G5+Science+U2


 * ALLMSES GRADE 5 SCIENCE CURRICULUM Hunter ** Sept 2012 – June 2013


 * Unit 2: ** Earth Science


 * Enduring Understanding: ** Humans can manipulate their environment.
 * (What the students should walk away with ~ **** “ **** As humans we have the ability to change our environment for good or bad **** ” **** ) **
 * Essential Question: ** What is the relationship between Americans and the land?


 * Standards: **

PS 2.1e- Differentiate between rocks and minerals.

PS 2.1h- Investigate and explain how weathering leads to the formation of sediment.

PS 2.2a, c, f- Identify events (earthquakes, volcanic eruptions, etc.) that cause earth movements.


 * EfS Standards **


 * B6- ** Demonstrate their awareness of human choices and their consequences, using their own choices as exemplars


 * C1- ** See both the whole system and its parts, as well as place themselves within the system


 * C7- ** Perceive patterns within the system that connects the parts of the system to one another and to other systems over time.


 * C13- ** Demonstrate an understanding that there is no such thing as a closed system. All systems are nested in other systems


 * C14- ** Demonstrate an understanding that systems are dynamic; they develop and change over time.


 * C28- ** Define how their own (or other people ’ s) actions affect the systems they are in.


 * E5- ** Develop criteria that they can use to reconcile the conflicts that exist between our individual rights and our responsibilities as citizens in order to tend specific commons


 * F6- ** Articulate the implications of the distribution, acquisition, depletion and renewal of resources in determining the nature of societies and the rate and character of economic and social development.


 * F7e- ** Make a case for why global citizens should understand the basic natural laws and principles including: materials cycle


 * G24- ** Embrace making change, improving, innovating, and experimenting.


 * I20- ** Communicate their findings accurately and effectively (oral presentation, PowerPoint, spreadsheets, graphs, role play, mural, song, etc.)


 * Performance Task: **

Disney is creating a new historical theme park that demonstrates how humans interact with their land. Your engaging digital presentation must convince their panel that your historical event shows positive and negative impacts humans have had on their land. (Lewis and Clark, Gold Rush, Erie Canal, Dust Bowl, Westward Expansion)

Comparing earth science to the Nature of Science Revisit, inquiry skills, Scientific methods and experimentation. || // Write how can we use the information that we learned in the nature of science unit to help with our studies in earth science? // || Recalling information || ** I20- ** Communicate their findings accurately and effectively (oral presentation, PowerPoint, spreadsheets, graphs, role play, mural, song, etc.) || Layers Property || KBAD share their prior knowledge about changes to the Earth ’ s surface. || KWL // “ //// What do you already know about how the Earth changes? //// ” //
 * ** Lesson ** || ** Vocabulary ** || ** Objectives/KBAD ** || ** Activity ** || ** Homework ** || ** Reading Focus Skill ** || ** EfS Standards ** ||
 * 1 || Earth Science || KBAD identify what is the area of earth science || VENN Diagram
 * 2 || Surface

