Land and Water - Center for Learning in Action · of land and water. Water is found in the ocean,...

ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.

LandandWater

EarthScience/Grade2

Inthisunit,studentswilllearnaboutthelandformsandbodiesofwaterthatmakeupourplanet.Duringthisunit,studentswilllearnhowtomapthesestructures.StudentswilllearnaboutchangestotheEarth’sstructurethrougherosionandhowtheymightbeprevented.

AuthorsJoyDeMayo,Grade2Teacher,ColegroveParkElementarySchoolAnnieGagnon,Biologymajor,MassachusettsCollegeofLiberalArtsLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolValeriaSosa-Garnica,PoliticalSciencemajor,WilliamsCollege

License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)

Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591andmaybedownloadableathttp://mcla.edu/About_MCLA/area/Community-Collaborations/stempipeline/Teach2Learn/teaching-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2016TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,NickStroudatn.stroud@mcla.edu.Theprojectmaychoosetodistributeand/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn).

TableofContents UnitPlan

Lessons-at-a-Glance

TieredVocabularyList

Lesson1:Landforms Lesson2:BodiesofWater Lesson3:AnIntroductiontoLandforms(LiteracyLesson) Lesson4:Mapping Lesson5:ShapingtheLand Lesson6:CrackingUp-AStoryAboutErosion(LiteracyLesson) Lesson7:PreventingErosion Lesson8:ResearchProject UnitResources

UnitPlanStage1DesiredResults2-ESS2-2.Maptheshapesandtypesoflandformsandbodiesofwaterinanarea. ClarificationStatements:Examplesoftypesoflandformscanincludehills,valleys,riverbanks,anddunes.Examplesofwaterbodiescanincludestreams,ponds,bays,andrivers.Quantitativescalinginmodelsorcontourmappingisnotexpected.TechnologyK2:3.1Usevariousage-appropriatetechnologiestolocate,collect,andorganizeinformation. TechnologyK2:3.4Useavarietyofage-appropriatetechnologies(e.g.,drawingprogram,presentationsoftware)tocommunicateandexchangeideas. 2-ESS2-3.Useexamplesobtainedfrominformationalsourcestoexplainthatwaterisfoundintheocean,riversandstreams,lakesandponds,andmaybesolidorliquid

MeaningUNDERSTANDINGS UStudentswillunderstandthat…● Someeventshappenveryquickly;whileothersoccurveryslowly,overatimeperiodmuchlongerthanonecanobserve.

● Windandwatercanchangetheshapeofland.

● Mapsshowwherethingsarelocated.

● Youcanmapdifferentshapesandkindsoflandandwater.

● Waterisfoundintheocean,rivers,lakes,andponds.

● Waterexistsassolidiceandinliquidform.

● Becausethereisalwaysmorethanonepossiblesolutiontoaproblem,itisusefultocompareandtestdesigns

ESSENTIALQUESTIONS Q1. Whataredifferenttypesoflandformsandbodiesofwater?Howcanweusedifferenttoolstomapthem?

2. Whatiserosionandhowcanwepreventit?

2-ESS2-4(MA).ObservehowblowingwindandflowingwatercanmoveEarthmaterialsfromoneplacetoanotherandchangetheshapeofalandform.ClarificationStatement:Examplesoftypesoflandformscanincludehills,valleys,riverbanks,anddunes. 2-ESS2-1.Investigateandcomparetheeffectivenessofmultiplesolutionsdesignedtosloworpreventwindorwaterfromchangingtheshapeoftheland.ClarificationStatements:Solutionstobecomparedcouldincludedifferentdesignsofdikesandwindbreakstoholdbackwindandwater,anddifferentdesignsforusingshrubs,grass,andtreestoholdbacktheland.Solutionscanbegeneratedorprovided.Literacy2.W.7.Participateinsharedresearchandwritingprojects(e.g.,readanumberofbooksonasingletopictoproduceareport:

StudentLearningTargetsStudentswillbeableto● Identifydifferenttypesoflandforms● Describedifferentlandformsusingappropriatelanguage● Identifydifferenttypesofbodiesofwater● Provideexamplesofhowwaterisfoundinbodiesofwaterthatmaybesolidorliquid

● Explainhowdifferentmodelscanservetorepresentthesameobject● Studentswillidentifydifferentlandformsfoundonourplanet.● Studentswillbeabletodescribecharacteristicsoflandforms.● Understandthedifferentcomponentsofamap,includingakeyandacompass● Usedifferentmapsfordifferentuses● Createamapthatrepresentslandformsorbodiesofwater● Defineerosion● Explainhowwatershapestheland● Explainhowwindshapestheland● Beabletoexplaintheprocessoferosionfromaclifftosandonthebeach.● Predicttheoutcomeofthecookieerosionactivity.● Identifybarrierstoerosionandexplainhowtheywork.● Constructtheirownbarrierstoerosion,testthem,andevaluatetheirefficiency.● Performgroupresearchonlandformsandbodiesofwaterusingassignedsourcesandsourcestheyfindontheirown.

● Writetowriteaparagraphabouttheirresearchtopic.● ProduceandpresentaPowerPoint,ingroups.

recordscienceobservations).HistoryandGeography Describehowmapsandglobesdepictgeographicalinformationindifferentways.(G)Readglobesandmapsandfollownarrativeaccountsusingthem.(G,H)

Stage2–Evidence EvaluativeCriteria AssessmentEvidence ● Participation● Classactivities/projects

1. Participationinclassandgroupconversations2. Participationandcompletionofclassactivities3. Exittickets4. WritinginScienceJournals

Stage3–LearningPlan Studentsmayhavethefollowingbackgroundthatwillsupporttheirlearninginthisunit.Pre-Kstudents ● Canraisequestionsandengageindiscussionsabouthowdifferenttypesoflocalenvironments(includingwater)providehomesfordifferentflivingthings.

