs through Land

Advance Preparation for Lesson 6

□ 1 Week Before: Start preparation for Plant Station (see Lesson 6 Resource A).

Lesson 2

Develop a class anchor model of the Grand Canyon’s distinctive features.

Preparing to Teach

None

Materials

□ Science Logbook (Lesson 2 Activity Guide, Module Question Log)

Alternative Pacing

Day 1: Launch through Build a Driving Question Board

Day 2: Develop an Initial Model of Grand Canyon Features through Land

Lessons 3–5

Phenomenon Question: What do the Grand Canyon’s rock layers reveal?

Lesson 3

Use fossil evidence to determine that the Grand Canyon rock layers came from distinct environments.

Preparing to Teach

□ Cue “Over the Rim, Into the Canyon” (NPS 2009) video: http://phdsci.link/1000.

Materials

□ Science Logbook (Module Question Log)

□ Identify Layers of the Grand Canyon (1 per student pair): printed copy of Present-Day Grand Canyon Figure 5 (Lesson 1 Resource D), heavy-duty sheet protector, 6 different-colored erasable markers


□ Create Rock Layer Model (1 per group): 1 roll or brick of modeling clay (a different color for each group), several small objects to be used for imprinting (e.g., cones, ferns, shells, sticks), craft sticks or toothpicks (optional)

□ Driving question board

□ Plastic wrap or airtight container (1 per group) to store clay rock layers and rock layer model

Module Resources

Lesson 1 Resource D: Present-Day Grand Canyon Figure 5

Lesson 3 Resource A: Grand Canyon Fossil Guide

Lesson 3 Resource B: Grand Canyon Layers—Additional Information for Teachers

http://phdsci.link/1000



Alternative Pacing

Day 1: Launch through Interpret Patterns in Fossil Evidence

Day 2: Interpret Patterns in Fossil Evidence through Land

Lesson 4

Explain how the relative position of rock layers indicates the order in which they formed.

Preparing to Teach

□ Roll out 1 roll or brick of modeling clay to create Rock Layer F.

Materials



□ Clay rock layer created in Lesson 3 (1 per group)


□ Plastic wrap or airtight container (1 per group) to store clay rock layers and rock layer model

□ 1 roll or brick of modeling clay in a different color than that given to student groups

Module Resources

Lesson 3 Resource A: Grand Canyon Fossil Guide

Lesson 4 Resource: Layered Cake Photograph

Alternative Pacing

Day 1: Launch through Interpret Patterns in Fossil Evidence

Day 2: Model the Order that Rock Layers Formed through Land

Advance Preparation for Lesson 6

□ 2 Days Before: Start preparation for Ice Station (see Lesson 6 Resource A).

Lesson 5

Explain changes in the Grand Canyon landscape by using fossil evidence.

Preparing to Teach

None

Materials

□ Science Logbook (Lesson 5 Activity Guides A and B)


□ Grand Canyon by Jason Chin (2017)

□ Anchor model

Module Resources

Lesson 5 Resource: Conceptual Checkpoint Diagram

Alternative Pacing

Day 1: Launch through Read and Discuss Grand Canyon



Day 2: Revise Anchor Model through Land

Concept 2: Weathering and Erosion (Lessons 6–11)

Focus Question: How are Earth’s rock layers uncovered?

Lessons 6–7

Phenomenon Question: What causes rocks to break?

Lesson 6

Investigate how natural materials can break rock.

Preparing to Teach

□ Set up Material Interaction Stations (see Lesson 6 Resource A).

Materials


□ Teacher Demonstration: clay model of rock layers created in Lesson 4, plastic knife, small rock

□ Grand Canyon

□ Water Station: 3 sugar cubes (per group), 3 paper plates, 2 disposable pipettes, 1 9-ounce clear plastic cup, water

□ Ice Station: 10 9-ounce clear plastic cups, 3 pounds of plaster of Paris, 8 balloons, water

□ Air Station: 1 11-ounce can of unscented shaving foam, 1 paper plate (per group), 1 straw (per student), 1 pair of safety goggles (per student)

□ Plant Station: 3 9-ounce clear plastic cups, 18 bean (or pea) seeds, 1 pound of plaster of Paris, 1 magnifying glass (optional), damp paper towels, water

Module Resources


Lesson 6 Resource A: Material Interaction Stations Setup Instructions

Lesson 6 Resource B: Material Interaction Stations Procedure Sheets

Alternative Pacing

Day 1: Launch through Prepare for Material Interaction Stations

Day 2: Investigate Interactions of Materials through Land

Lesson 7

Explain how natural materials weather rock.

