Download 5th Grade Science - Lafayette Parish School System

5th Grade Science
Benchmark 4: Earth and Space Science
Lafayette Parish School System
2013-2014
LPSS Science Teacher Leader Cadre
Dayna Davis – J Wallace James
Serigne Fall – Evangeline
Amy Meagher – LJ Alleman
Hope Olivier – Plantation
Jacque Toliver – JW Faulk
Tara Venetis - Milton
Bridget Trahan – LPSS Science Lead Teacher
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5th Science Benchmark 4: Earth and Space Science
Time Frame: January 27 – March 31 (8 ½ Weeks)
Unit 6: Earth: Its Lithosphere, Hydrosphere, and Atmosphere (15 days)
Unit Description and Student Understandings: The unit will focus on activities that investigate components of the lithosphere, hydrosphere, and atmosphere of Earth.
Inquiry activities in this unit include a study of the composition of soil samples, classification of rocks, mineral identification, fossils, and the agents of weathering and erosion and
their effects on landforms. Also, the compositions and ratio of components in the atmosphere and hydrosphere on Earth will be investigated. Students will develop an
understanding and appreciation of Earth materials—soils, rocks, and minerals. An understanding of erosion assists students in relating to the landforms around them. Knowing the
components of the atmosphere and hydrosphere helps students to begin to realize the components required to sustain human life, as well as the life of all plants and animals on
Earth
Guiding Questions:
1. Can students describe the processes they would use to identify the material contained in the soil?
2. Can students identify and demonstrate some ways to classify rocks and minerals of Earth?
3. Can students describe some common uses of rocks and minerals?
4. Can students explain the economic value of common rocks and minerals?
5. Can students use a stream table representing the land to model destructive and constructive forces?
6. Can students explain when erosion could be a beneficial event?
7. Can students explain how the forces of wind, ice, and water create erosion and model each type of erosion?
8. Can students identify evidence that natural events have happened on Earth for a long period of time?
Key Concepts:
 Identify organic and inorganic matter in soil samples.
 Identify the processes that prevent or cause erosion
 Recognize the amount of time it takes for natural events to occur (within seconds, over millions of years)
GLEs
CCSS Literacy
Standards
NGSS Practices
Instructional Strategies
Differentiation
(Enrichment/Remediation Strategies)
Science as Inquiry
Note: The following Science as Inquiry GLEs are embedded in the suggested activities for this unit. Additional activities incorporated by teachers may result in additional SI GLEs
being addressed during instruction on the Earth and the Atmosphere unit. Refer to page 1 of curriculum map for listing of these SI GLEs: 1, 3, 4, 6, 7, 10, 11, 12, 13, 14, 15, 16, 18, 19,
21, 22, 23, 25, 29, 33, 39
ES-30
Textbook Resource Unit 6 Lesson 2 pgs. 308-317
Brain Pop: “Soil”
Identify organic and
inorganic matter in soil
Unit 6, Activity 1: Soil: Students will sort materials in soil samples into
samples with the aid of a
organic and inorganic components, describe the appearance of each type
hand lens or microscope.
of soil, and explain how they differ. (SI GLEs: 6, 7, 10, 22, 23, 29; ESS
GLE: 30)
5th Grade Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5th Science Benchmark 4: Earth and Space Science
Time Frame: January 27 – March 31 (8 ½ Weeks)
ES-31
Identify common rocks and
minerals and explain their
uses and economic
significance.