● Exploreanddescribedifferentplaceswaterisfoundinthelocalenvironment.● Usesimpleinstrumentstocollectandrecorddataonelementsofdailyweather,includingsunorclouds,wind,snoworrain,andhigherorlowertemperature.

● Describehowlocalweatherchangesfromdaytodayandovertheseasonsandrecognizepatternsinthosechanges.

Kindergartenstudents ● Useandsharequantitativeobservationsoflocalweatherconditionstodescribepatternsovertime.● Constructanargumentsupportedbyevidenceforhowplantsandanimals(includinghumans)canchangetheenvironment.Firstgradestudents● Useobservationsofsun,moon,andstarstodescribethateachappearstoriseinonepartofthesky,moveacrossthesky,andsets.● Analyzeprovideddatatoidentifyrelationshipsamongseasonalpatternsofchange,includingrelativesunriseandsunsettimechanges,seasonaltemperatureandrainfallorsnowfallpatterns,andseasonalchangestotheenvironment.

Lesson1:Inthislesson,studentswilllearnaboutdifferentlandformsandrepresentationsoflandforms.

Lesson2:Inthislesson,studentswilllearnaboutdifferentbodiesofwater.

Lesson3:Inthislesson,studentswillreadarhymingbookaboutlandformsandthenwriteanacrosticpoemforoneofthelandforms. Lesson4:Inthislesson,studentswilllearnaboutmappingandhowtomakemaps. Lesson5:Inthislesson,studentswilllearnabouttheprocessoferosionandhowwindandwaterisabletochangetheshapeofland. Lesson6:Inthislesson,studentswilllearnmoreabouterosionandthereforeabletoexplaintheprocessbywhicharockturnsintosand. Lesson7:Inthislesson,studentswilllearnthedifferentmethodsofpreventingerosionandwillexperimentwitherosionpreventionbybuildingtheir

ownmodels. Lesson8:Inthislesson,studentswillworkingroupstoperformresearchonalandformorbodyofwater. AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012

LessonsAt-A-Glance

LessonNumber CoreActivities Extensions

TechIntegration FieldWork

1 ● KWLChart● LandformsPowerPoint● LandformsCharade● VirtualTour(GoogleCardboard/GoogleMaps)orProjectorimages

● PersonalExperiencesStorytime● Mt.GreylockFieldTrip● Fullscreen360ImageTour● GoogleCardboard● GoogleEarth

2 ● BodiesofWaterBooklet● HeadbandzGame● QRCodeScavengerHuntorEasterEggHunt

● GoogleCardboardExploration● MapExtension(“PerfectIsland”)

● HoosicRiverTrip● Independent

Research/Homework● MassachusettsandU.S.Map

Identifications● Fullscreen360ImageTour

3 ● ReadIntroductiontoLandforms● AcrosticPoems● ArtIntegration

● CollectTextureMaterialsforArtIntegration

4 ● TreasureHunting● MapReadingActivity

● GeographicPuzzles● TrailsIllustration

● RevisitPerfectIslandProject ● GeotourismMapGuides● ModelsofMaps

5 ● ErosioninaTray● GlacialErosion● TheAlphabetofValleys● WindErosionBowls

● IceCubeGlaciers● NaturalBridgeStatePark● WilliamsCollegeWaveTank

6 ● ReadCrackingUp● CookieErosion

● ErosionPuppetShow

7 ● ErosionBarriersPowerPoint● ErosionScavengerHunt● ErosionBarriersPacket● PlantBarrierDemonstration● PreventingErosionDesigns

● HoosicRiverRevival

8 ● IndependentResearch● GuidedResearch● Writing● CreativeDepictions

TieredVocabularyList

Tier1 Tier2 Tier3

MountainHillWater

DirectionWindLandBoulderPlants

LandformModelsModeling

PresentationMaps

RepresentationReviseBayCliffLedgeErosionMan-madeNaturalBarrier

PlateauHoosicRiver

GulfCanalAcrosticGlobe

CompassWeatheringSeabedDike

Windbreak

Lesson1:LandformsBACKGROUND

OverviewoftheLesson Inthislesson,studentswilllearnaboutdifferenttypesoflandforms.,throughavarietyofactivitiesfocusedonhowtoidentifyanddescribelandforms.Studentswillalsobeintroducedtotheconceptofmodelingandhowtousemodelstorepresentreal-lifestructures.Note:ThislessonincludestheuseofGoogleCardboard.Pleaseensurethatthesewillbeavailableforstudentusepriortostartingthislesson.Partofthislessonhasbeenadaptedfrom:http://betterlesson.com/lesson/635801/where-is-water-found-on-earth?from=cc_lesson_titleFocusStandard(s)2-ESS2-2.Maptheshapesandtypesoflandformsandbodiesofwaterinanarea.ClarificationStatements:

● Examplesoftypesoflandformscanincludehills,valleys,riverbanks,anddunes.● Examplesofwaterbodiescanincludestreams,ponds,bays,andrivers.● Quantitativescalinginmodelsorcontourmappingisnotexpected.

TechnologyK2:3.1Usevariousage-appropriatetechnologiestolocate,collect,andorganizeinformation.HistoryandGeography4.Describehowmapsandglobesdepictgeographicalinformationindifferentways.(G)

LearningTargets Icanidentifydifferenttypesoflandforms.Icandescribedifferentlandformsusingappropriatelanguage.