Preparing to Teach

None

Materials


□ Anchor chart

Module Resources




Lesson 7 Resource: Rocks with Holes Photograph

Alternative Pacing

Day 1: Launch through Analyze Observations

Day 2: Explain Weathering through Land

Lessons 8–11

Phenomenon Question: Where does all the weathered rock go?

Lesson 8

Prepare a stream table landscape for investigation.

Preparing to Teach

□ Create stream table bins by drilling one hole in one corner of each plastic bin. The diameter of the hole depends on the rubber stopper diameter. The rubber stopper should fit snugly in the hole, preventing water flow.

□ Prepare materials for investigations and determine how students will retrieve materials. Either line up all materials by item on a counter for students to access when needed or gather each group’s set of materials beforehand.

Materials


□ Prepare Stream Table Landscape (1 per group): 1 clear plastic bin (20” × 12” × 6” or larger) with 1 hole, 1 rubber stopper, 8 cups of soil, 2 cups of sand, 1 9-ounce clear plastic cup, optional other natural materials (e.g., leaves, grass, pebbles, sticks)

□ Drill, drill bit (size depends on rubber stopper diameter)

Module Resources


Alternative Pacing

Day 1: Launch through Prepare Stream Table Landscape (Divide Students into Groups)

Day 2: Prepare Stream Table Landscape (Construct Stream Table) through Land

Lesson 9

Investigate how sediment is moved.

Preparing to Teach


Materials




□ Wind Investigation (1 per group): 1 stream table from Lesson 8, 1 straw (per student), safety goggles (per student), 2 cups of pebbles, 2 cups of large rocks, 1 quart-sized bag of grass, 1 bucket (or other plastic container large enough to catch debris and water runoff)

□ Water Investigation (1 per group): 1 stream table from Lesson 8; 1 ice cube; 1 9-ounce plastic cup with 7 to 8 small holes; 1 9-ounce plastic cup with 1 hole; 1 hook and loop fastener; water; pebbles, rocks, grass, and bucket (or other plastic container) from Wind Investigation

□ Gravity Investigation (1 per group): printed copy of Gravity Investigation Photographs (Lesson 9 Resource)


Module Resources

Lesson 9 Resource: Gravity Investigation Photographs

Alternative Pacing

Day 1: Launch through Investigate Causes of Erosion

Day 2: Define Erosion through Land

Lesson 10

Investigate rates of erosion.

Preparing to Teach


□ Create cups with 1, 2, and 3 holes for Rate of Erosion Investigation.

Materials


□ Rate of Erosion Investigation (1 per group; materials will vary but may include the following): 1 stream table from Lesson 8; 1 9-ounce clear plastic cup with 1 hole; 1 9-ounce clear plastic cup with 2 holes; 1 9-ounce clear plastic cup with 3 holes; 1 hook and loop fastener; water; pebbles, rocks, grass, and bucket (or other plastic container) from Lesson 9


Alternative Pacing

Day 1: Launch through Plan Investigations about Rates of Erosion

Day 2: Investigate Rates of Erosion through Land

Lesson 11

Explain how rocks in the Grand Canyon have been changed by weathering and moved by erosion.

Preparing to Teach

□ None

Materials





□ Anchor chart, anchor model

Module Resources

Lesson 11 Resource A: Colorado River Map and Photographs

Lesson 11 Resource B: Conceptual Checkpoint Photographs

Alternative Pacing

Day 1: Launch through Summarize Knowledge of Weathering and Erosion

Day 2: Revise Anchor Model through Land

Application of Concepts: Engineering Challenge (Lessons 12–17)

Lessons 12–17

Phenomenon Question: How can people reduce damage related to erosion?

Lesson 12

Apply the engineering design process to design a structure to reduce damage related to erosion.

Preparing to Teach

None

Materials


□ Who Were the Wright Brothers? by James Buckley Jr. (2014)

Module Resources

Lesson 12 Resource A: Engineering Design Process

Lesson 12 Resource B: Blank Engineering Design Process Chart (optional)

Lesson 12 Resource C: Engineering Challenge Scenario

Alternative Pacing

Day 1: Launch through Read about the Wright Brothers

Day 2: Discuss the Engineering Design Process through Land

Lesson 13


Preparing to Teach

None

Materials





□ Engineering Challenge (1 per group); materials will vary but may include the following: 1 stream table from Lesson 8; 1 ball bearing catch from Module 2 kit (or small plastic house); 1 9-ounce clear plastic cup with 1 hole; 1 9-ounce clear plastic cup with 2 holes; 1 9-ounce clear plastic cup with 3 holes; pebbles, rocks, grass, and bucket (or other plastic container) from Lesson 9; water; supplies students bring from home (e.g., plastic or paper plates; cardboard boxes; paper towel rolls; string; straws; plastic, polystyrene, or paper cups; wooden skewers; masking tape; craft sticks; building blocks; clay)

