Download SOL 5.3(AE) - Staunton City Schools

Fifth Grade SCIENCE Pacing Overview – 2007-2008
Weeks
Theme
Weeks 1-2
SCIENTIFIC INVESTIGATION
Scientific Method/ Measurement
SOL 5.1(A-J) (4.1)
LIFE PROCESSES AND LIVING SYSTEMS
Cells
SOL 5.5a(A-C)
LIFE PROCESSES AND LIVING SYSTEMS
Kingdoms
SOL 5.5b,c, d(D-E)
4.4 (Plants), 4.5 (Behavioral & Physical
Adaptations), 4.8b (Virginia Natural Resources:
Plants/Animals)
REVIEW/ RETEACH/ RECYCLE
Weeks 3-5
Weeks 6-8
Week 9
Weeks 10-13
Weeks 14-16
Weeks 17-19
Week 20
Weeks 21-23
FORCE, MOTION, ENERGY, AND MATTER
Matter
SOL 5.4(A-D)
FORCE, MOTION, ENERGY, AND MATTER
Light
SOL 5.3(A-E)
FORCE, MOTION, ENERGY, AND MATTER
Sound (corrected)
SOL 5.2(A-H)
4.2 (Force, Motion, Energy), 4.3 (Electricity &
Magnetism)
REVIEW/ RETEACH/ RECYCLE
Weeks 31-33
EARTH/ SPACE SYSTEMS AND CYCLES
Earth Processes
SOL 5.7d,e,f(G-L)
4.6 (Weather), 4.7 (Earth Patterns, Cycles &
Change), 4.8 a, c & d (Virginia Natural
Resources: Water, Energy Sources, Forests,
Soil, Land)
EARTH/ SPACE SYSTEMS AND CYCLES
Rocks
SOL 5.7a,b,c(A-F)
4.8 c (Minerals, Rocks, Ores)
Benchmark Testing
REVIEW/ RETEACH/ RECYCLE
EARTH/SPACE SYSTEMS AND CYCLES
Oceanography
SOL 5.6 (A-J)
SOL Review
Weeks 34-35
SOL Review & Testing
Week 36
Menu Selection
Weeks 24-25
Week 26
Weeks 27-30
Summary of SOLs for this time block
SOL 5.1(A-J) (4.1)
SOL 5.5(A-E) (4.4, 4.5, 4.8b)
Summary of SOLs for this time block
SOL 5.4(A-D)
SOL 5.3(A-E)
SOL 5.2(A-H) (4.2, 4.3)
Summary of SOLs for this time block
SOL 5.7(A-L) (4.6, 4.7, 4.8a,c,d)
Summary of SOLs for this time block
SOL 5.6(A-J)
SOL Review and Testing
SCIENCE PACING – STANDARD 5.1
WEEK(S) 1-2
The student will plan and conduct investigations in which
a) rocks, minerals, and organisms are identified using a classification key;
b) estimations of length, mass, and volume are made;
c) appropriate instruments are selected and used for making quantitative observations of length, mass, volume, and elapsed time;
d) accurate measurements are made using basic tools (thermometer, meter stick, balance, graduated cylinder);
e) data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams);
f) predictions are made using patterns, and simple graphical data are extrapolated;
g) manipulated and responding variables are identified; and
h) an understanding of the nature of science is developed and reinforced.
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence/ Bullet a):
A. Use classification keys to
identify rocks, minerals, and
organisms.
Sentence/ Bullet b):
B. Make plausible estimations
of length, mass, and volume.
Sentence/ Bullet c):
C. Select and use the
appropriate instruments,
including centimeter rulers,
meter sticks, graduated
cylinders, balances, scales,
Celsius thermometers, and
stopwatches, for making basic
measurements. (5.1, includes
4.1)
Instructional Activities
The student will . . .