Assessment(s) ● Studentswillbeassessedbytheexittickethandedoutattheendofthelesson.● Checkstudents’KWLchartandresponsesintheirsciencejournalforunderstanding.

WIDALanguageObjectives(DependentontheneedsofyourELLstudents.)

KeyVocabulary Tier1:mountain,hillTier2:identifyTier3:landform,plateau

RESOURCESANDMATERIALS

Quantity Item Source 1 ProjectorandComputer

ClassroomTeacher

LearningAboutLandforms:https://www.youtube.com/watch?v=KWTDmg8OI_Y.

Thumbdrive

1pergroup(4setstotal)

LandformPictures Bin

LargeWordsforLandformMatching Bin

1perstudent LandformPictures Binder1perstudent TypesofLandformsWorksheet Binder1 LandformPowerPoint ThumbDrive1perstudent Graphpaper Bin 1perstudent Scissors ClassroomTeacher 1perstudent Glue ClassroomTeacher 2-3 GoogleCardboard Bin 2 Smartphone ClassroomTeacher1perstudent “TheRockyMountains”ReadingandQuestions Binder1perstudent “TheGreatLakes”ReadingandQuestions Binder1perstudent PairedTextQuestions Binder**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorPlacethelandformimagesandassociatedwordsonfourdifferenttablesanddivideupyourstudentsandassignthemtoatable.Askthestudentstomatchthepictureswiththewordthatbestdescribesit.Oncefinished,ask,whichpicturesweretheeasiesttomatch?Whichwerethehardest?Whywerecertainimageseasiertomatchthanothers(givesanopportunityforstudenttotalkabouttheirexperiencewithlandforms)?Pleasewaittoprovidetheanswersasyouwillreturntothisactivity

attheendofthelesson.Thisactivityshouldbehelpfulinevaluatingwhatpriorknowledgestudentshaveoflandforms.

LessonDetailsDuringtheLesson

1. Watchthe“LearningAboutLandforms”videoathttps://www.youtube.com/watch?v=KWTDmg8OI_Y.CreateaKWL(WhatYouKnow,WhatYouWantToKnow,andWhatYouLearned)chartandreviewthedefinitionof‘landform’.LandformsarenaturalphysicalfeaturesofEarth’ssurface,andcanbelocatedbothonlandandunderwater.MakesuretoincludethefourmajortypesoflandformsontheKWLchart.Askstudents,“Whatareotherexamplesoflandformsthatwerenotmentionedinthevideo?”

2. DistributetheLandformsworksheetandhavestudentsfollowalongtotheLandformsPowerPoint,besidethepicture,studentsshoulddrawthelandform.

LandformsCharade!1. Havestudentssitinacircleorattheirdesksifthespacedoesnotallowit.Assignastudentalandformtoactout.The

studentmayenlisthelpfromstudentstohelpthempresenttheirlandform,thestudentscannotspeaktoeachother.Forexample,twostudentscanmakeatriangleshapetorepresentamountain,oronestudentmaypretendtoexplodetorepresentavolcano.

2. Onceanotherstudentguessesthecorrectanswer,eitherthatstudentwillbethenext‘landform’,oranotherstudentcanbechosenattheteacher’sdiscretion.

3. Onceallthelandformshavebeenperformed,leadashortdiscussion.Introducetheideathattherearemanydifferentwaystorepresentthesamething,andthatdifferentrepresentationsservedifferentpurposes.Picturescangiveyouavisualrepresentationofwhatlandformslooklike,butcharadescanrepresentsomeoftheothercharacteristicorbasicshapesoflandforms.Whatareotherwayswecanrepresentthesameinformation?Whichrepresentationsdoyoulikebest,orfindmostusefulorcompelling?Why?Otherexamplesincludeusingtechnology,physicalmodelsandmaps.[SP2:Developingandusingmodels]

VirtualTourofLandforms1. Note:Thisactivitymaybeoptionaloradapteddependingonthesoftwareandtechnologyavailableinthe

classroom.Thisactivitywillhelpstudentsvisualizelandformsusing3-Doralternativetechnology.Buildingonthediscussionfromthepreviousactivities,explainthatthestudentswillbeworkingwithadifferentformofrepresentation.Beforebeginningtheactivity,makesuretosetgroundrulesforusingtechnologyintheclassroom.WewillbeworkingwithGoogleCardboard,whichisavirtualrealityviewer.Theviewerusesasmartphoneandacorrespondingapp.Opentheappinthesmartphoneandplacethesmartphoneintheviewerasindicatedonthescreen.

2. UsingGoogleCardboard:MakesureyouhavetheGoogleStreetViewappdownloadedonyourphone.Opentheappandtypeinthenameofthelandformyouwillexplore,allofwhicharelistedbelow.Onceattheindicatedlocation,tapontheviewericonshapedliketheGoogleCardboardviewerintherighthandcornerandfollowthesubsequentinstructions.Putthevieweronlikeglassesandturnyourheadleft,right,upanddowntoseeyoursurroundings.

a. Coast:http://tinyurl.com/ze7tumrb. GrandCanyon:http://tinyurl.com/hnbw2ffc. ArabianPeninsula:http://tinyurl.com/hzcd9fvd. SantaAnaVolcano:http://tinyurl.com/jhegud6e. Plateau:http://tinyurl.com/jn2ozuv

IftheGoogleCardboardviewerisnotavailable,oryouwanttohaveseveralviewingsgoingonatonce,usetheprojectoranddisplaythewebsitesabovetothewholeclassroom.

