Download Campus: Elementary Author(s): Bryant, Spurgers, Edmonds, Ivy

Campus:
Author(s):
Collins
Bryant, Spurgers, Edmonds, Ivy,
Six Weeks Period: 3rd Six weeks
Elementary
Date Created / Revised: 4-12-2010
Grade Level & Course: 3rd Science
Lesson Unit Title: Forces such as Earthquakes and Glaciers
Timeline:
15 Days
Earth’s Materials and Resources
Which subject-specific TEKS are going to be addressed in the lesson unit?
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor
investigations following school and home safety procedures and environmentally appropriate
practices.
3.1B Make informed choices in the use and conservation of natural resources by recycling or
reusing materials such as paper, aluminum, and plastics.
(3) Scientific investigation and reasoning. The student knows that information, critical
thinking, scientific problem solving, and the contributions of scientists are used in making
decisions.
3.3B Draw inferences and evaluate accuracy of product claims found in advertisements and
labels such as for toys and food.
Stated Objectives:
3.3C Represent the natural world using models such as volcanoes or Sun, Earth, and Moon
system and identify their limitations, including size, properties, and materials.
TEKS Addressed in
the Lesson Unit
(4) Scientific investigation and reasoning. The student knows how to use a variety of tools
and methods to conduct science inquiry.
(Include TEK
number and (SE)
student expectation
3.4A Collect, record, and analyze information using tools, including microscopes, cameras,
computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan
balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses,
magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system
models; timing devices including clocks and stopwatches; and materials to support observation
of habitats of organisms such as terrariums and aquariums.
description
(7) Earth and space. The student knows that Earth consists of natural resources and its
surface is constantly changing.
3.7A Explore and record how soils are formed by weathering of rock and the decomposition of
plant and animal remains.
3.7B Investigates rapid changes in Earth’s surface such as volcanic eruptions, earthquakes, and
landslides.
3.7C Identify and compare different landforms, including mountains, hills, valleys, and plains.
3.7D Explore the characteristics of natural resources that make them useful in products and
materials, such as clothing and furniture and how resources may be conserved.
Which specific (TA) Technology Application TEKS are going to be addressed in the lesson
unit?
N/A
What specific concepts will be included that clarify the content and satisfy the goal of the
TEKS addressed in this lesson unit?
Clarifiers:
Students will be able to

(Specific concepts
to be included to
address the TEKS)



Discuss the differences between renewable, nonrenewable, and inexhaustible
resources.
Identify the various properties of soil
Explain that earthquakes are sudden motions along breaks in the crust called faults.
List the major geologic events including earthquakes, volcanic eruptions and mountain
building, which are the result of tectonic plate motions.
What unfamiliar terms will be introduced to the students that will enhance their understanding of
the concept?
Vocabulary
Addressed
processes, plates, glacier, erosion, conservation, natural resources, recycling, volcanoes,
weathering, decomposition, landslides,
earthquake, forces, exhaustible, inexhaustible, renewable, non-renewable, resources,
products
What activity will focus attention on the subject matter of the upcoming lesson unit, establishing a
mental set to pique the students' interest?
Share John Muir’s account of his experience in the 1872 Owens Valley California Earthquake
which he experienced while living in Yosemite Valley.
Anticipatory Set or
Introduction to
Lesson Unit
“At half-past two o’clock of a moonlit morning in March, I was awakened by a tremendous
earthquake, and though I had never before enjoyed a storm of this sort, the strange thrilling
motion could not be mistaken, and I ran out of my cabin, both glad and frightened shouting, ‘A
noble earthquake! A noble earthquake’ feeling sure I was going to learn something. The shocks
were so violent and varied and succeeded one another so closely, that I had to balance myself
carefully in walking as if on the deck of a ship among waves, and it seemed impossible that the
high cliffs of the Valley could escape being shattered. In particular I feared that the sheer-fronted
Sentinel Rock, towering above my cabin would be shaken down and I took shelter back of a
large yellow pine, hoping that it might protect me from at least the smaller out- bounding
boulders. For a minute or two the shocks became more and more violent--flashing horizontal
thrusts mixed with a few twists and battering explosive up heaving jolts -- as if Nature were
wrecking her Yosemite temple, and getting ready to build a better one.”
Technology Integration:
Video streaming: Geologist’s Notebook: Why the Land Goes Up and Down,
Learning about Natural Resources
Teaching
What specific teaching strategies are going to be used to teach this lesson unit? What approach
Strategies
will be used to provide information (explain) the lesson unit to the students?
