1. MSP Earth Science Fifth Grade Unit - 7 Lessons Joannah Shoushtarian Summer 2015

2. Lesson One Engage– Textbook “The Magic School Bus Inside the Earth”

3. STEM Lab – Focus on Fifth grade Earth Science https://www.youtube.com/watc h?v=QUW_Zv_jJb8

4. Brick Lab – Layers of the Earth

6. Student Page for Journal

7. Extension Activity

9. Journal Page

10. Building the Continents

11. KWL Chart Review with students the many different kinds of landforms in the world by hooking them with a beautiful slide show to get them thinking. Ask students to write down the landforms they see or sketch pictures in science journal. As the slide show proceeds, ask student if they know what constructive and destructive force might mean. Next explore the definitions in detail. Now go back to each slide and have students predict – constructive or destructive force. Review the slides with correct answers. Misconception Repaired – Students see that landforms are found in different parts of the world. Show the Ted Ed video that will review the many landforms covered, but in the ocean. Assessment – Students record on “L”- Learned chart the meaning for Constructive, Destructive, and the many landforms covered. Students will write down questions to be explored for the next lesson on the “W”- What they wonder about. This will be our starting point for lesson two.

12. Lesson Two- Exploring the Surfaces of the Earth- Technology Added Lesson Two – EXPLORING the SURFACES of the Earth made by constructive and deconstructive processes. (Technology Added) Standards S5E1, A – Identify surface features caused by constructive processes. Focus for students to discover where landforms are and to make generalization about locations – ie. Ring of Fire. Vocabulary - Constructive, Destructive, Deposition- Landforms formed this way, Earthquakes, Volcanoes, Faults- convergent, divergent, transform. Materials – Computer or I-Pads to access Google Earth, Atlas, Black Continent Map, Markers/Crayons/Color pencils, pencil, science journal, Key of landform terms, Versatile Sheet - Volcanoes Hook- Students will share questions they have about the earth’s surface. A giant chart will keep track of the questions generated. Students will refer to the chart as our lessons unfold for this unit.

13. Procedures Students will be given an atlas and a blank map of the earth with continents and oceans. Students will use atlas and google earth to mark landforms found around the earth. Students will use Key of landforms terms to designate what is found. Students are given task and materials to locate landforms – working in pairs Students will mark where landforms are found using google earth and atlas. Students will answer guiding questions: Where are most of the volcanoes found and why? Where are the highest mountains found and how does that compare to where people live? Where is the best place to live and why? Students will share out answers and the correct map will be shown on board. Discussion will follow about why people want to live in certain areas. – This is a seed for ring of fire and earthquakes. Through this discussion teacher will lead students to understand the ring of fire and how that is shaping and changing our world. Students will then read with partners the Versatile page on volcanoes and will use tiles to correct. (Assessment tool)

14. Lesson three – Explore The Way The Earth’s Crust Moves Standard S4E1, A & B – Identify and find examples of surface features caused by destructive and constructive processes – Earthquakes. Vocabulary - Constructive, Destructive, Deposition- Landforms formed this way, Earthquakes, Volcanoes, Faults Focus – How earthquakes happen and what are the ways the plates move. Misconception Uncovered– How are earthquakes both deconstructive and constructive? Materials – Choc. Chip cookies, icing, gram crackers, plastic spoon, wax paper, markers, video showing earthquakes.

15. Procedures 1. Students will begin by reviewing the questions listed on the class chart. Students will then look back at KWL and add to L section on what has been learned so far. 2. Students then view video showing an earthquake. Discuss what people do and why we should care. 3. Student will then construct the three ways plates move that cause a quake using cookies and other materials. 4. Students will then draw in science notebooks the three models and will then use iPad to locate where earthquakes have happened in the last month. The student s will use IRIS to find information. This information will be added to notes in journal. 5. Students will be then allowed to eat the earthquake and will clean up. 6. Students will come back together to discuss what people do to intervene to control the deconstructive forces of earth quakes. 7. Students will then begin designing a tower that could withstand an earth quake. This design will be used next lesson to extend what has been learned about earthquakes.