3. Think-Pair-Share:HavestudentsdiscussinpairsthedifferentlandformstheysaweitherthroughtheGoogleCardboardorontheprojector.Writeleadingquestionsontheboardsuchas,“Howwasviewinglandformsthroughthis3Drepresentationdifferentfromthepicturesorcharades?Whatdidyounoticethatyoudidn’tbefore?”

LessonClosingInpairsorsmallgroups,studentswillworktogetheronPairedTextPassages“TheRockyMountains”and“TheGreatLakes”andanswertheaccompanyingquestions.Assessment(s)

● Studentswillbeassessedbytheexittickethandedoutattheendofthelesson.● Checkstudents’KWLchartandresponsesintheirsciencejournalforunderstanding.

Extensions

1. Havestudentsaskfamilymembersabouttheirfavoritetypesoflandforms.Whatlandformshavetheyseen,whiletravelingorathome?Dotheyhaveanyparticularmemoryorstory?Studentscansharewhattheyhavelearnedwiththeclassthenextday.Studentsmightalsobeaskedtobringinaphoto,apostcard,oranothertypeofprintedpicture.

2. Fieldtrip:TheclasscanvisitMt.Greylock,oneofthemostprominentlandformsinWesternMassachusetts.3. Allowstudentstoexplorespecificlandformsat:http://www.fullscreen360.com/.StudentscanuseiPadsorcomputers

toexplorethe360pictures.Identifydifferentlandformsandtheirgeographiclocations.

4. Techinfusion:ExploredifferentlandscapesandidentifythelandformsstudentsseethroughGoogleCardboard.5. GoogleEarth:DownloadGoogleEarthandallowstudentstoexploretheprogram.Askstudentstoexploreandreport

onthedifferentfunctionsGoogleEarthallows?

Lesson2:BodiesofWater

BACKGROUND

OverviewoftheLesson Inthislesson,studentswilllearnaboutdifferentbodiesofwaterthatexistonEarth.Studentswillwatchavideoonbodiesofwaterandwilllearnhowtodescribethem.Ultimately,studentswillgainabasicunderstandingofdifferentbodiesofwater.Note:ThislessonincludestheuseofiPadsandGoogleCardboard.Pleaseensurethatthesematerialswillbeavailableforstudentusepriortobeginningthislesson.Partofthislessonhadbeenadaptedfromthefollowingsource:http://betterlesson.com/lesson/635801/where-is-water-found-on-earthFocusStandard(s)2-ESS2-2.Maptheshapesandtypesoflandformsandbodiesofwaterinanarea.ClarificationStatements:

2-ESS2-3.Useexamplesobtainedfrominformationalsourcestoexplainthatwaterisfoundintheocean,riversandstreams,lakesandponds,andmaybesolidorliquidSocialStudies2.4.Describehowmapsandglobesdepictgeographicalinformationindifferentways.

2.1Onamapoftheworld,locateallofthecontinents:NorthAmerica,SouthAmerica,Europe,Asia,Africa,Australia,andAntarctica.(G)2.2LocatethecurrentboundariesoftheUnitedStates,Canada,andMexico.(G)2.6Explainthedifferencebetweenacontinentandacountryandgiveexamplesofeach.(G)

LearningTargets IcanidentifydifferentbodiesofwaterIcanprovideexamplesofwaterasasolidorliquidIcanexplainhowdifferentmodelscanservetorepresentthesameobject

Assessment(s)● StudentresponsesintheirScienceJournalsanddraftsof“theperfectisland”map● Exitticket

WIDALanguageObjectives

(DependentonneedsofyourELLstudents.)KeyVocabulary Tier1:WaterTier2:Models,presentation,mapsTier3:HoosicRiver,gulf,canal

RESOURCESANDMATERIALSQuantity Item Source

2perstudent PieceofPaper ClassroomTeacher ProjectorandComputer ClassroomTeacher1 TheWaterBodies:

https://www.youtube.com/watch?v=bNWuQD7QHBcThumbdrive

1perstudent BodiesofWaterPictureSheet Bin1perstudent DefinitionCards Bin1perstudent Gluestick ClassroomTeacher1perstudent Scissors ClassroomTeacher1pergroupof3-4 iPads ClassroomTeacher QRCodesheets(9totalQRcodes) Thumbdrive

TheClassroomTeacherwillneedtoprintthesepriortothelesson

9perstudent Stickers Bin1perstudent PieceofPaperorlabeledworksheetforstickerchart ClassroomTeacher10(1pertypeoflandform)

Laminatedimagesofbodiesofwater Bin

2-3 GoogleCardboard Bin1or2perstudent Graphpaper ClassroomTeacher1perstudent “AmericanCrocodiles”ReadingandQuestions Binder1perstudent “ProtectingtheWetlands”ReadingandQuestions Binder**Itemsinboldshouldbereturnedforusenextyear*

LESSONDETAILSLessonOpening/ActivatorAskstudents,wherecanwefindwaterontheplanet?Havestudentslistdifferentplaceswherewatercanbefound.Someoftheexampleswillprobablybeman-madelikethesinkorshower.Wherecanwaterbefoundinnature?Dothisactivityforabout5minutes,orhowevermuchtimeisneededtopreparefortherestofthelesson.Nowwatchthevideo:(“TheWaterBodies”)https://www.youtube.com/watch?v=bNWuQD7QHBcasanintroductiontothemaintypesofbodiesofwater.Thefollowinglistincludesallofthebodiesofwaterwewillbelearningaboutinthislesson:

● Oceans● Lakes● Streams● Ponds● Bays● Rivers● Wetlands● Seas● Glaciers● Gulf

DuringtheLessonBodiesofWaterBooklet

1. Handout2sheetsofblankcopypapertoeachstudent.Instructthemonhowtofoldtheirpapertomake6boxes.Then,foldhorizontallyandcutonthecreasedlinessotheyhave6boxes.Whenfolded,thesheetshouldlookliketheimagebelow.Repeatwiththesecondpage.Afterstudentshavefinishedcutting,theycanstaplealltheboxes/pagestogethertomakeabooklet.