Related
SOLs
Evidence of
Mastery/Common
Assessments
Plan
Investigate
Use
Identify
Plan
Investigate
Estimate
Plan
Investigate
Select
Use
4.1
“Measurement
Lab"
4.1
“Cool
Hands”-lab
“ Measurement Lab"
Suggested
Resources
Sentence/ Bullet d):
D. Measure temperature,
length, mass, and volume,
using metric measures. This
includes millimeters,
centimeters, meters,
kilometers, grams, kilograms,
milliliters, liters, and degrees
Celsius. (5.1, includes 4.1)
Sentence/ Bullet e):
E. Collect, record, and report
data, using charts and tables,
and translate numerical data
into bar or line graphs.
Sentence/ Bullet f):
F. Make predictions based on
trends in data (may use picture
graphs, bar graphs, and basic
line graphs). This requires the
recognition of patterns and
trends and determination of
what those trends may
represent. (5.1, includes 4.1)
Sentence/ Bullet g):
G. Analyze the variables in a
simple experiment, and decide
which must be held constant
(not allowed to change) in
order for the investigation to
represent a fair test. Identify
the manipulated (independent)
and responding (dependent)
variables. (4.1, 5.1)
Sentence/ Bullet h):
H. Define/make observations
and inferences.
Plan
Investigate
Measure
4.1
“Measurement
Lab”
Plan
Investigate
Collect
Record
Report
Translate
Plan
Investigate
Predict
Recognize
Determine
4.1
Plan
Investigate
Analyze
Decide
Identify
4.1
Plan
Investigate
Define
Observe
Infer
4.1
“Cool Hands”
“You Be the
Detective!”
4.1
“Cool Hands”
“You Be the
Detective!”
“Cool Hands”
“You Be the
Detective!”
“You Be the
Detective!”
I. Distinguish among
observations and inferences,
(5.1) (conclusions, and
predictions, and correctly
apply the terminology in oral
and written work.) (4.1)
J. Measure, record, identify,
collect, and organize
observations. Distinguish
between qualitative and
quantitative observations.
Plan
Investigate
Distinguish
4.1
“You Be the
Detective!”
Plan
Investigate
Measure
Record
Identify
Collect
Organize
Distinguish
4.1
“You Be the
Detective!”
SCIENCE PACING – STANDARD 5.2
WEEK(S): 17 – 19
The student will investigate and understand how sound is transmitted and is used as a means of communication. Key concepts include
a) frequency, waves, wavelength, vibration;
b) the ability of different media (solids, liquids, and gases) to transmit sound; and
c) uses and applications (voice, sonar, animal sounds, and musical instruments).
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence/ Bullet a):
Investigate
Use
A. Use the basic terminology
of sound to describe what sound
is, how it is formed, how it
affects matter, and how it
travels.
B. Create and interpret a model Investigate
*Plan*
or diagram of a compression
Create
wave.
Instructional Activities
The student will . . .
Related
SOLs
Evidence of Mastery
Suggested
Resources
5.1, 4.1
Picture with student
explanation
Enhanced Scope and
Sequence (ESS) – p.
98
Interactive Notetaking
Videostreaming
Interactive Notetaking
Videostreaming
“Make Some Waves!”
– ESS – p. 98
Interpret
Use slinkies to create models of sound
waves
D. Explain the relationship
between frequency and pitch.
Investigate
Explain
“Sound Vibrations” – p. 96 - 98
Interactive Notetaking
5.1, 4.1
Picture with student
explanation
Sound Kit (Carolina)
Science Journal
ESS – p. 105
Use string models (i.e. varied widths of
fishing line and varied volumes of water in
containers) to create varied vibration and
pitch
Sentence/ Bullet b):
Investigate
Explain
C. Explain why sound waves
travel only where there is matter
to transmit them.
F. Compare and contrast sound
traveling through a solid with
sound traveling through the air.
Explain how different media
Investigate
Explain
Compare
Contrast
Videostreaming.
Interactive Notetaking
“Sound Travel through media” – ESS – p.
105 - Listen with a cup through doorway
Videostreaming.
Interactive Notetaking
“Sound Investigations” – ESS – p. 102
ESS – p. 102
Videostreaming.
(solid, liquid, and gas) will
affect the transmission of
sound.
Sentence/ Bullet c):
E. Design an investigation to
determine what factors affect
the pitch of a vibrating object.
This includes vibrating strings,
rubber bands, beakers/bottles of
air and water, tubes (as in wind
chimes), and other common
materials.