16. Lesson Four- Explore – Lesson Plan from Metro RESA – Extend- Science Geology Seminar Handouts

17. Student Journal Page

18. Teacher Information

21. Lesson Five - Extend – Build a structure that will withstand an earthquake Standard: S5E1 Students will identify surface features of the Earth caused by constructive and destructive processes. a. Identify surface features caused by constructive processes. b. Identify and find examples of surface features caused by destructive processes c. Relate the role of technology and human intervention in the control of constructive and destructive processes. S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and describe how parts influence one another in things with many parts. Essential Question: How can I build a structure that can survive an earthquake?

23. Day 2 of Lesson Five Instruction: Day 1: 1. Begin a class discussion about earthquakes using the following National Geographic Video: https://www.youtube.com/watch?v=VSgB1IWr6O4https://www.youtube.com/watch?v=VSgB1IWr6O4 Allow students to ask questions and clarify understanding. Have students tell you why it would be important for people to study ways to protect buildings and structures from earthquakes. 2. Introduce project, group students, and have them begin the planning stage. Students may begin construction when they have complete plans that the entire group agrees upon. Have Jello prepped and ready to go just in case you have early finishers. Allow those students to test and make improvements to their design. Day 2: 1. All student groups should finish construction and the class should observe the tests for each structure. 2. Build a class t-chart of construction strengths and weaknesses. Encourage student-to-student feedback. Encourage students to respond to the testing phase with “I like…” “I noticed…” and “I wonder…” statements to encourage positive feedback. Summarizer/Assessment: Have students write a reflection to the teacher including the success/failure of their structure, how their group worked, what they learned about structure and earthquake prevention. Lab Safety Precautions: You may choose to discourage breaking toothpicks if you are worried about splinters. Classroom Teacher Connections: Use KWL chart to make connections Teacher Notes: I found it best to use an 8 x 8 or 9 x 9 size pan and one box of jello for testing. You also need to decide if you are going to allow students to press into the jello or if their structure must rest on top.

24. Lesson Six – Explain – Measuring Earthquakes – Lesson from California Academy of Science Standard S4E1 Objective c. Relate the role of technology and human intervention in the control of constructive and destructive processes. (Seismological Studies). Materials are listed on the below lesson along with the following link using a Pop- Up book to explain why the Earth is moving and changing. https://www.youtube.com/watch?v=p-vNSqUy0l4

29. Lesson Seven – Explore – Erosion and Weathering Standard S5E1, Objective b. Identify and find examples of surface features caused by destructive processes. (Erosion and Weathering and Impact of Organisms) Aims activity – Sugar on clay with water, sugar with force – in a container- sand with paper towel and without – Plants impact. MSP SLIDES REVIEWED on WEATHERING and EROSION

30. Erosion Mexican Hat in Utah, sedimentary rock carved out by erosion “Goosenecks” of the San Juan River in Utah

31. Water Erosion Rivers, streams, and runoff

32. Erosion The process by which water, ice, wind or gravity moves fragments of rock and soil.

33. Erosion http://plantandsoil.unl.edu/croptechnology2 005/UserFiles/Image/siteImages/GullyErosio nPasture-NRCS-LG.jpg http://grandbaynerr.org/images/Erosion_site03.Grand_Battures.20041201.d etail_of_land_slumping.2.jpg

34. Wind Erosion

35. Ice Erosion Glaciers

36. Wind Transport of Dust

38. Lesson Seven B– STEM Activity – Evaluating Weathering Agents Standard S5E1 – Objective – C targets – Flood control and Beach reclamation See STEM Lesson were students work in centers to simulate the different erosion agents (Ice, Wind, Acid, Water.)

41. Unit Plan - Evaluation During the unit students will be adding notes to their journal and will be reporting out to the class on how things are added to the “L” of each students KWL chart. Both the KWL chart, reflections, and journal pages/logs, and sharing in class will part of the formative assessment. Students will be asked each day to reflect on the lessons performed during the STEM class. Students will be given five minutes to write a reflection and/or draw pictures that show what was learned. As a final summative evaluation, the class will revisit the KWL chart and will add to the Learned column and to and see if there are any outstanding questions we should send out to the class for additional research. Students will then write and draw pictures to explain what deconstructive and constructive forces are and how they shape the earth. Students will list or draw landform and show how weathering and erosion work to shape the landforms we call home. This summative piece will be collected by the teacher.