2. Now,insmallgroupsof3-4,studentswilltryandmatchthebodiesofwaterpictureswiththeirdefinitions/names.Pass

outthebodiesofwaterpicturesanddefinitionsheetsandletthestudentsworktogethertotryandmakematches.Oncethestudentsbelievetheyhavemadethecorrectmatches,thegroupshouldraisetheirhandswhentheyhavefinished.Asaclass,gooverthematching.Askonegroupwhattheygotandifit’sincorrectaskifanyonegotsomethingdifferent.Thenexplainwhyoneansweriscorrectovertheother.Oncethematchesarecorrect,thestudentsshouldpastethepictureandtheassociateddefinitiononapageintheirbooklet.Itissuggestedthatthepictureispastedononesideofthepaperandthedefinition/nameispastedontheothersideofthepapersostudentscanquizthemselvesandeachother.

3. Intheirformedgroups,havestudentstake5-10minutestoplayHeadbandz(iftheteacherhasaccesstothegame,ifnot

improvisewiththestudentsholdingflashcardsupontheirforeheads).Onestudentwillstartwithanimageofabodyofwaterhelduptotheirforehead.Theywillthenstarttoaskyesornoquestionsaboutwhatkindofbodyofwatertheyare.Oncetheyguesscorrectly,anotherstudentcango.Continueforafewrounds.Questionsthestudentscanaskeach

otherare:AmIcompletelysurroundedbyland?AmIshapedlikeasnake?Amimadeoffreshwater?DoIconnecttotheocean?Ifthestudentsneedhelpwithcreatingquestions,havethemlookbackattheirdefinitions.

(Ifneededyoumaybreakthislessonupintotwodays.Thebestwaytodothiswouldbetoaftertheactivityaboveandskiptothelessonclosingwhicharepassagesforstudentstoreadthatpertaintothelesson.Thenwhenreturningtothelessonrewatchthevideointhelessonopeningtoremindthestudentsofwhattheylearnedandcontinuewiththeactivitiesbelow,skippingthelessonclosingsinceyoushouldhaddonethatthefirstday.)

QRCodeScavengerHunt

1. Splittheclassinto4-5groups.EachgroupshouldhaveaniPad.Beforestartingthisactivity,setthegroundrulesforusingiPadsintheclassroom.StudentsshouldunderstandthatiPadsaretoolsforresearch,nottoysforplaying.EachstudentshouldhaveaQRcodeworksheet.

2. SpreadtheQRsheetsaroundtheclassroom.StudentswilltravelaroundtheclassroomintheirsmallgroupsandscanthedifferentQRcodes.TheQRcodestakethemtodifferentwebsitesaboutbodiesofwater.Makesureeachgroupgetstoscanall9QRcodessotheycanlookatandlearnabouteachbodyofwater.

3. Tomaintainandenhancestudentaccountability,studentscouldreporttoaclassroomteacherortothesciencefellowstoreportonethingthattheylearnedfromvisitingthevariousQRstations.Studentswouldneedtocollectstickersthatrepresenttheninestationsaddedtoaworksheettocheckthattheyhavevisitedandabsorbedtheinformationpresented.[SP4:Analyzingandinterpretingdata]

IfQRCodesarenotavailable,Uselandformcardsavailableinthebintocreateaeasteregghuntforthekids.Havestudentssplitintogroupsof4or5andtellthemthateachgroupistofindtwolandformcards,returntotheirdeskandreviewwiththeirgroupinordertopresenttotherestoftheclassthebodiesofwatertheyfound.Thenhaveeachgrouppresentandprovideasummaryoftheirfindings.

GoogleCardboardExploration+MapExtension1. StudentsshouldbefamiliarwithhowtouseGoogleCardboardfromLesson1.Beforebeginningthisactivity,make

suretoreiteratetheguidelinesandrulesforusingtheGoogleCardboardviewers.Aswehaveonly2GoogleCardboardviewersavailable,thisactivitywillworkintandemwithadifferentactivity.

2. Activity1:GoogleCardboardViewers.Studentswilltaketurnslookingatdifferentexamplesofbodiesofwaterthroughtheviewer.AnotheroptionistohavetheGooglestreetviewopenoniPadsoracomputerwhichwillallowmorestudentstolookatdifferentbodiesofwaterfromdifferentperspectives.HavetheiPadsandviewerssetupatonetablewhereitwillbeeasytohelpstudents.Belowisthelistofbodiesofwaterstudentswillbeobservingandthecorrespondinglinkstoviewthem.

a. GalapagosIslands,Ecuador:http://tinyurl.com/jucu2mxb. OsCaçadoresdeCachoeira:http://tinyurl.com/jymgm2yc. RioNegro:http://tinyurl.com/jyvpnxgd. IlulissatSaavatglacier:http://tinyurl.com/gwgb27ve. BuracodasCabras:http://tinyurl.com/gwgb27v

IftheGoogleCardboardviewerisnotavailable,oryouwanttohaveseveralviewingsgoingonatonce,usetheprojectoranddisplaythewebsitesabovetothewholeclassroom.