Classroom discussion, testable questions, wait time, brainstorming, feedback
What modeling will take place to demonstrate what the students will do?
Modeling
Teacher will demonstrate how some resources are non-renewable such as coal and oil, where
as other resources are renewable.
What initial practice of lesson skill will be used under direct supervision of the teacher? What
practice of the skill concept of the lesson, without direct (step-by-step) adult supervision will take
place? (List for each day of the unit: Example: Day 1, Day 2, Day 3).
Activities
(Guided Practice
and Independent
Practice)
(Include: Day 1,
Day 2, etc…)
Day 1
Introduce concept
Prior to beginning experiment, review lab safety stressing use of lab safety equipment.
ScienceSaurus p. 28-37: Working Safely
Experiment p. 76-77 in Science workbook, ‘Folds in the Earth’s Crust’. Using paper
towels and a spray bottle of water, teacher will create a model of how plates collide in the
earth’s crust.

Guided Practice:
 Ask the students if they have ever wondered why some places in the world
are flat and some are mountainous. Let them speculate as to what might
cause mountains and valleys and flat places to form.

Introduce the video Geologist’s Notebook, remind students there will be a quiz following
the video and that they should take notes paying special attention to key words and
information.
 Show the video: Geologist’s Notebook: Why the Land Goes Up and Down
 Discuss the video with the students.

Independent Practice:
 If time permits you may wish to have the students prepare T-charts listing the different
landforms that were mentioned, and the forces that formed them, on manila paper.
 Additional practice and reinforcement of concepts can be had by having the student
complete one or more worksheets that can be found in a collections of worksheets
created for this video and which you can access by clinking on this link: (You will need
Adobe Acrobat to open this file)
 Geologist’s Notebook Worksheets
Journal Writing:
What causes different landforms? Pick a landform discussed in video and describe
how it may have been formed. Let them speculate as to what might cause
mountains and valleys and flat places to form.
Day 2
Review and Extension
Guided Practice: Science Textbook pages C30-C37 Allow time for students to look over and
identify all vocabulary used in the first lesson. Discuss each word and its meaning. Read the first
lesson “What are landforms”, Students will follow along in their textbooks. Divide the class into
small discussion groups, Students will take turns and reread the lesson. Student discussion of
the lesson. You may want to prepare a note taking or discussion guide for your groups.
Explain to the students that earthquakes are a vibration of the Earth’s crust produced by a rapid
release of energy at a focus or place within the crust where an earthquake originates. The
epicenter is the place on the Earth’s surface directly above the focus. Earthquakes typically
occur when there is sudden movement along a large fracture in the Earth’s crust called a fault,
and most of these earthquakes occur along plate boundaries. (Refer to World Plate Tectonic
Map) Explain how the magnitude or intensity of an earthquake is measured by the Richter scale
which is determined by the motion of a seismograph.
Independent practice:
Keeping the transparency up on the overhead, have the students find the area where they live
on the map. Is it an area that is subject to earthquakes? Why or why not? Have them look at
places around the country where they may have friends or family, or places they may have
previously lived. Do earthquakes occur in these areas? Why or why not?
Journal Writing: An earthquake hits your town. How will it affect you, your family, your
home, and your pets?
Day 3
A Closer Look at Glaciers.
Guided Practice: Science Textbook pages C-40 – C45 Slow Changes to the Land. Allow
student time to look over the vocab words in this lesson. Discuss and define each vocab. word.
Read the lesson with the students. Divide students into small discussion groups, SW take turns
rereading the lesson and then discuss and journal key words and information. SW complete end
of lesson quiz.
Independent Practice:
Students will complete Science workbook p. 82-83, ‘Interpreting Data’, and ‘What are Slow
Landform Changes.’
Students will divide into four groups, and using the Internet and/or library resources, each group
will research slow landform changes such as weathering, erosion, creep, and glaciers.
Journal Writing: Why don’t we have glaciers in Texas? What kind of climate is necessary
for a glacier to form? How does global warming change glaciers around the world?
Day 4
Review and Summary
Students will read pages C48 through C51 about volcanoes and earthquakes and
answer the questions found on page C51 of Harcourt Science (ISBN 0-15-311206-9)
Students will complete their reports on questions researched the previous day and prepare for
presentations on Friday.
Journal Writing: Describe the forces involved in a volcano. What is the difference
between magma and lava? What happens when a volcano erupts under the ocean?