Textbook Resource Unit 6 Lesson 1 pgs. 294-307
Unit 6, Activity 2: Rocks and Minerals: Students will group rocks using
their own method of classification. Students will then re-classify the
rocks into the scientific categories of sedimentary, metamorphic, or
igneous, using a dichotomous key, and test for hardness, magnetism,
color streak, and reaction to an acid. (SI GLEs: 3, 7, 11, 21, 22, 23; ESS
GLE: 31)
Unit 6, Activity 3: Gifts from the Earth: How Rocks and Minerals are
used by People: Students will brainstorm ways people use rocks and
minerals. Students will then select a common mineral or rock found in
Louisiana, and record information about locations, uses, and technologies
used to mine the object. (SI GLEs: 3, 19, 22, 39; ESS GLE: 31)
ES-32
Demonstrate the results of
constructive and
destructive forces using
models or illustrations
Textbook Resource Unit 6 Lesson 5 pg. 344-357
LCC Unit 6, Activity 4: Landform Changes: Good or Bad?: Students
will name landforms that are part of the lithosphere and natural events
that can change it (wind, water, gravity, ice. The students will use a
stream table to model the formation of a delta, and relate it to the creation
of the Mississippi River Delta. (SI GLEs: 7, 13, 14, 15, 19, 22, 23, 33;
ESS GLEs: 32, 33, 38)
LCC Unit 6, Activity 8: Modeling Destructive and Constructive Forces
in Nature: Students will research one type of earthquake and then create
a 3-D model to demonstrate it. They will generate a testable question
about how this earthquake movement will affect the land around it and
test their hypothesis. (SI GLEs: 1,4,7,10,12,14,15,22,25; ES GLEs:
32,38)
The Jason Project-Tectonic Fury
Mission 1The Building Blocks
Scientist Interviews
Auto read articles:
Digital Labs & Games
Mission 5: Protecting the Biosphere
www.jason.org
http://cmase.uark.edu/teacher/workshops/GEM
S-lessons/Rock_Cycle_Song.pdf
Brain Pop: “Rocks: http://glencoe.mcgrawhill.com/sites/dl/free/0078778026/164213/0004
4683.html
Activity: Boil water. Add Epsom salt or table
salt, until it is a saturated solution. Table salt
has a cubic structure; Epsom salt has rhombic
structure. It is saturated when it won’t dissolve
any more. Pour into petri dish/dish. If you put a
tongue depressors or popsicle stick , it will
make crystals overnight on
the wood.
The Jason Project-Tectonic Fury Mission 2:
Earth’s Changing Face
Scientist Interviews
Auto read articles:
Game: Landform Detectives
Mission 3: Analyzing the Evidence
Interactive Geologic Time line
Mission 4: Earth on the Move: Earthquakes,
Volcanoes
The Jason Project-Infinite Potential;: Mission
2: Calculating Transfers & Transformation
This site has articles that have auto readers,
scientist interview on Tsunamis
www.jason.org
United Streaming: “The Magic School Bus
Rocks and Rolls”
http://www.coaleducation.org/lessons/wim/10.h
tm
Brain Pop: Earthquakes, Volcanoes, Plate
th
5 Grade Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5th Science Benchmark 4: Earth and Space Science
Time Frame: January 27 – March 31 (8 ½ Weeks)
Tectonics
ES-33
Identify the processes that
prevent or cause erosion
ES-38
Estimate the range of time
over which natural events
occur (lightning in
seconds, mountain
formation over millions of
years)
Textbook Resource: Unit 6 Lesson 4 pgs. 330-343
LCC Unit 6, Activity 5: Types of Erosion: Students will explore the
effects of wind, water, and ice through models of windblown deposits,
water weight erosion, and glacial erosion. In discussions about each
models, it will be emphasized that the natural process of erosion works
slowly but surely, taking millions of years to wear a mountain into a
plain. (SI GLEs: 4, 7, 15, 22, 23; ESS GLEs: 32, 33, 38)
Textbook Resource Unit 6 Lesson 5 pg. 344-357
LCC Unit 6, Activity 6: Weather and Fossil Preservation: The students
will perform an investigation to model how fossils in sedimentary rocks
can be eroded and how they can be preserved. (SI GLEs: 7,15,16,22,23;
ESS GLE 38)
Literacy Connection and Resources
Rocks in His Head by Carol Otis Hurst Pictures by James Stevenson
Rocks and Minerals by Eye Wonder www.dk.com
Dirt The Scoop on Soil by Natalie M. Rosinsky Illustraed by Sheree Boyd
Geology Rocks 50 Hands-On Activities to Explore the Earth
Stone Girl Bone Girl – A Story of Mary Anning of Lyme Regis by Laurence Anholt Illustrated by Sheila Moxley
Mary Anning and the Sea Dragon by Jeannine Atkins Pictures by Michael Dooling
Notebook Foldables Earth Science: Land Inside and Out Dinah Zike’s
Project Packets Atmospheres Dinah Zike’s
Earth Science Study Flips Dinah Zike’s
5th Grade Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5th Science Benchmark 4: Earth and Space Science
Time Frame: January 27 – March 31 (8 ½ Weeks)
Unit 7: Cycles and Climates (10 days)
Unit Description and Student Understandings: Adding to content from past units, activities in this unit will examine many of Earth’s continuous cycles, including the
study of climate zones and an introduction to the use of weather maps. Students will develop an understanding that different cycles operate in the environment and that cycles are
continuous and repetitive. Students will be able to explain how matter can be changed in a cycle or a recycling process from one form into another and why all organisms on Earth
are dependent on these cycles. They should be able to summarize how the hydrologic (water) cycle influences world climates and how our increased understanding of weather and
climate improves the lives of people
Guiding Questions:
1. Can students explain how the atmosphere and the hydrosphere differ?
2. Can students communicate the differences in atmospheric components between Earth and other planets?
3. Can students generalize that the components of Earth’s atmosphere make it uniquely able to support life as we know it?
4. Can students read a weather map?
5. Can students explain how progress in weather technology has improved the lives of people?
6. Can students identify, describe, and compare the major climate zones?
7. Can students explain the interaction of the processes of the water cycle?
Key Concepts:
 Identify the components of the hydrosphere
 Describe the atmosphere as a mixture of gases, water vapor, and particulate matter
 Identify typical and international weather map symbols and the type of weather they represent
 Describe and compare the polar, temperature, and tropical climate zones
 Explain the processes of the water cycle
 Describe the carbon, nitrogen, water, and oxygen cycles and where they occur (EX: soil, atmosphere)
Vocabulary List:
GLEs
CCSS Literacy
Standards
NGSS Practices
Instructional Strategies
Differentiation
(Enrichment/Remediation Strategies)
Science as Inquiry
Note: The following Science as Inquiry GLEs are embedded in the suggested activities for this unit. Additional activities incorporated by teachers may result in additional SI GLEs
being addressed during instruction on the Cycles and Climates unit. Refer to page 1 of curriculum map for listing of these SI GLEs: 1, 3, 4, 5, 7, 10, 11, 13, 14, 15, 16, 18,19, 20, 21,
22, 23, 29, 30, 33, 37, 38, 39, 40
5th Grade Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5th Science Benchmark 4: Earth and Space Science
Time Frame: January 27 – March 31 (8 ½ Weeks)
ES-34
Identify the components of
the hydrosphere.
ES-35
Identify the atmosphere as a
mixture of gases, water vapor
and particulate matter.
ES-37
Identify typical weather map
symbols and the type of
weather they represent.
ES-36
Identify, describe, and
compare climate zones (e.g.,
polar temperate, tropical)
5th Grade Science 2013-2014
Textbook Resource: Unit 6 Lesson 3 pgs. 318-329
Brain Pop “Earth’s Atmosphere”
LCC Unit 6, Activity 9: Atmosphere and Hydrosphere
Students will compare/contrast the components of the atmosphere
and hydrosphere. ( SI 3, 11, 19: ESS 34, 35)
LCC Unit 6, Activity 11: Water, Water Everywhere, But How
Much to Drink? Through a visual presentation, students will learn
the sources of fresh water, the relative ratios of these water sources
on Earth, and be able to conclude just how little drinking water we
have on Earth. (SI GLEs: 16, 22; ESS GLE: 34)
Textbook Resource: Unit 6 Lesson 3 pgs. 319-329
LCC Unit 6, Activity 10: Atmospheric Comparisons
Student groups will gather information about the atmospheres of
one inner planet and one outer planet and compare these
atmospheres with Earth’s to develop an appreciation for the Earth’s
unique ability to support life.