3. StudentsshouldbringtheirScienceJournalstothetechnologytable(unlessusingtheprojectorthentheycanstayin

theirseats)andrecordtheirobservations.Questionstoaskstudentsinclude:a. Whatdoyounoticewhenlookingatthesebodiesofwater?b. Dothebodiesofwaterlookdifferentwhenusingtechnologythenjustlookingataprintedpicture?c. Whichbodiesofwaterhadsolidwater?Whichhadliquidwater?

4. Activity2:MapExtension.Thisactivitywillprovidealinktothenextlesson,whichwillbeonmapping.Createthe

perfectisland!Inthisactivity,studentswillbecreatingtheirvisionofa‘perfectisland’.Emphasizethatthisisadraftthatcanberevisedinthenextlesson.Reviewwhatamapis,amapisatypeofmodel;itservesasarepresentationofanareaoflandorwater,oftenincludingphysicalfeatureslikeroadsandlandforms.Asaclass,brainstormdifferentaspectsthatwouldmakeanislandperfect.Then,handoutgraphpaperforstudentstosketchtheirdraftsforamap.Dependingontheneedsofyourclass,studentscanworkonthisindependentlyorinpairs.Allmapsshouldincludeatleastonelandformandonebodyofwater.Encouragestudentstolabelthedifferentpartsoftheirmap,includingthelandformsandbodyofwater.[SP2:Developingandusingmodels]

LessonClosingStudentscanworkinpairsorindividuallyonthe“AmericanCrocodiles”and“ProtectingtheWetlands”questions.

Assessment(s)● StudentsresponsesintheirScienceJournalsanddraftsof“theperfectisland”map● Exitticket

Extension

1. HoosicRiver:PlanafieldtriptotheHoosicRiverandhavestudentssketch,photographandtakevideosoftheriverandsurroundingarea.

2. Independentresearch/homeworkalternative:havestudentschooseabodyofwatertheywanttolearnmoreabout

3. UsingmapsofMassachusettsandtheUnitedStates,helpstudentsidentifytheriversandoceansonthemap.Have

studentscircleriversandbracketoceans.

4. Techextension:Studentscanplayaroundonthiswebsite:http://www.fullscreen360.com/whichwillallowstudentstoexplorerelativesizesofcountries.

Lesson3:AnIntroductiontoLandforms(LiteracyLesson)

BACKGROUND

OverviewoftheLessonInthislesson,studentswillreadarhymingbookaboutlandforms.Studentswillwriteanacrosticpoemforoneofthelandformsstudied. FocusStandardLiteracy2.W.7.Participateinsharedresearchandwritingprojects(e.g.readanumberofbooksonasingletopictoproduceareport:recordscienceobservations).LearningTargetsIwillidentifydifferentlandformsfoundonourplanet.Iwillbeabletodescribecharacteristicsoflandforms. AssessmentStudentswillwriteanacrosticpoemfocusingonthecharacteristicsofaspecificlandform,andapplytheirknowledgeofcharacteristicsbycreatingaphysicalrepresentationalongsidethepoem.

KeyVocabularyTier3:Acrostic

1copyperstudent AnIntroductiontoLandformsReaderandQuestions(11pagestotal) Binder(teachertomakecopies)

ProjectorandLaptop ClassroomTeacher “LearningAboutLandforms”

https://www.youtube.com/watch?v=KWTDmg8OI_Y Thumbdrive

Dependentonstudentneed

Variousoutdoormaterials(ex:sticks,bark,leaves,sand) ClassroomTeacher

1perstudent ConstructionPaper/Cardboard Bin

Coloredpencils/markers ClassroomTeacher

2tubs AirDryClay Bin

**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorStudentswillwatchthe3-minutelandformvideofromlesson1asarefresher(“LearningAboutLandforms”)https://www.youtube.com/watch?v=KWTDmg8OI_Y

Askstudentstorecalldifferentlandformstheyrememberseeinginthevideoandlistthemontheboard.

DuringtheLesson1. Giveeachstudentacopyofthereader:AnIntroductiontoLandforms,anddivideintogroupsdecidedbyreading

levels,keepingadultsingroupswithslowerreaders.Explaintothestudentsthatthisisarhymingstory,andtopaycloseattentiontotherhymes,italics,aswellastheinformationaboutlandforms.Afteryoureadaboutdifferentlandformsyoucanaddthemtotheliststartedontheboard.Ifyouwanttofocusontheitalics,havestudentscircletheitalicizedwordsoneachpage.Thesewordsareimportantlandformvocabulary.Givethestudentstohaveanopportunitytoaskaboutthedifferentvocabwords.

2. Oncecompleted,fliptothemultiplechoicequestionsattheend.Whenansweringeachquestion,askthestudentstoshowyoutheproofoftheiranswerinthetext.Youcanunderlinetheinformationwithinthestoryandwritethe#questionitrefersto.Discussanyquestionsormisconceptionsthatmaycomeupinthemultiplechoicesection.

3. Acrostic

ExplainwhatanAcrosticpoemis.Inthesamegroupsyouhadfromreadingcomeupwithanlandformforeachgrouptowriteabout.ThenhaveeachstudentcomeupwithasentencesforeachletterYoushouldgiveanexamplebeforethestudentsbegin.Example:D-dryland E-extremelyhotS-sweepingsand

E-emptyR-raysofsunT-tumbleweed

4. ArtintegrationTocomplimenttheacrosticpoems,studentswilleachcreateanartdepictionoftheirchosenlandform/bodyofwater(frompoem).Givestudentsoptiontocreatecollage/2Dor3Dmodelrepresentationoflandform/bodyofwater.Instructstudentsexplicitlytodrawontheadjectivestheyjustgeneratedfortheirpoeminordertocreateamodelofthelandform/bodyofwaterthatfitscharacteristics--forexample,“Howcanyoushowthatthedesertisreallyhotanddry?”

