1. Anna Avetisian, Argie Leonardos, Anna Shevchuk

2. For internal use only 5 th Grade Science Unit: Processes that Shape the Land Lesson # 1 – Earths Composition Standards: 2.1e Learning Objectives: Students will develop an understanding of how minerals and rocks form most of Earth. Students will develop a further understanding of how minerals are rocks are formed through creating their own minerals in an experiment. Blooms Taxonomy: define, discuss, applying, analysis, compare and contrast Multiple Intelligences: Visual-Spatial, Mathematical, Logical Assessments: Group Presentation, Line Graph with Spreadsheet comparing levels of earth’s mineral makeup, Rubric Scaled 1-3, Observations/Predictions Organizers Additives: Virtual Tour of the Earth’s Interior using American Museum of Natural History Virtual Tours, Graphs, Promethean board + Tools, Smartboard Lesson # 2 – Rock Formation Standards: 2.1h, PS 2.1g,h PS 2.2g,h Learning Objectives: Students will be able to understand and explain the rock formation process. Students will develop the understanding of how some rocks are formed from volcanic eruptions. Bloom’s Taxonomy: Define, Explain and Describe, Construct, Analyze, Compare Multiple Intelligences: Logical Mathematical, Visual Spatial, Interpersonal Assessments: Students can create a model, Graphic representations of volcanic eruptions and rock formations, video and audio use through Smart board, Promethean Board for Graphic and Creating Models Additives: Various videos on volcanic eruptions, Graphic Organizers to help compare and contrast the effect of these eruptions on land Lesson # 3 – Classification of Rocks and Minerals Standards: -2.2g & PS 2.2g Learning Objectives: Students will be able to classify rocks according to their characteristics and formation conditions. Students will express their understanding of the earth’s topography through their writing. Blooms Taxonomy: define, infer, apply, construct, compare and contrast, illustrate, research Multiple Intelligences: Logical-Mathematical, Visual Spatial, Verbal Linguistic Assessments: Creating a classification chart, Graphic Organizers comparing & Contrasting rocks in different categories. Additives: Smartboard, Promethean Board, Scavenger Hunt in the schoolyard

3. For internal use only Lesson # 4 – Earth Landforms Standards: 2.2f, 2.2g, 2.2h Learning Objectives: Students will be able to analyze and understand locations of landforms. Blooms Taxonomy: define, infer, compare and contrast, illustrate Multiple Intelligences: Logical-Mathematical, Visual Spatial, Verbal Linguistic Assessments: creating a diorama of landforms, creating 3D- representations of landforms and their features, handouts Additives: My Topo (software) students gain access to topographic maps all over the world, Lesson # 5 – Volcanos Standards: 2.2a Learning Objectives: Students will be able to explain how volcanoes impact human life. Blooms Taxonomy: define, infer, compare and contrast, illustrate, explain, analyze, create Multiple Intelligences: Logical-Mathematical, Visual Spatial, Verbal Linguistic Assessments: Group Presentation (PowerPoint, Keynote, or Google slides), Creation of a Model, 3D representations of volcanic eruptions Additives: Volcano Explorer (students locate active volcano on a map and cause it to explode via http://discoverykids.com/games/volcano-explorer/) Lesson # 6 – Earthquakes Standards: 2.2a. Learning Objectives: Students will be able to explain the causes and effects of earthquakes Blooms Taxonomy: define, infer, compare and contrast, illustrate, explain, analyze, create Multiple Intelligences: Logical-Mathematical, Visual Spatial, Verbal Linguistic Assessments: Group Presentation (PowerPoint, Keynote, or Google slides), Various graphs representing data of earthquakes from different places in the world, Comparisons of magnitude handout Additives: Earthquake Maps, Google Earth Software 5 th Grade Science Unit: Processes that Shape the Land

4. For internal use only Students will participate in discussions, make inferences, or predictions about the different layers of the earth. Students will use objects such as apples and eggs which they can compare to our earth. Students will read an article The Structure of the Earth, participate in a Virtual Earth Composition Tour through AMNH, and create a bar graph which compares the temperatures in different layers of the earth. Students will be assessed using a writing prompt and creation of a bar graph.

5. For internal use only Students will observe how rocks are formed. They will also acquire knowledge about different layers of rocks. Students will also understand what effects volcanic eruptions have on the rest of the land. Students will participate in a scavenger hunt after the lesson. Questions will be hidden all around the room on rock formation and students will have to answer a question to get a clue for the next question. Students will work in teams. Assessment will take place through verbal and written expression of various observations. Process Skills: Generate appropriate questions, interpret results, and choose appropriate methods of data representation. Students will also participate in a scavenger hunt. Volcanic eruptions cook many different chemical elements into various rocks.

6. For internal use only Students will observe how rocks and minerals are classified and how rock classification helps us understand different properties of rocks. Students will be able to classify rocks according to their characteristics and formation conditions. Students will become able to express their understanding of earth’s typography in their writing. Assessment will take place through a written expression of various observations. Process Skills: Observe and interpret data, raise questions, and interpret results from observation, collection, and organization. * Each type of mineral can have great number of variations.

7. For internal use only Students will formulate questions about natural phenomena or how landforms form. How do you think a canyon formed? What is erosion and what are its effects? Students will participate in an experiment and use charts to record data. Students will participate in an interactive Smart Board game on identification of various landforms. During the smartboard game students will use something called “Around the World Koosh Ball” via SmartEXCHANGE. Students will use the floating earth and identify landforms that they feel were formed by erosion. Students will watch a video via teaching resource Discovery Education. Assessment will take place through a written observation of an experiment and its results using a data table. Process Skills: Observe, analyze, and report observations of objects and events. JARS5 MINUTES10 MINUTES15 MINUTES A.No difference Chalk Slightly Eroded Chalk Eroding Slowly B. Pieces of chalk slowly coming apart Chalk is beginning to erode slowly Chalk is breaking apart. C.Pieces of chalk are coming off quickly Chalk is erodingChalk is Eroding Complete the following data table while observing the changes of the chalk:

8. For internal use only Discussion on What are volcanoes and volcanic eruptions and how do they impact humans? Students read 3 articles to find facts and complete knowledge web, and 2 graphs to describe their findings. Students are assessed on writing, and completion of knowledge web and graphs http://www.nhc.noaa.gov/outreach/games/canelab Facts on Volcanoes

9. For internal use only Discussion on What are earthquakes? Do earthquakes have both positive and negative effects on the land? Students read 4 articles and play Earthquake Game.Earthquake Game Students are assessed on writing, and completion of knowledge web and graphs

10. For internal use only Creating a model to represent P waves Students will create models to represent P waves because P waves are a topic they learn about while learning about earthquakes & the processes which shape the earth. Materials: Box Different thickness in string Paperclips