(SI GLEs 3, 11, 16, 19; ESS GLEs 35, 43)
Textbook Resource: Unit 7 Lesson 1 pgs. 364 -379
LCC Unit 7, Activity 8: Weather Symbols: Student groups will be
assigned a particular city in the United States, and illustrate a
television station’s weather forecast model correctly using weather
symbols. (SI GLEs: 3, 19; ESS GLE: 37)
LCC Unit 7, Activity 9: Weather Watch: Students will identify
sources used by the general public to forecast the weather. They
will interpret the previous day forecast with what is actually
occurring. Using one of the different sources of forecasting, the
students will record weather symbols each day, and compare the
forecast to what actually happened. The students will compare the
technology available to predict the hurricane that hit Galveston in
the 1900’s that available for Hurricane Katrina. (SI GLEs: 7, 13,
19, 22, 29, 39; ESS GLE: 37)
Textbook Resource: Unit 7 Lesson 2 pgs. 380-391
Color a temper[[
LCC Unit 7, Activity 6: Zones: Student groups will research
different climate zones; the research should include severe weather
events, species of plants and animals, typical precipitation and
temperature ranges, and vegetation. The student groups will then
The Jason Project-Monster Storms Scientist
Interviews
Auto- read articles
Game: Storm Tracker
Brain Pop: “Climate Types”
Use a world map to draw the type climate zones:
polar, temperate, tropical zones.
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5th Science Benchmark 4: Earth and Space Science
Time Frame: January 27 – March 31 (8 ½ Weeks)
compare their climate zone with other groups, and infer why
weather events and plants and animals might differ in each zone.
Climate Zones: Polar, Temperate, Mountain, Desert, Tropical (SI
GLEs: 3, 11, 13, 16, 19, 22; ESS GLE: 36)
ES-46
Identify and explain the
interaction of the processes
of the water cycle
SE-51
Describe naturally occurring
cycles and identify where
they are found (ex. Carbon,
nitrogen, water, oxygen)
LCC Unit 7, Activity 7: Climate Zones around the World: Using
what was learned in Activity 6; students will hypothesize what
causes these differences (nearness to a water body, altitude,
latitude, center of large land mass, ocean currents, wind patterns,
etc.) Students will conduct further research on their particular
climate zone to consider the above causes, and as a class compare
each zone. (SI GLEs: 11, 16, 19; ESS GLE: 36)
Textbook Resource: Unit 7 Lesson 3 (Water Cycle Only)
Pgs. 394-395
Unit 7, Activity 2: Water Cycle Interaction: Students will briefly
review information about the water/hydrological cycle, build a
model (use either the model in this activity or in Unit 2, Activity 3),
and explain how the cycle works, using the model. Students will
draw a pictorial diagram labeling the different parts of the cycle
(this can be re-used in Unit 2, Activity 3). The importance of the
Sun as the Earth’s primary energy source and its role in fueling the
hydrological cycle should be emphasized in explanations by the
students. (SI GLEs: 1, 15, 22, 23, 33; PS GLEs: 5, 12, ESS GLE:
39, 46; SE GLE: 51)
Textbook Resource: Unit 7 Lesson 3 (Water Cycle Only) pgs. 394395
See above.
Literacy Connection and Resources
Hydro’s Adventure Through the Water Cycle by Randi and Michael Goodrich Illustrations by Michele Han
5th Grade Science 2013-2014
Brain Pop: ‘Water Cycle” http://glencoe.mcgrawhill.com/sites/dl/free/0078778085/164155/0004467
8.html
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5th Science Benchmark 4: Earth and Space Science
Time Frame: January 27 – March 31 (8 ½ Weeks)
Unit 8: Space (17 days)
Unit Description and Student Understandings: This unit fosters an understanding of objects in space, in general, and the solar system, specifically. Modeling is used
for explanations of perceived constellation movement, as well as Earth motion. Assigned readings and research reveal how questioning and probing have resulted in the
development of better tools and technology to study space. Students will be able to identify the physical characteristics of the Sun and explain the Sun’s significance to life on
Earth. Through research and comparing/contrasting activities, students will understand the difference between the inner and outer planets of our solar system, as well as minor
objects such as asteroids, meteoroids, and comets. Students will be able to model the difference between rotation and revolution and explain the effects each have on a planet.
