UNIT PLAN – Social Studies (Geography content)

NAME OF TEACHER: Sati S. Sahadeo-Bhola

CLASS: Form 3 Term 1

UNIT: The Physical earth and Human Interaction

UNIT TOPIC: The Earth’s structure

RATIONALE: The Ministry of Education Form 3 Syllabus was created to enhance students skills in social research,

interpretation, analysis and written expression through scaffolding terms and concepts which was learnt in the

lower forms through sub-themes with interconnected topics. The focus of this Unit is to assist students to

develop an understanding about various tectonic activities within the Earth’s crust an as it employs multisensory

activities that are geared to encourage progress and challenge the students. The teacher will encourage students

to be able to describe parts of the Earth, the processes involved in the shaping of the Earth and its atmospheric

conditions. It is important that students show a sense of appreciation for the Earth and its forceful nature. The

teacher will emphasise the earth is our home and we rely on the earth for food, water and the air we breathe.

The earth impacts on us daily: the weather or even natural events like earthquakes and volcanoes. When

students understand how the earth works it gives them a better understanding of their home and will appreciate

their relationship with the place on which they live.

The aim of this unit is to develop the cognitive, psychomotor as well as the affective domain in the 21st century learner. In keeping

with the United Nations Five Pillars of Learning, this unit aims to

- Prepare students to reach their full potential both academically and socially;

- Contribute to overall growth and development i.e.; learning to know, to be, to do, to transform and learning to live

together; and

- Achieve National Education Outcomes as designed in the Draft Education Policy Paper 2017 – 2022; Self-awareness,

patriotism, a sense of belonging, communication and self-expression, love for learning and the intrinsic appreciation of

right from wrong.

GENERAL OBJECTIVES: At the end of the unit the students will be able to :

 Describe the internal structure of the earth.

 Explain that the earth is made up of crustal plates

 Understand the relationship between convection currents and the motion of crustal plates

 Locate caribbean plates and its neighbouring plates

 Discuss the various types of plate magins

 Describe features found at plate magins

 Account for the location of earthquakes and volcanoes.

  Discuss the relationship between plate boundaries and its features

 Explain the formation of the three types of rocks

 Appreciate the importance of the earth to human life

Concepts to be taught:

The concepts include

Major concepts- The Physical Earth, Earth’s structure, Natural Disasters, Weather and Climate

Smaller concepts- Plate tectonics, rock types, volcanoes, earthquakes, Tropical weather systems, effects on Man
Unit concept map
CONTENT Key concepts in the Cognitive Affective RESOURCE TEACHING/LEARNING ASSESSMENT
lesson Learning Learning S ACTIVITIES strategies
outcomes: Outcome:
Students Students
will be will be able
able to to

Lesson 1 Inner core Explain the  Demonstrate  An apple Video presentation Creating models
 The Internal Outer core internal an  Videos Discovery learning -Drawing and
structure of Mantle structures appreciation Demonstration labelling a well
 Worksheet
the Earth Crust of the earth to learning  Tablets annotated diagrams
The internal about the  Computers/
structure of the earth phones
earth is made  Willingly
up of four participate
layers. in group
activities
Lesson 2  Convection currents  Discuss the  Express  Worksheet Demonstration Worksheet
 The internal relationship their views  Concept map Reading strategies GIST Oral questioning
structure of between on the  Articles (Generating Interactions
the earth – convection importance (internet) between Schemata and Texts.)
Convection currents of crustal  Tablets Questioning
Currents and the plates to the  Computers/
Giant motion of earth’s phones
convection crustal structure
currents in the plates and their
mantel is one lives
of the main
causes for
tectonic plates
to move
Lesson 3  Tectonic plates and  Explain  Justify  Concept map Problem based learing Oral presentation
 The external  Crustal plates that the reasons for  Puzzle
 structure of earth is tectonic  Globe
the earth made up of plates and  Powerpoint
The earth has crustal why they fit with a map of
more features plates together the earth and
than river and  Name the  Willingly videos
mountains. tectonic participate showing
These features plates that in group tectonic plates
lie on tectonic makes up activities
plates that fits the earth
together like a 
puzzle
Lesson 4  Crustal plates  Describe  Show  Playdoh K-W-L charts (graphic Worksheet google
 Crustal  Divergent, transform, the various Commitment  Magnets organizers that help students forms
plates convergent continental types of and  Paper organize information before,
Belongs to collision plate perseverance to  Concept map during, and after a unit or a
two types margins complete map  Tablets lesson)
oceanic and  Explain the work Computers/
continental purpose of Class discussing
phones
the crustal 
plates;

