Unit Plan 18 (Grade 6 Science): Earth Processes — Quarter Synthesis

Focus: Synthesize understanding of rock cycling, plate tectonics, surface processes, and natural hazards to explain how Earth’s systems change over time and how data and engineering support hazard forecasting and mitigation.

Grade Level: 6

Subject Area: Science (Earth & Space Science — Earth Materials, Plate Tectonics, Natural Hazards & Engineering Design)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this quarter synthesis unit, students bring together everything they’ve learned about Earth’s materials, internal heat, plate motion, weathering/erosion, and natural hazards. They revisit and refine their rock cycle and plate tectonics models, interpret hazard maps and data, and connect slow and fast surface changes to the distribution of earthquakes, volcanoes, and other hazards. Finally, students frame a hazard mitigation design problem, using criteria/constraints and evidence about Earth processes and risk patterns, aligned with MS-ESS2-1–3, MS-ESS3-2, and MS-ETS1-1–3.

Essential Questions

• How do internal heat and surface processes drive the rock cycle and change Earth’s surface over different time scales?
• In what ways do plate tectonics and surface processes (weathering, erosion, deposition) create and reshape landforms?
• How can maps and data on natural hazards (earthquakes, volcanoes, storms) help us recognize patterns, forecast events, and inform mitigation?
• How can we define engineering design problems that use our knowledge of Earth processes to reduce hazard impacts?
• Why is it important to see Earth as a set of connected systems rather than separate topics?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Develop and refine models of the rock cycle, showing how Earth’s materials change forms through internal heat and surface processes, aligned with MS-ESS2-1.
2. Explain, using evidence, how geoscience processes (plate movement, uplift, weathering, erosion, deposition, volcanism) change Earth’s surface at different spatial and temporal scales, aligned with MS-ESS2-2.
3. Analyze and interpret data (maps, graphs, tables) on the distribution of natural hazards to identify patterns related to plate boundaries and surface processes, aligned with MS-ESS2-3.
4. Use hazard data to explain how patterns support forecasting and mitigation decisions, aligned with MS-ESS3-2.
5. Define an engineering design problem related to hazard impacts with clear criteria and constraints, evaluate or compare potential solutions, and analyze test data to propose improvements, aligned with MS-ETS1-1–3.
6. Create and present an Earth Processes & Hazards Synthesis Product (model, poster, or brief) that connects Earth processes, hazard patterns, and engineering mitigation strategies.

Standards Alignment — 6th Grade (NGSS-based custom)

• MS-ESS2-1 — Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process (rock cycle, internal heat, surface processes).
• MS-ESS2-2 — Construct an explanation based on evidence for how geoscience processes change Earth’s surface at different spatial and temporal scales.
• MS-ESS2-3 — Analyze and interpret data on the distribution of natural hazards to forecast future catastrophic events.
• MS-ESS3-2 — Analyze and interpret data on natural hazards to forecast future catastrophic events and inform mitigation.
• MS-ETS1-1 — Define design problems with criteria and constraints that ensure successful solutions.
• MS-ETS1-2 — Evaluate competing design solutions using a systematic process.
• MS-ETS1-3 — Analyze data from tests to determine similarities and differences between designs and identify improvements.

Success Criteria — Student Language

• I can draw or explain the rock cycle, including how energy inside Earth and surface processes move and change rocks over time.
• I can describe how plate tectonics, weathering, erosion, and deposition change the shape of Earth’s surface at different scales (local vs. global, short vs. long time).
• I can use hazard maps and data to identify patterns in where earthquakes, volcanoes, or other hazards occur and connect them to Earth processes.
• I can explain how hazard data help people forecast and reduce the impact of future events.
• I can clearly state an engineering design problem, list criteria/constraints, and use test data to compare or improve a hazard-related design.
• I can present a final product that connects Earth processes, hazard patterns, and an engineering mitigation idea in a way others can understand.