□ Anchor chart, anchor model

Module Resources

Lesson 12 Resource A: Engineering Design Process (optional)

Lesson 12 Resource C: Engineering Challenge Scenario

Alternative Pacing

Day 1: Launch through Imagine a Design Solution

Day 2: Plan a Design Solution through Land

Lesson 14


Preparing to Teach

□ Prepare classroom materials for the engineering challenge and determine how students will retrieve materials. Either line up all materials by item on a counter for students to access when needed or gather each group’s set of materials beforehand.

Materials




Alternative Pacing

Day 1: Launch through Create a Design Solution (After Initial Test)

Day 2: Create a Design Solution (Test Two Other Conditions) through Land

Lesson 15


Preparing to Teach

None

Materials






Alternative Pacing

Day 1: Launch through Provide Peer Feedback

Day 2: Improve a Design Solution through Land

Lesson 16


Preparing to Teach

None

Materials





Alternative Pacing

Day 1: Launch through Improve a Design Solution

Day 2: Prepare to Share a Design Solution through Land

Lesson 17


Preparing to Teach

□ None

Materials







Alternative Pacing

Day 1: Launch through Share a Design Solution

Day 2: Share a Design Solution through Land

Concept 3: Patterns in Features and Processes (Lessons 18–20)

Focus Question: How do canyons around the world form?

Lesson 18

Phenomenon Question: How do natural features and processes affect canyon formation?

Lesson 18

Explain how mountains are carved by rivers to form canyons.

Preparing to Teach

None

Materials

□ Science Logbook (Lesson 18 Activity Guides A, B, C, and D)

□ Anchor model

Module Resources

Lesson 18 Resource A: Canyons around the World Photographs

Lesson 18 Resource B: World Relief Map

Alternative Pacing

Day 1: Launch through Interpret a Relief Map

Day 2: Organize Knowledge about Earth’s Features and Processes through Land



Lessons 19–20

Phenomenon Question: How can people use global patterns of Earth’s features and processes to predict canyon location?

Lesson 19

Describe global patterns in locations of volcanoes, earthquakes, mountains, and canyons.

Preparing to Teach

None

Materials

□ Science Logbook (Lesson 18 Activity Guides C and D)


Module Resources


Lesson 18 Resource B: World Relief Map

Lesson 19 Resource A: Earth’s Features Photographs

Lesson 19 Resource B: Earthquake and Volcano Maps

Alternative Pacing

Day 1: Launch through Investigate Earthquakes

Day 2: Investigate Volcanoes through Land

Lesson 20

Determine the most likely location of a canyon on a map based on analysis of natural features.

Preparing to Teach

None

Materials


□ Anchor chart

□ Anchor model

□ Grand Canyon


Module Resources

Lesson 20 Resource: Conceptual Checkpoint Map

Alternative Pacing

Day 1: Launch through Evaluate What Scientists Say

Day 2: Conceptual Checkpoint through Land



Concept 4: Human Interactions with Earth (Lessons 21–24)

Focus Question: How do humans interact with Earth’s features and processes?

Lessons 21–22

Phenomenon Question: How do dams affect the environment?

Lesson 21

Create a model of the Colorado River.

Preparing to Teach

□ Cue beaver dam video: http://phdsci.link/1002.

Materials


□ Model the Colorado River (1 per group): 1 stream table from Lesson 8, 1 9-ounce clear plastic cup, 1 bucket (or other plastic container) from Lesson 9, water, extra sand and soil (optional)

Module Resources

Lesson 21 Resource A: Theodore Roosevelt Dam Photograph

Lesson 21 Resource B: Pre-1903 Colorado River System Map

Lesson 21 Resource C: Model the Colorado River Setup Instructions

Alternative Pacing

Day 1: Launch through Explore Colorado River System Map

Day 2: Model the Colorado River through Land

Lesson 22

Identify the effects of dams on the environment.

Preparing to Teach

□ Prepare plastic dams for dam investigation (see Lesson 22 Resource A).