Extension:Timeandweatherpermitting,takestudentsoutsidetocollectmaterialstoaddtexturetotheirprojects--examplesincludebark,leaves,dirt,gravel,sticks.Alternatively,teachercancollectsomeofthesematerialsaheadoftime.

LessonClosingGivestudentsachancetosharetheirpoemsorartprojectswitheachother.Afterclean-up,facilitatediscussionabouthowtheirworktodaycreatingpoemsandmodels/drawingsarejustmorewaysthattheselandforms/bodiesofwatercanberepresented(inadditiontomaps,etc.thatwediscussedinpreviouslessons).

AssessmentStudentswillwriteanacrosticpoemfocusingonthecharacteristicsofaspecificlandform,andapplytheirknowledgeofcharacteristicsbycreatingaphysicalrepresentationalongsidethepoem.

Lesson4:Mapping

BACKGROUND

OverviewoftheLessonInthislesson,studentswilllearnbasicinformationinordertounderstandmaps.Studentswilllearnhowtoreadmapsandthenhowtouseknowledgetocreateandimproveoriginalmaps.Thestudentsshouldincorporateinformationaboutlandformsandbodiesofwaterintotheirmap-making.NOTE:Thislessonrequiressomeprepworkbeforebeginning.ThislessonalsoincludestheuseofiPads.

FocusStandard(s)2-ESS2-2.Maptheshapesandtypesoflandformsandbodiesofwaterinanarea.ClarificationStatements:

TechnologyK2:3.1Usevariousage-appropriatetechnologiestolocate,collect,andorganizeinformation.Geography4.Describehowmapsandglobesdepictgeographicalinformationindifferentways.(G)

LearningTargets Atthecompletionofthislesson,studentswillbeableto:Icanunderstandthedifferentcomponentsofamap,includingakeyandcompass.Icanusedifferenttypesmaps(i.e.,flatmaps,globes,GoogleMaps,etc.;)fordifferentthings(i.e.,findboundaries,physicalfeatures,planatrip,etc.;).Icancreateamapthatrepresentslandformsorbodiesofwater.

AssessmentStudentswillbeassessedontheiranswersandobservationsmadeintheirsciencejournalsduringthemapstations.

KeyVocabulary Tier1:map,directionTier2:modeling,representation,reviseTier3:globe,compass

1 Treasure Bin 1 There’saMaponMyLap!ByDr.Seuss Bin 1 LookingatMapsandGlobesbyRebeccaOlien.

iPads ClassroomTeacher 5 Dryerasemarkers ClassroomTeacher 2copiesofeach LaminatedMaps:(BerkshireCounty,Massachusetts,United

States)Bin

2 Globe ClassroomTeacher/Bin ProjectorandLaptop MapofMassachusettsfrom:

http://www.worldatlas.com/webimage/countrys/printpage/printpage.php?l=/img/areamap/758a6d72b3af3bdb6711863997c9b613.gif

ClassroomTeacher

Accesstothefollowingactivity:https://www.nps.gov/webrangers/activities/readingmap/ ClassroomTeacher

Markers ClassroomTeacher4-5containers PlayDoh Bin1perstudent Flatsquarepiecesofcardboard Bin1perstudent “SevenLargeLands”ReadingandQuestions Binder1perstudent “TheDifferenceBetweenMapsandGlobes”Readingand

QuestionsBinder

1perstudent PairedTextQuestions Binder1perstudent Whitepaper ClassroomTeacher

ColoredPencils/Markers ClassroomTeacher

**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorTreasureHunting!NOTE:Beforebeginningthisactivity,choosea“treasure”tohidesomewhereintheclassroomorintheplayground.Itshouldbesmall,andlabeledas“treasure”.Thisactivitycanbedoneintheclassroomoroutside.Forsimplicity’ssake,thelocationoftheactivitywillbereferencedasthe“classroom”.Chooseastudentwhowillserveasthetreasurehunter.Havethemstandinthefrontoftheclassroomandclosetheireyes.Withtherestoftheclasswatching,theteachershouldhidethe“treasure”.Oncethe“treasure”ishidden,thechosenstudentcanopentheireyes.Goinginacircle,alloweachstudenttogiveonedirection(andonlyonedirection).Theywillbethetreasurehunter’sguides.Examplesofdirectionsare:“Take2stepsforward”or“Turnright.”Giveexamplesofbeneficialdirectionstothestudentsbeforebeginningtheactivity.Oncethe“treasure”isfound,leadadiscussionwiththestudents.Wasiteasyordifficulttogivedirectionstothetreasurehunter?Wasiteasyordifficultforthetreasurehuntertofollowthesedirections?Whatwouldmakeiteasiertofindthetreasure?Ifitisnotbroughtup,mentiontheuseofmapstohelpguidethetreasurehunter.Particularly,treasuremaps.Whatarethedifferentwayswecanusemaps?Differentmaps,ofcourse,servedifferentusesandarenotperfectbecauseitisdifficulttodrawaflatmapthatiscompletelyaccurate.

