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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