G. Compare and contrast the
sounds (voice) that humans
make and hear to that of other
animals. This includes bats,
dogs, and whales.
H. Compare and contrast how
different kinds of musical
instruments make sound. This
includes string instruments,
woodwinds, percussion
instruments, and brass
instruments.
Sonar . . .
Investigate
*Plan*
Design
Interactive Notetaking
Use tuning forks and water to show
movement.
ESS – p. 109
4.2, 4.1,
5.1
(Plan)
Physical Science
SOLutions: K-6.
Science Museum of
Virginia
Use straws to make kazoos – “Squawker” –
ESS – p. 109
Investigate
Compare
Contrast
Investigate
Compare
Contrast
Videostreaming.
Interactive Notetaking
Music teachers and
Orff instruments
Assessment sheet –
See Bobbie
Examine chart of various sounds hear by
humans and animals.
Videostreaming.
Interactive Notetaking
Music teachers
Examine differences in musical instruments
through music class.
Videostreaming.
Interactive Notetaking
Field Trip: Explore Virginia Marine
Science Museum at Virginia Beach
Videostreaming.
Picture of student
operation of sonar with
student explanation
SCIENCE PACING – STANDARD 5.3
WEEK(S): 14 – 16
The student will investigate and understand basic characteristics of visible light and how it behaves. Key concepts include
a) the visible spectrum and light waves;
b) refraction of light through water and prisms;
c) reflection of light from reflective surfaces (mirrors);
d) opaque, transparent, and translucent; and
e) historical contributions in understanding light.
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence/ Bullet a):
A. Explain the relationships
between wavelength and the
color of light. Name the colors
of the visible spectrum.
Investigate
Explain
Name
Interactive Notetaking
Related
SOLs
Evidence of Mastery
Suggested
Resources
Picture assessment and
checklist
Investigating Light
and Optics (Carolina)
Station: Use the prism to name the colors of
the visible spectrum.
Use mneumonic strategy of ROY G. BIV in
demonstrating colors of visible spectrum.
E. Analyze the effects of a
prism on white light and
describe why this occurs.
Explain why a rainbow
occurs.
Investigate
Analyze
Describe
Explain
B. Diagram and label a
representation of a light wave,
including wavelength, peak,
and trough.
Investigate
Diagram
Label
Sentence/ Bullet b) and c):
Investigate
Compare
Contrast
C. Compare and contrast
reflection and refraction,
using water, prisms, and
mirrors.
Instructional Activities
The student will . . .
Videostreaming.
Station: Use the prism to name the colors of
the visible spectrum.
Pictures with
explanation of activity
Interactive Notetaking
Videostreaming.
Interactive Notetaking
Student labeling
Station: Label parts of lightwave.
Videostreaming.
Station: Use pennies and water/ pencils and
water to demonstrate reflection and
refraction.
Station: Investigation includes mirrors,
flashlight and X marks the spot. Use mirrors
to reflect light rays from source onto X.
Interactive Notetaking
“Light Refractions” –
p. 131
ESS – p. 131
Physical SOLutions
Videostreaming.
Sentence/ Bullet d):
D. Explain the terms
transparent, translucent, and
opaque, and give an example
of each.
Sentence/ Bullet e):
Investigate
Explain
Station: Created strip of paper using strips
of overhead transparency, waxed paper, and
black paper. Students label as transparent,
translucent, and opaque.
Student strip of paper
correctly labeled (See
example)
Interactive Notetaking
Videostreaming.
Read Thomas Edison
Interactive Notetaking
Videostreaming.
Answer questions
showing historical
understanding; write
into paragraph
Rigby book – 3rd/ 4th
grade – Thomas
Edison
SCIENCE PACING – STANDARD 5.4
WEEK(S): 10 – 13
The student will investigate and understand that matter is anything that has mass, takes up space, and occurs as a solid, liquid, or gas. Key concepts
include
a) atoms, elements, molecules, and compounds;
b) mixtures including solutions; and
c) the effect of heat on the states of matter.
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence:
Investigate and understand
that matter is anything that has
mass, takes up space, and
occurs as a solid, liquid, or
gas.