Students will be able to model and explain the apparent movement of stars. Exposure to different models helps students to evaluate the effectiveness of each in illustrating
important concepts. Finally, students will be able to identify the different types of and advances in technology that have enabled and furthered space exploration.
Guiding Questions:
1.
2.
3.
4.
5.
6.
7.
8.
Can students describe and draw a picture of the Sun that shows understanding of its components?
Can students explain the importance of the Sun to Earth and what effects, both positive and negative, it has on the Earth?
Can students explain why Polaris is important?
Can students describe the direction the stars appear to travel across the sky and explain the reason for this apparent movement?
Can students model Earth’s rotation and revolution?
Can students describe how the position of a light source affects a shadow?
Can students explain how the celestial bodies (moons, asteroids, comets, meteoroids, meteors, and meteorites) are alike and different?
Can students describe what similarities and/or differences they would encounter if they could leave Earth, the “third rock from the Sun” and travel to an
inner or outer planet of their choice?
9. Can students describe what tools and advances in technology have facilitated space exploration and the study of the universe?
10. Can students identify the basic sequence of events in space exploration?
Key Concepts:





Identify the physical characteristics of the Sun
Explain that the rotation of Earth on its axis cause the Moon, Sun, and stars to appear to move from east to west across the sky
Use models or illustrations to explain rotation and revolution
Describe the characteristics of the inner and outer planets
Identify Earth’s position in the solar system
GLEs
CCSS Literacy
Standards
NGSS Practices
Instructional Strategies
Differentiation
(Enrichment/Remediation Strategies)
Science as Inquiry
Note: The following Science as Inquiry GLEs are embedded in the suggested activities for this unit. Additional activities incorporated by teachers may result in additional SI GLEs
being addressed during instruction on the Space unit. Refer to page 1 of curriculum map for listing of these SI GLEs: 3, 7, 12, 13, 14, 15, 16, 18, 19, 22, 29, 30, 33, 35, 37, 38, 39
5th Grade Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5th Science Benchmark 4: Earth and Space Science
Time Frame: January 27 – March 31 (8 ½ Weeks)
ES-39
Identify the physical
characteristics of the Sun.
Textbook Resource Unit 8 Lesson 1 pgs.410-421
Brain Pop: “The Sun”
Unit 8, Activity 1, Sun: Students will research the physical characteristics
of the Sun. The students will record facts and information on Sun Facts
and Stats BLM, including a labeled drawing of the Sun. (SI GLEs: 3, 15,
30, 33; ESS GLE 39.
United Streaming: “The Magic School Bus
Sees Stars”
Unit 8, Activity 2: Creating an Edible Model of the Sun: Use the
Scintillating Sun worksheets (pages 2, 3, and 4) on NASA website
http://son.nasa.gov/tass/images/scintillatingsun3.pdf to create an edible
model of the Sun. Have the students use the worksheet provided at this
website to label a diagram of their model and include a short, written
description of each labeled part. Optional: The worksheets have good
information about the Sun even if the student do not make an edible
model. (SI GLEs: 14, 15, 19, 33; ESS GLE: 39)
ES-40
Describe the significance of
Polaris as the North Star.
ES-41
Explain why the Moon, Sun
and stars appear to move from
east to west across the sky.
Unit 8, Activity 3: Understanding the Importance of the Sun to Earth: The
students will learn the beneficial and harmful effects of the Sun to people
and animals on Earth. (SI GLE: 16; ESS GLE: 39)
Textbook Resource Unit 8 Lesson 1 pgs.410-421
Unit 8, Activity 9: Polaris: Explain to students that one observation made
by people long ago was that all the stars and constellations moved across
the sky each evening, but that one star seemed to stay in the same place.