Materials

□ Science Logbook (Lesson 22 Activity Guides A, B, and C)

□ Effects of a Dam on a River Investigation (1 per group): 1 stream table from Lesson 8, 1 9-ounce clear plastic cup, 1 plastic dam with small hole, half of a brick or roll of modeling clay, 1 bucket (or other plastic container) from Lesson 9, water

□ Effects of a Dam on a River Investigation: 2 thin, flexible plastic cutting boards (15″ × 11″ or larger); scissors; single-hole punch


Module Resources

Lesson 21 Resource B: Pre-1903 Colorado River System Map

Lesson 22 Resource A: Effects of a Dam on a River Investigation Setup Instructions

Lesson 22 Resource B: Dam Gates Photograph

Lesson 22 Resource C: Present-Day Colorado River System Map




Alternative Pacing

Day 1: Launch through Construct Explanations

Day 2: Compare Colorado River System Maps through Land

Lessons 23–24

Phenomenon Question: Why do people build dams on the Colorado River?

Lesson 23

Interpret information to determine uses of dams.

Preparing to Teach

None

Materials



Module Resources

Lesson 23 Resource A: Additional Theodore Roosevelt Dam Photographs

Lesson 23 Resource B: Excerpts from “The Hoover Dam: Controlling Water in the West” (Adapted) (Lusted 2016)

Lesson 23 Resource C: “The Hoover Dam: Controlling Water in the West” (Adapted)

Alternative Pacing

Day 1: Launch through Consider Reasons for Building Dams

Day 2: Read about the Hoover Dam through Land

Lesson 24

Describe how the use of renewable and nonrenewable energy resources impacts the environment.

Preparing to Teach

□ Secure texts (see Lesson 24 Resource) or open free educator account to access Epic! digital texts (http://phdsci.link/1007).

Materials



□ Anchor chart

Module Resources

Lesson 24 Resource: Excerpts for Jigsaw Reading

Alternative Pacing

Day 1: Launch through Categorize Energy Resources

Day 2: Discuss Similarities and Differences between Energy Resources through Land




Application of Concepts: Socratic Seminar and End-of-Module Assessment (Lessons 25–27)

Lessons 25–27

Essential Question: How did the Grand Canyon’s features form?

Lesson 25

Explain how Earth’s processes shape some of Earth’s features. (Socratic Seminar)

Preparing to Teach

None

Materials


Alternative Pacing

Day 1: Launch through Prepare for Socratic Seminar

Day 2: Engage in Socratic Seminar through Land

Lesson 26

Explain how Earth’s processes shape some of Earth’s features. (End-of-Module Assessment)

Preparing to Teach

None

Materials

□ End-of-Module Assessment


Alternative Pacing

Day 1: Launch through Complete the End-of-Module Assessment

Day 2: Complete the End-of-Module Assessment through Land

Lesson 27

Explain how Earth’s processes shape some of Earth’s features. (End-of-Module Assessment Debrief)

Preparing to Teach

□ Score End-of-Module Assessments and write individual feedback.

□ Select End-of-Module Assessment responses to share with students.

□ Prepare visual for student connections between Module Concept Statements and Systems Crosscutting Concepts (see Lesson 27 Resources A and B).

Materials

□ End-of-Module Assessment Rubric

□ Sample of End-of-Module Assessment responses that meet expectations (either sample responses from Teacher Edition or sample from class)

□ Anchor chart

Module Resources

Lesson 27 Resource A: Module Concept Statements

Lesson 27 Resource B: Systems Crosscutting Concepts



Alternative Pacing

Day 1: Launch through Debrief the End-of-Module Assessment

Day 2: Revise the End-of-Module Assessment through Land



Works Cited Buckley, James, Jr. 2014. Who Were the Wright Brothers? New York: Grosset & Dunlap.

Chin, Jason. 2017. Grand Canyon. New York: Roaring Brook Press. [All references to Grand Canyon are from this

source.]

National Park Service (NPS). 2009. “Over the Rim, Into the Canyon.” NPS.gov: Grand Canyon National Park, video,

0:58. https://www.nps.gov/media/video/view.htm?id=C2A43648-155D-451F-6722A3EAFE93E679.

Credits Great Minds PBC has made every effort to obtain permission for the reprinting of all copyrighted material. If any

owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper

acknowledgment in all future editions and reprints of this guide.

Page 2, Thomas Moran, The Chasm of the Colorado, 1873–74. Smithsonian American Art Museum. Lent by the

Department of the Interior Museum. Photo Credit: Smithsonian American Art Museum, Washington, DC/Art

Resource, NY; page 13, Beaver Dam Video by DocShotTV/Shutterstock.com; page 14, “The Hoover Dam:

Controlling Water in the West” by Marcia Amidon Lusted from Man-Made Marvels, Cobblestone magazine, April

2016. Copyright © 2016 by Carus Publishing Company. Adapted and reproduced with permission.

https://www.nps.gov/media/video/view.htm?id=C2A43648-155D-451F-6722A3EAFE93E679

Planning and Preparation Guide

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