Investigate
Understand
Instructional Activities
The student will . . .
Related
SOLs
Evidence of Mastery
Suggested
Resources
Demonstrate that air takes up space – “Does
Air Take Up Space?” – ESS p. 9 – 10
5.1c,h,
4.1d
Checklist or rubric
assessing design of
investigation
ESS – p. 9 – 10
Interactive Notetaking
“Matter Man Saves the
Day!” (see example)
Videostreaming.
Word wall/ word sorts
Bullet a):
A. Construct and interpret
models of atoms, elements,
molecules, and compounds.
Investigate
Construct
Interpret
Investigate atoms, elements, molecules, and
compounds - “What’s the Matter?” – ESS p.
2–6
5.1e, 4.1
Interactive Notetaking
Word wall/ word sorts
Investigate
*Plan*
Construct
Interpret
Model states of matter – “Molecule Motion
in the Three States of Matter” – ESS p. 7 – 8
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
Science All Around
Me: Matter
The World of Matter
ESS – pages 2 – 6
See example of
additional visual model
for an element.
Videostreaming.
C. Construct and interpret a
sequence of models
(diagrams) showing the
activity of molecules in all
three states of matter.
Solids, Liquids, and
Gases sort (see
example)
Visual model – “An
Atom of My Element”
– ESS p. 6
Changes Kit
(Carolina)
4.1, 5.1e
(Plan)
Give students pictures
of atoms, molecules,
elements, and
compounds, and have
them identify each
Student drawing of
each state of matter
(hand-constructed,
computer-generated, or
cut out and pasted
duplicate drawings)
ESS – pages 7 – 8
Bullet b):
D. Compare and contrast
mixtures and solutions,
elements and compounds, and
atoms and molecules.
Investigate
Compare
Contrast
Experiment with mixtures and solutions –
“All Mixed Up” – ESS p. 14 – 17
5.1e,h;
4.1d
Create mixture of oats, raisins, nuts, and
Reese’s pieces. Create solution of apple
juice concentrate and water.
“Comparing and
Contrasting Mixtures
and Solutions” sheet –
p. 16 & 17
ESS – pages 14 – 17
Science Lab Sheet
defining mixtures and
solutions and
responding to
questions about the
activity (See example)
Elements and compounds:
________________________________
Atoms and molecules:
________________________________
Interactive Notetaking
Videostreaming.
Bullet c):
B. Design an investigation to
determine how heat affects the
states of matter (e.g., water).
Include in the design ways
information will be recorded,
what measures will be made,
what instruments will be used,
and ways the data will be
graphed.
Investigate
*Plan*
Design
Word wall/ word sorts
Engage in “Motion and Temperature”
Activity and “Investigation of the Effect of
Heat on the State of Matter” Activity from
“Things are Heating Up”– ESS p. 11 – 13
4.1d,e,f,
5.1c,d,e,
h (Plan)
Exit pass from
“Motion and
Temperature” activity:
Describe why the
balloon becomes
smaller – What
happens to the
molecules of matter
when heat is removed
from matter.
Checklist or rubric
assessing design of
investigation; copy of
investigation, results,
and graphical
representations
Place drops of food coloring into really hot
Student journaling of
ESS – pages 11 – 13
water, ice cold water, and room temperature
water. Examine speed of the water
molecules at different temperatures.
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
water experiment
SCIENCE PACING – STANDARD 5.5
WEEK(S): 3 – 8
The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include
a) basic cell structures and functions;
b) kingdoms of living things;
c) vascular and nonvascular plants; and
d) vertebrates and invertebrates.
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence/ Bullet a):
A. Draw, label, and describe
the essential structures and
functions of plant and animal
cells. For plants, include the
nucleus, cell wall, cell
membrane, vacuole,
chloroplasts, and cytoplasm.
For animals, include the
nucleus, cell membrane,
vacuole, and cytoplasm.
B. Design an investigation to
make observations of cells.
C. Compare and contrast plant
and animal cells and identify
their major parts and functions.
Investigate
Draw
Label
Describe
Instructional Activities
The student will . . .