Alternate Activity: Students will do the “A Model Volcano” activity in the Science wk.
book p.wb84-wb85. (This should be done as a group with adult supervision.) This is a
time consuming activity and may take two days to complete.
Day 5 Assessment.
Science workbook p.87-88, ‘What are Rapid Landform Changes?’ and ‘Recognize Vocabulary’.
Journal Writing: Seymour Words wants to learn about forces that change the earth’s surface.
Can you explain the difference between slow and rapid landform changes, and the landforms
they create?
Day 6 Experiment p. 90-91 in Science workbook, ‘Enrich the Soil’. Materials needed are a glass
jar, soil, cut up fruit/vegetables. Students will write down observations of the soil throughout the
week as changes take place. Students will read as a class in Science textbook ‘How Soil Forms’
p. C62-C64. Students will answer review questions on p. C65. ScienceSaurus p. 132:
Decomposition: Students will write three sentences using information from the text.
Journal Writing: Scientists make a guess about how they think their experiments are
going to turn out. This is called a hypothesis. Observe the glass jar of cut up fruits and
vegetables and form a hypothesis, or guess, about how the stuff in the jar will look in a
week. How about in 2 weeks? A month?
Day 7 Student will interpret data from charts to determine the type of measure used to collect
data.
Students will read as a class p. C68-C71 in Science Textbook, ‘Different types of Soil. Students
will answer review questions on p. 71.
Students will complete p. 96-97 in Science workbook.
Journal Writing: Place three forms of soil on a paper plate- sand, humus, and local soil.
Be a scientist and use your senses to observe the soil samples. How do they look, feel,
and smell? How are they alike? How are they different? If you were a plant, which soil
would you prefer, and why?
Day 8 Students will complete ‘Getting the Dirt on Soil’. Have students create mini-book and
answer questions.
Journal Writing: Seymour Words isn’t sure what humus is. Describe it to him, and
explain why humus is important to plants. How is humus different from sand?
Day 9 ScienceSaurus p 344-349: Conserving Resources.
Journal Writing: Observe glass jar from day 6. Journal write about any changes that
have occurred.
Day 10 Students will complete Chapter Review on p. C82-C83 in Science textbook. Students
will complete p. 100-101 in Science workbook, ‘Observe and Infer’ and ‘How Can We Conserve
Soil.’ Also Vocabulary Review on p. 102 in Science Workbook.
Journal Writing: Seymour Word wants to know what conserve means. It’s important to
conserve soil. What other resources do we need to conserve, and why?
Day 11 Prior to beginning the experiment, review lab safety stressing that in real life situations
do not dig or use bare hands to explore, especially in small places where you cannot see.
Experiment- Students will complete experiment in Science workbook on p. 104-105, ‘Mining
Resources’. Materials needed are raisin oatmeal cookies, paper plates, eyedroppers, a small
cup of water, and toothpicks. Students will slowly drop water onto the cookie, and ‘mine’ the
raisins, using toothpicks to dig with.
Journal Writing: The textbook discusses different examples of mining. Which type of
mining is the least destructive to the environment? Which is the least destructive?
Day 12 Students will read as a class from the Science Textbook p. C88-C91, ‘Resources
People Use.’ Students will answer Review Questions on p. C91. Students will complete p. 107
from the Science Workbook, ‘What are Resources?.’
Journal Writing: Brainstorm some important resources. What would happen if we ran out
of some of these resources? Is there a way we can conserve them for future
generations?
Day 13 Science textbook p. C94-C97, ‘Kinds of Resources.’ Students will read the chapter as
a class. Students will answer review questions on p. C97. Students will complete p.110-111 in
Science workbook, ‘Compare and Classify’ and ‘What are Different Kinds of Resources.’
Journal Writing: Can you explain to Seymour Words the difference between renewable
and non-renewable resources? Give some examples of both, and why they are important.
Day 14 Science textbook p. C98-C105, ‘Recycling.’ Students will read chapter as a class and
answer Review questions on p. C105. Students will complete p. 112- 113 in Science workbook.
‘Use Numbers’ and ‘How Can We Conserve Earth’s Resources?’ Science Workbook p. 116,
‘Recognize Vocabulary.
Journal Writing: How is recycling important to our environment? What are some ways
you can conserve resources or recycle in your own home or school?
Day 15 Students will compare product advertisements to actual products. Does the product live
up to the advertisements claims? Students will hunt for advertisements in newspapers and
evaluate the accuracy of the ads as compared to the actual product.