Lesson 5  Conservative/transform  Identify  Demonstrate  Toy cars Didactic Method Circular response
 Feature plate margins features an  Videos
found at  Destructive/convergent found at appreciation  Google earth
plate  Collision plate of how  Tablets
margins/  Constructive/divergent margins activities  Computers/
boundaries  Describe regarding phones
each crustal  Google meet
feature plates are
found at intricately
plate linked.
margins
  Give
examples
of each

Lesson 6 and 7  Earthquakes  Explain the  Express  Videos Group work and discovery Write two paragraph
  Volcanoes relationship your views  Tablets learning explaining the
Relationship  Volcanic islands between on reasons  Computers/ reasons why
between  Folding , faulting and plate why phones earthquakes and
plate subduction zones boundaries earthquakes  Breakout volcanoes tend to
boundaries, and the and rooms/ google occur at plates
earthquakes, features volcanoes meet
volcanoes, occur at
rock type, plates
fold boundaries
mountains
and
tsunamis
Lesson 8 Igneous Explain the  Develop an  Use rocks Groupwork and discovery Quiz
 The Sedimentary formation of appreciation samples to learning Draw and accurately
Formation Metamorphic the three of the identify rock Use of rock samples and text- label a diagram
of rocks main types of processes types based material to identify rock
Formation rocks involved in  Tablets types
and types rock  Computers/ Discussion
formation phones
 Break out
rooms/ Google
meet

Unit table of specification

DAY TIME TOPIC INSTRUCTIONAL ITEM # NUMBER OF NUMBER OF MARK
SPENT OBJECTIVES ITEMS- Lower ITEMS- ALLOCATED
ON levels Higher levels PER ITEM
TOPIC (Remembering, (Analysing,
(minutes) understanding, evaluating,
applying) creating)
Day 1 35 The internal Explain the layers of Section A 1
structures of the earth. #1 to 3 3 Selected
the earth Response:
Construct a well Multiple Choice
labelled diagram to 1Constructed
show the structure of Response:
the Earth
Create a well 4
Section B labelled
Willingly participate
#1 diagram
in group activity to
differentiate
definitions of key
vocabulary terms.

Day 2 35 Convection Explain the concept Section A 1 Selected 1Constructed 1

Currents of convection #4 Response: Response:
Multiple choice Short answer 3
Discuss the
relationship between
convection currents 2
and the motion of Section B 1Constructed
crustal plates. #2 Response:
Short answer
Express your views
on the importance of
 convection currents
to the earth, plate
movements and their
lives

Day 3 35 The external Explain how external Section A 1 Selected 1

structure of structures of the #5 Response:
the earth – earth is made Multiple Choice 1 Constructed
Response:
Crustal 3
Short answer
Plates Identify the various
crustal plates that
make up the surface Section B
of the earth #3

Express their views

on the importance of
crustal plates to the
earth structure abd
their lives.
Day 4 35 Crustal  Describe the various Section A 3 Selected 3
plates types of plate # 6,7,8 Response:
 (oceanic and margins Multiple choice 1 Constructed
continental) Section B Response: 2
 Explain the purpose #4 Short answer
of the crustal plates
1 Constructed
 Response: 2
 Show commitment Section B Short answer
and perseverance to #5
complete map work
Day 5 35 Feature  Identify features Section A 1 Selected 1
found at found at plate # 9,10 Response: 1 Constructed
plate margins Multiple choice Response: 2
margins/  Section B Short answer
boundaries  Describe each #6
feature found at 1 Constructed
plate margins Section B Response:
 #7 Short answer 2
 Demonstrate an
appreciation of how
activities regarding
crustal plates are
intricately linked.

Day 6 70 Discuss the Section A 2 Selected 2
&7 Relationship relationship between # 11,12 Response:
between plate boundaries Multiple choice 1 Constructed 5
plate earthquakes, Response:
boundaries volcanoes, rock type, Section B Short answer
and the fold mountains and # 8,9
features tsunamis

Express your views

on reasons why
earthquakes and
volcanoes occur at
plates boundaries
Day 8 35  The Identify the three Section A 2 Selected 3
Formation main types of rocks # 13,14,15 Response:
of rocks Multiple choice
Explain the 1 Constructed
formation of rocks Section B Response: 2
#10 Short answer
Develop an
appreciation of the
processes involved in
rock formation