Related
SOLs
Evidence of Mastery
Review cell parts – “Building a Cell” – ESS
– p. 25 – 26
5.1e, 4.1
“Cell Mates-Animal
Cell”
“Cell MatesPlant Cell”
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
Investigate
*Plan*
Design
Investigate
Compare
Contrast
Identify
Interactive Notetaking
4.1, 5.1
(Plan)
Videostreaming.
Word wall/ word sorts
Observe microscopic slides of plant and
animal cells; examine differences – “Plant
and Animal Cells” – ESS – p. 21 – 22
Interactive Notetaking
Videostreaming.
5.1e,f,h;
4.1
“Comparing
Plant and
Animal Cells in a
Venn Diagram” – ESS
– p. 23 – 24 or
”Cellmates?
“Vascular-NonVascular Sheet”
Word wall/ word sorts
“Cell Identification
Worksheet” – ESS – p.
23 – Remove key and
have students label or
match labels with parts
Suggested
Resources
Sentence/ Bullet b):
D. Compare and contrast the
distinguishing characteristics of
the kingdoms of organisms.
Investigate
Compare
Contrast
Picture sort differentiating organisms in each
of the kingdoms
Individual sort
differentiating
organisms in each of
the kingdoms
Interactive Notetaking
“Classification of
Organisms” –
page 33
“Vertebrates and
Invertebrates Sort”
“Kingdoms”
Videostreaming.
Word wall/ word sorts
Sentence/ Bullet b), c), and d):
E. Group organisms into
categories, using their
characteristics: living things
(kingdoms), plants (vascular
and nonvascular), and animals
(vertebrates or invertebrates).
Name and describe two
common examples of each
group.
Investigate
*Plan*
Group
Name
Describe
“Tubes for the Move” – ESS – p. 42
Use graphic organizers to show grouping of
organisms into categories
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.4, 4.5,
4.8b,
4.1, 5.1
(Plan)
“I Have Living
Things”
ESS – page 33
Amazing Animals
Animal Groups
ESS – pages 34, 38
Student-generated
graphic organizer,
paper/pencil or
computer-generated
(i.e. Kidspiration).
(See example.)
“The Animal
Kingdom:
Invertebrates/
Vertebrates” – page 34,
38
Student-generated
book of kingdoms
(Writing Workshop)
SCIENCE PACING – STANDARD 5.6
WEEK(S): 26 – 27
The student will investigate and understand characteristics of the ocean environment. Key concepts include
a) geological characteristics (continental shelf, slope, rise);
b) physical characteristics (depth, salinity, major currents); and
c) biological characteristics (ecosystems).
Essential Knowledge and Skills Verbs
Students should be able to:
Sentence/ Bullet a), b), and c):
A. Explain key terminology
related to the ocean
environment.
- continental shelf
- continental slope
- continental rise
- abyssal plain
- ocean trenches
- sediments
- phytoplankton
- depth
- salinity
- currents
- waves
- tides
- plankton
- Gulf Stream
Sentence/ Bullet a):
B. Create and interpret a
model of the ocean floor and
label and describe each of the
major features.
Investigate
Explain
Instructional Activities
The student will . . .
Related
SOLs
Interactive Notetaking
Evidence of Mastery
Suggested
Resources
Word sort
Oceanography Kit
(Hubbard Scientific)
Videostreaming.
What’s Under the
Sea?
Word wall/ word sorts
Amazing Journeys:
To the Depths of the
Ocean
Exploring Tide Pools
Investigate
*Plan*
Create
Interpret
Label
Describe
Construct a model of the ocean floor – ESS
– p. 48 (Students could also use play-dough
or clay of varying colors to construct a
model and place labels in appropriate
places.)
4.1, 5.1
(Plan)
Student labeling of
ocean (See examples.)
ESS – p. 48
“The Ocean Floor” –
page 51
ESS – page 51
Interactive Notetaking
Videostreaming.
Sentence/ Bullet a) and b):
C. Research and describe the
variation in depths associated
Investigate
Research
Describe
Word wall/ word sorts
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
with ocean features, including
the continental shelf, slope,
rise, the abyssal plain, and
ocean trenches.
Sentence/ Bullet b):
D. Design an investigation
(including models and
simulations) related to
physical characteristics of the
ocean environment (depth,
salinity, formation of waves,
and currents, such as the Gulf
Stream).