Checking for
Understanding
What check(s) will be used to determine if learners have understood the material and activities of
the lesson?
Observation of presentations, evaluation of questions answered from text on Day Four
Opportunities to
Relearn
(Reteach)
If necessary, what alternative teaching methods will be used to teach the same information or
skill? Consider teaching methods that address different learning styles, e.g., auditory, visual,
tactile, and kinesthetic.
An additional opportunity to teach earthquakes using a more tactile approach can be had by
completing the activity on page C55 of the Harcourt Science Textbook called “Shake the Earth”
Technology Integration: N/A
Accommodations
for Special
Populations
What alternative instructional modifications and adaptations that address all learners' needs are
necessary, if any?
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.
Strategies for
English Language
Learners (ELLs)
What additional teaching strategies will be used to accommodate the needs of English Language
Learners during this lesson unit?
This unit begins with a video streaming movie that is very visual and should address the needs
of Second Language Learners.
Assessment or
Evaluation
(Formative and
Summative to
Assess Mastery)
What formal assessment that provides learning criteria and indicators through traditional or
alternative assessment means will be used? State what the learner will do to demonstrate
understanding and mastery of objectives (this should be directly tied to the lesson unit
objectives).
Student’s work and 6 Week tests.
What challenging instructional activities can be provided for students who demonstrate academic
proficiency of curriculum objectives? Focus on Application and Transference to the "Real World".
Make a connection between past and present.
Enrichment /
Extension
Technology Integration:
Research renewable, nonrenewable, and inexhaustible resources, and create a brochure in
Publisher.
Research slow and rapid changes in the Earth’s surface in recent history for a power point.
Closure or Ending
What very brief activity will take place that has students state or demonstrate the main
the Lesson Unit
objective(s) of the lesson.
Student presentations
What preparation must occur before the lesson is ready?
Preview video
Geologist’s Notebook: Why the Land Goes Up and Down
Be ready to discuss concepts and terminology presented.
What resources should be available to the instructor and learner to appropriately and
successfully complete the lesson unit’s stated objective(s), purpose(s) or goal(s)?
Materials:
Preparation and
Resources
Week 1:
Prepare a transparency of the following PPT slide:
World Plate Tectonic Map
Experiment p. 76-77 in Science workbook, ‘Folds in the Earth’s Crust’, paper
towels and a spray bottle of water, video: Geologist’s Notebook: Why the Land
Goes Up and Down, manila paper, Geologist’s Notebook Worksheets, , Science
Textbook pages C30-C37, World Plate Tectonic Map, Science Textbook pages C40 – C45, Science workbook p. 82-83, ‘Interpreting Data’, and ‘What are Slow
Landform Changes.’ C48 through C51 and answer the questions found on page C51
of Harcourt Science, Science workbook p.87-88, ‘What are Rapid Landform
Changes?’ and ‘Recognize Vocabulary’.
Week 2: Experiment p. 90-91 in Science workbook, ‘Enrich the Soil’, glass jar, soil, cut up
fruit/vegetables, Science textbook ‘How Soil Forms’ p. C62-C64, review questions on p. C65,
p. C68-C71 in Science Textbook, ‘Different types of Soil, review questions on p. 71, p. 96-97 in
Science workbook, ‘Getting the Dirt on Soil’, worksheet ‘Not Just Dirt’, Chapter Review on p.
C82-C83 in Science textbook, p. 100-101 in Science workbook, ‘Observe and Infer’ and ‘How
Can We Conserve Soil.’ Also Vocabulary Review on p. 102 in Science Workbook.
Week 3: Science workbook on p. 104-105, ‘Mining Resources’, raisin oatmeal cookies, paper
plates, eyedroppers, a small cup of water, toothpicks, Science Textbook p. C88-C91, ‘Resources
People Use.’ Review Questions on p. C91. p. 107 from the Science Workbook, ‘What are
Resources?,’ Science textbook p. C94-C97, ‘Kinds of Resources,’ review questions on p. C97,
p.110-111 in Science workbook, ‘Compare and Classify’ and ‘What are Different Kinds of
Resources,’ Science textbook p. C98-C105, ‘Recycling,’ Review questions on p. C105, p. 112113 in Science workbook. ‘Use Numbers’ and ‘How Can We Conserve Earth’s Resources?,’
Science Workbook p. 116, ‘Recognize Vocabulary.’
Prepare sufficient copies of whatever worksheets you decide to include for additional review from
the following source:
Geologist’s Notebook Worksheets