// Play brainpop video and games about natural disasters // || // Find a current events article related to natural disasters or climate changes. // || Accessing prior knowledge || ** C1- ** See both the whole system and its parts, as well as place themselves within the system ( 2 day) || Mineral 36, Streak 37 Luster 37, Hardness 38, Properties, Grains || KBAD identify what minerals are and how they are different from each other. || Hands-on investigation of minerals; comparison of properties. Conduct experiments checking for [the properties of minerals] color, luster, streak, and hardness Mineral properties worksheet || // Describe the methods a scientist uses to name a mineral. // // Complete // // A graphic organizer identifying common and special mineral properties // || Main Idea and Details Comparing and Contrasting || ** F6- ** Articulate the implications of the distribution, acquisition, depletion and renewal of resources in determining the nature of societies and the rate and character of economic and social development. || Igneous 44 Sedimentary 46 Metamorphic 48 Grain || KBAD identify how rocks form and how people use rocks. || Classification of rocks. Looking at rocks the students will chart the color and texture of various rocks. They will then identify on their charts “ what happens to a variety of rocks when vinegar is added ”. || // Identify a type of rock and what it could be used for. //// “ //// Me and My Rock Writing //// ” // || Making Connections || ** C14- ** Demonstrate an understanding that systems are dynamic; they develop and change over time. || Characteristics Color Texture Layers Air holes Fossils || KBAD differentiate between different types of rocks. (**EARTH SCIENCE TEXTBOOK**) || Comparative study of rocks. The students will compare two actual rocks indicating the physical attributes of each rock. || // Create a graphic organizer that compares and contrasts two different rocks. // || Comparing and Contrasting || ** C14- ** Demonstrate an understanding that systems are dynamic; they develop and change over time. || (2 day) || Weathering 54, Erosion 56, Rock Cycle 56-57 Land form 70, Sediment 47,81 abrasion, deposition 56 - 57 || KBAD identify how rocks change over time and move through the rock cycle. || Simulated erosion process. Molding Rocks. We will use clay, water, pie pans, gravel, sand, paper and gemstones to show how minerals become igneous rocks and then how they change into sedimentary rocks. PG 53 in textbook. || // Describe the differences between a sedimentary, igneous and metamorphic rock. // || Sequence || ** F7e- ** Make a case for why global citizens should understand the basic natural laws and principles including: materials cycle (2 Day) ||  || KBAD Explain who was Lewis and Clark; and about their travels || Chart the path of Lewis and Clark using the smart board presentation. Use the Lewis and Clark comic strip as a resource || // Describe a major landform in North America traveled by Lewis and Clark // ||  ||   || Sinkhole 82 || KBAD identify what causes weathering, erosion, and deposition. || Looking at agents of change and discovering their impact Weathering experiment ( earth science pg T141e &f) || // Describe what makes the Amazon delta unique. // || Cause and Effect || ** C14- ** Demonstrate an understanding that systems are dynamic; they develop and change over time. || (2 day) || Erosion Deforestation Natural resources Contamination || KBAD describe how human action changes the land. || Brain pop videos: Fossil fuels, Natural recourses, Natural Disasters. Brain pop Humans and the Environment, Videos and quizzes. Chart Agents of Change: Adding to our list of human impact on the land || Current event project || Cause and Effect || ** E5- ** Develop criteria that they can use to reconcile the conflicts that exist between our individual rights and our responsibilities as citizens in order to tend specific commons Earthquake 90 Epicenter 90 Fault 91 Magma 92 Lava 92 Oceanic crust 89 Volcano 92 || KBAD identify how movements of the Earth ’ s crust change the surface. || Examining tectonic plates and the effects of the movement of the Earth ’ s surface. Smartboard interactive games and quizzes about earthquakes. || // Write a letter to a fourth grader that explains why a volcano erupts. // || Cause and Effect || ** E5- ** Develop criteria that they can use to reconcile the conflicts that exist between our individual rights and our responsibilities as citizens in order to tend specific commons || Recycle 315 Reducing 314 Reusing314-315 Sustainable Sustainable practices || KBAD describe how humans can live sustainably thus enhancing their environment. || Examining sustainable practices; case studies. Videos and quizzes on waste management and recycling, from brain pop || // Write a pledge to make a lifestyle change that benefits the environment. // || Cause and Effect || ** B6- ** Demonstrate their awareness of human choices and their consequences, using their own choices as exemplars ||
 * C7- ** Perceive patterns within the system that connects the parts of the system to one another and to other systems over time.
 * C13- ** Demonstrate an understanding that there is no such thing as a closed system. All systems are nested in other systems ||
 * 3
 * 4 || Rock 44
 * 5 || Properties
 * 6
 * I20- ** Communicate their findings accurately and effectively (oral presentation, PowerPoint, spreadsheets, graphs, role play, mural, song, etc.) ||
 * 7 || Landform 70, Topography 70, Glacial grooves 72, Sand dune 73,78, Mountain 70-71, 94, River Valley, Plain 71, Canyon 74, 79, Coastlines, Oceans 80, sand spits 73, Barrier islands 73, hills 71 and Moraines 72 || KBAD identify different landforms and what makes them unique. || Using a physical map to identify different landforms. The students will identify and explain the creation of different landforms using smart board technology. || // Identify the different physical features on a topographical map. // || Summarizing || ** C28- ** Define how their own (or other people ’ s) actions affect the systems they are in.
 * E5- ** Develop criteria that they can use to reconcile the conflicts that exist between our individual rights and our responsibilities as citizens in order to tend specific commons
 * F6- ** Articulate the implications of the distribution, acquisition, depletion and renewal of resources in determining the nature of societies and the rate and character of economic and social development. ||
 * 8
 * 9 || Delta 81
 * 9
 * F6- ** Articulate the implications of the distribution, acquisition, depletion and renewal of resources in determining the nature of societies and the rate and character of economic and social development. ||
 * 10 || Tectonic plate 89
 * 11 || Conservation 314


 * Ongoing Activities: **


 * Current events project
 * Composting