E. Interpret graphical data
related to physical
characteristics of the ocean.
Investigate
*Plan*
Design
Investigation: Depth _________________
4.1, 5.1
(Plan)
“Salinity” – p. 55
Investigation: Formation of waves _______
Investigation: Currents ________________
Interactive Notetaking
Videostreaming.
Investigate
Interpret
Word wall/ word sorts
Depth: Graphing the Ocean Floor
Graphing the Ocean
Floor assessment sheet
Salinity: ______________
“Under the Sea” (See
example)
Formation of waves: ______________
Currents: ________________
Interactive Notetaking
Videostreaming.
F. Explain the formation of
ocean currents and describe
and locate the Gulf Stream.
Investigate
Explain
Describe
Locate
Word wall/ word sorts
Interactive Notetaking
Exit pass: Explain the
formation of ocean
currents.
Videostreaming.
Word wall/ word sorts
Create food chain – pyramid
Sentence/ Bullet c):
G. Design an investigation
(including models and
simulations) related to
biologic characteristics of the
ocean environment
Investigate
*Plan*
Design
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.1, 5.1
(Plan)
Map: Locate Gulf
Stream and write a
description.
Food chain/ pyramid
ESS – page 55
(ecological relationships).
H. Interpret graphical data
related to the biological
characteristics of the ocean,
such as the number of
organisms vs. the depth of the
water.
I. Analyze how the physical
characteristics (depth, salinity,
and temperature) of the ocean
affect where marine organism
can live.
J. Create and interpret a
model of a basic marine food
web, including floating
organisms (plankton),
swimming organisms, and
organisms living on the ocean
bottom.
Investigate
Interpret
Interactive Notetaking
“The Ocean Floor” –
page 51
Videostreaming.
“Under the Sea”
Page 51
Word wall/ word sorts
Investigate
Analyze
“The Ocean Floor” –
page 51
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
Investigate
*Plan*
Create
Interpret
“Life in the Food Chain” – p. 59
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.1, 5.1
(Plan)
Food web
Page 51
SCIENCE PACING – STANDARD 5.7
WEEK(S): 21 – 25
The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include
a)
b)
c)
d)
e)
f)
the rock cycle including identification of rock types;
Earth history and fossil evidence;
the basic structure of the Earth’s interior;
plate tectonics (earthquakes and volcanoes);
weathering and erosion; and
human impact.
Essential Knowledge and Skills Verbs
Students should be able to:
Instructional Activities
The student will . . .
Related
SOLs
Evidence of Mastery
Suggested
Resources
Sentence:
Interactive Notetaking
4.8
Word sort
Rocks and Minerals
Kit (Carolina)
A. Apply basic terminology
(italic print in overview) to
explain how the Earth surface is
constantly changing.
“Rocks move and change over
time due to heat and pressure
within the Earth and to
weathering and erosion at the
surface. These and other
processes constantly change
rock from one type to another.
Depending on how rocks are
formed, they are classified as
sedimentary (layers of sediment
cemented together), igneous
(melted and cooled, e.g., lava
and magma), and metamorphic
(changed by heat and pressure).
Investigate
Apply
Explain
Videostreaming.
Word wall/ word sorts
Plate Tectonics
Globe Kit
Land and Water Kit
The Amazing Earth
Model Book
Remarkable Rocks
Fossils (Rigby)
Fossils (Benchmark)
Beneath Earth’s
Surface
Volcanoes and
Geysers
Volcanoes
Magic School Bus –
Inside the Earth
Facts about
Earthquakes
Earthquakes and
Tsunamis
Earth Rocks! Book
set
Bullet a):
B. Draw and label the rock
cycle and describe the major
processes and rock types
involved.
Investigate
Draw
Label
Describe
Observe animated version of the rock cycle
on the LCD projector:
http://www.classzone.com/books/earth_scie
nce/terc/content/investigations/es0602/es060
2page02.cfm
4.8
Graphic organizer
Rocks and Minerals
book set
ESS – page 81
Exit pass
Model process with graphic organizer
Act roles of sedimentary, igneous, or
metamorphic rock using “Rock cycle” song
Play game of tag by providing name tags.