(SI GLEs: 12, 13, 22, 35, 38; ESS GLE: 40)
Textbook Resource Unit 8 Lesson 2 pgs. 422-433
Unit 8, Activity 7: Earth Goes Round and Around: Understanding the
Effects of Rotation and Revolution of the Earth. Students will review
Rotation and Revolution as an introduction to the next activities. (SI
GLEs: 7, 12, 15, 22; ESS GLEs: 38, 41, 44)
Unit 8, Activity 8: East to West: Students will create constellation
pictures using only constellations that appear in the season they have been
assigned. Using a lamp to represent the Sun, the students will learn why
we see different constellations at different seasons and why stars appear to
move across the sky each evening. (SI GLEs: 18, 22; ESS GLEs: 41, 44)
Unit 8, Activity 11: Shadow Clock: Student groups will make a shadow
clock, put it in a sunny area, and mark on the dial where a pencil’s shadow
falls the each hour and record the time. The students should be able to
infer the directional path the Sun appears to take as it moves across the
sky. (SI GLEs: 13, 14, 16, 20, PS GLE: 13; ESS: 41)
Making a Sun clock
http://www.exploratorium.edu/science_explorer/sunclock.html#anchorwh
atif
5th Grade Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5th Science Benchmark 4: Earth and Space Science
Time Frame: January 27 – March 31 (8 ½ Weeks)
ES-44
Explain rotation and
revolution by using models
or illustrations
Textbook Resource Unit 8 Lesson 2 pgs. 422-433
ES-42
Differentiate among moons,
asteroids, comets, meteoroids,
meteors, and meteorites.
Textbook Resource Unit 8 Lesson 3 pgs. 434-449
ES-43
Describe the characteristics of
the inner and outer planets
Textbook Resource Unit 8 Lesson 3 pgs. 434-449
http://kids.yahoo.com/science
Unit 8, Activity 4: Solar System Travel Company: Students select either
a planet or moon within our solar system to “visit” and create an
informative, yet interesting poster that will entice earthlings to vacation
there. (SI GLEs: 3, 7, 19; ESS GLEs: 43, 45)
Brain Pop: “Solar System”
ES-45
Identify Earth’s position in the
solar system.
ES-47
Identify and explain advances
in technology that have
enabled the exploration of
space.
GLE is covered in GLE 41 Activities
Unit 8, Activity 6: Visitors from Space: Understanding the Differences
between Moons, Meteoroids, Meteors, Asteroids, and Comets: Make a
copy of each example picture for each group. To introduce students to the
similarities and differences between these space visitors, the teacher will
read the book Comets, Meteors, and Asteroids by D. Darling or another
comparable book. As a class, the students will create a class definition of
each of the following: moon, meteorite, meteor, meteoroid, comet, and
asteroid. The students in each group will sort through provided pictures to
classify each type according to the class definition. The students will
discuss their thinking strategies with others in the group by justifying
reasons for placing each picture in a certain category. (SI GLEs: 7, 19,
22, 37; ESS GLE: 42)
Textbook Resource Unit 8 Lesson 3 pgs. 434-449
Textbook Resource Unit 8 Lesson 4 pgs. 450-463
Through direct instruction and student research, students will compare the
types of technology fifty years ago, including the capabilities and
limitations, with the types of technology available today. Technology
needed for space exploration includes propulsion, communication. Power,
and energy sources, navigation, and imaging/mapping technologies.
Activity 10: One Small Step for Man, One Giant Leap for Mankind: Space
Technology that Fueled Space Exploration (SI GLEs: 29, 30, 38, 39; ESS
GLE: 47)
Activity 11: Timeline of Space Exploration (SI GLEs: 3, 19, 29, 30, 35;
ESS GLE: 47)
5th Grade Science 2013-2014
United Streaming: “The Magic School Bus:
Out of this World.”
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 5th Science Benchmark 4: Earth and Space Science
Time Frame: January 27 – March 31 (8 ½ Weeks)
Literacy Connection and Resources
Starry Messenger by Peter Sis
The Sign of the Seahorse – A Tale of Greed and High Adventure in Two Acts by Graeme Base
EARTH AND SPACE BENCHMARK ASSESSMENT (UNITS 6-8) MARCH 31
iLEAP TESTING
5TH GRADE POST TEST APRIL 16-17
5th Grade Science 2013-2014
APRIL 7-10