Pass bean bag to different rock and state
what causes change to occur
“The Rock Cycle” – ESS – p. 81
Interactive Notetaking
Videostreaming.
C. Compare and contrast the
origin of igneous,
sedimentary, and
metamorphic rocks.
Investigate
Compare
Contrast
D. Identify rock samples
(granite, gneiss, slate,
limestone, shale, sandstone,
Investigate
Identify
Word wall/ word sorts
“The Rock Cycle” – p. 81
ESS – page 81
4.8
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
“Rocky Road” – p. 85
Interactive Notetaking
4.8
Student sort
Classification chart
ESS – page 85
and coal), using a rock
classification key.
Bullet b):
E. Make plausible inferences
about changes in the Earth
over time based on fossil
evidence. This includes the
presence of fossils of
organisms in sedimentary
rocks of Virginia found in the
Appalachians, Piedmont, and
Coastal Plain/Tidewater.
Bullet c):
F. Describe the structure of
Earth in terms of its major
layers — crust, mantle, and
inner and outer cores — and
how the Earth’s interior
affects the surface.
Bullet d):
G. Differentiate among the
three types of plate tectonic
boundaries (divergent,
convergent, and sliding) and
how these relate to the
changing surface of the Earth
and the ocean floor (5.6).
Videostreaming.
Investigate
Infer
Word wall/ word sorts
“The Evidence Is In” – p. 73
4.8
Timeline of fossil
ESS – page 73
4.7
Earth Model book –
Make model of the
layers of the Earth and
include information
regarding layers.
ESS – page 66
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
Investigate
Describe
Compare the layers of an apple to the layers
of the Earth by cutting into the apple.
“The Layers of the Earth” – p. 66
Interactive Notetaking
Flip book with layers
of the Earth
Videostreaming.
Word wall/ word sorts
“Plate Tectonics” – p. 69
Investigate
Differentiate
5.6
The Earth Model book – Model movement
of plates.
Interactive Notetaking
Videostreaming.
Investigate
Compare
Contrast
“Plate Tectonics” – p. 69
The Earth Model book – Model movement
ESS – page 69, 72
Show divergent,
convergent, and slide
with graham crackers.
The Earth Model book
– Cut and move plate
tectonics.
Word wall/ word sorts
H. Compare and contrast the
origin of earthquakes and
volcanoes and how they affect
“Plate tectonics” – p.
72
4.7
Label convergent and
divergent, and sliding
on model.
“Plate tectonics” – p.
72
ESS – page 69, 72
the Earth’s surface.
of plates
Show divergent,
convergent, and slide
with graham crackers.
Interactive Notetaking
Videostreaming.
The Earth Model book
– Cut and move plate
tectonics.
Word wall/ word sorts
Bullet e):
I. Design an investigation to
locate, chart, and report
weathering and erosion at
home and on the school
grounds. Create a plan to
solve erosion problems that
may be found.
Investigate
*Plan*
Design
Create
Problem/ solution sorting activity – have
students then plan their own solution to a
problem.
4.6, 4.1,
5.1
(Plan)
Label convergent and
divergent, and sliding
on model.
Student plan
Sandy Greene
Watershed cleanup activity from Headwater
Soil and Conservation
Interactive Notetaking
Videostreaming.
J. Differentiate between
weathering and erosion.
Investigate
Differentiate
Word wall/ word sorts
Picture sort activity differentiating
weathering and erosion
4.6
T-chart
Venn diagram
Student plan
Sandy Greene
Videostreaming.
4.6, 4.1,
5.1
(Plan)
Word wall/ word sorts
Interactive Notetaking
4.8
Narrative – draw
pictures or take photos
Sandy Greene
Interactive Notetaking
Videostreaming.
K. Design an investigation to
determine the amount and
kinds of weathered rock
material found in soil.
Bullet f):
L. Describe how people
change the Earth’s surface and
how negative changes can be
controlled.
Investigate
*Plan*
Design
Investigate
Describe
Word wall/ word sorts
Interactive Notetaking
Videostreaming.
Word wall/ word sorts