UsesofMaps:● To“find”treasure● Finddirections

● Followhikingandbikingpaths● Planroadtrips● Planconstructionofbuildingsorroads● Provideinformationaboutthingsliketheweather,locationoflandformsandbodiesofwater

DuringtheLessonAsaclassreadthebook,There’sAMaponMyLapbyDr.Seuss.Afterreadingthebookorviewingthevideo,reviewthefourcomponentsofamap:thetitle,legend/key,thecompass,andthescale.ReadingaMap:IfteacherbelievesthatstudentsneedmorepracticewithmapsortimepermitsvisiteitheracomputerlaborusingtheiPads,orusingaprojector,gothroughthemapreadingactivityatthefollowinglink:https://www.nps.gov/webrangers/activities/readingmap/

1. TypesofMapsActivity:Forthisactivity,studentswillrotatebetweenthreestationswheretheywillworkwith

differenttypesofmaps.StudentswillusetheirScienceJournalstorecordobservations.Makesuretogivestudentsinstructionsandexpectationsforeachstation.

a. FlatMaps:StudentswilllookatmapsoftheUnitedStates,Massachusetts,andtheBerkshires.Usingdryerasemarkers,studentsshouldunderlinethetitle,drawaboxonthelegend,circlethescale,anddrawatriangleonthecompass.Intheirsciencejournals,studentsshouldwritethenamesoftwobodiesofwaterandonelandform.Studentsmayneedhelpidentifyinglandformsonamap.

b. Globe:Studentswilltouchandlookatglobes.Intheirsciencejournals,theywillrespondtothefollowingquestions:Howdoglobesdifferfromflatmaps?(Globesare3dimensional,havebumps,arespherical).Whatare

twoexamplesofmajorbodiesofwater?Canyouseeanylandformsontheglobe?

c. GoogleMaps/StreetView:UsingtheiPadsoracomputer,studentswillcompletethefollowingactivitiesinGooglemaps:

i. Typeyourhomeaddressintothesearchbar.Howlongdoesittaketogettoyourhomefromschool?Howmanymilesawayisit?

ii. Alsopullupthiswebaddressonanothertab(http://www.worldatlas.com/webimage/countrys/printpage/printpage.php?l=/img/areamap/758a6d72b3af3bdb6711863997c9b613.gif)forastillcaptureofMassachusetts.Askthestudents:Whatdoyouthinkthegreencolorrepresents?Whatdoyouthinkthegreycolorrepresents?Thebluecolor?Theyellowandwhitecolors?

iii. Askthestudentswhatisalandformorbodyofwaterthattheysee.WritetheexamplesinyourScienceJournal.

d. Oncestudentshavefinishedtheactivity,studentsshouldThink-PairwithastudentnotintheirgroupandShare

theirthoughtsaboutthedifferenttypesofmapsweused.Writequestionsontheboardforstudentstodiscuss,suchas“whatmapswerehardestoreasiesttouse?Whatwerethedifferencesinthemaps?Doesonemaptellyousomethingthatanothercan’t?”

2. RevisitPerfectIslandProject:Havestudentstakeouttheirfirstdraftoftheirperfectislandfromapreviouslesson.

Askthemmakeafinaldraftofitbyaddinginthefeaturesofmapsthattheylearnedtoday(key/legend,title,scale,compassetc.)Givethemideasofwhatcouldberepresentedintheirmapssuchascities,trees,mountains,andbuildings.Eachitemcanberepresentedbysimpleshapessuchastrianglesformountains,squaresfor

houses/buildings,starsforcities.Oncethestudentsfinished,askifanyonewouldliketopresenttheirislandtotheclass.[SP2:Developingandusingmodels]

PairedTextPassagesInsmallgroupsorindividually,studentswillreadandcompletethequestionsforthepairedtextpassages“SevenLargeLands”and“TheDifferenceBetweenMapsandGlobes”.AssessmentStudentswillbeassessedontheiranswersandobservationsmadeintheirsciencejournalsduringthemapstations.

Extensions1. Techextensiontolearnmoreaboutmaps-canhavestudentsexploreifthere’stimeinclass,orontheirowntime:

a. GeographicPuzzles:http://maps.nationalgeographic.com/maps/atlas/puzzles.htmlb. TrailsIllustratedmaps:http://www.natgeomaps.com/trail-maps/trails-illustrated-mapsc. GeotourismMapGuides:http://travel.nationalgeographic.com/travel/geotourism/geotourism-mapguides

2. Havestudentscreatemodelsofmapsusingmaterialsavailableintheclassroom,suchasplay-doh,markers,andcardboard.

a. Option1:Theteachercouldprepareaworksheetwitha2Dbird’s-eye-viewoftheclassroomoroutdoorspace,suchastheoneprovidedbelow,wheretheydidthetreasurehuntingactivityandaskstudentstodrawwheretheywouldhidethetreasure,andthendrawalinefromastartingpointtothetreasure,creatingamap.

b. Option2:Thestudentscouldfreedrawamapofaplacethattheyknow,e.g.theirbackyard,neighborhood,orfavoritepark,withinstructionstothinkaboutlandmarksthatmightbehelpfultosituatethemapreader.Some

examplesoflandmarksmightberoads,trees,streetsigns,parks,pools,parkinglots,etc.c. Option3:Thestudentscouldjustbeprovidedwithamazeexercise,e.g.helpingthemousefindthecheese,theend

productofwhichwouldbeamapforthemousefromitsstartinglocationtoitstreasure.

Lesson5:ShapingtheLand

BACKGROUND

OverviewoftheLesson Inthislesson,studentswillbelearningabouterosionandhowwindandwatercanchangetheshapeoftheland.Studentswillconductexperimentstodiscoverhowwatercauseserosion.StudentwillalsowatchavideoonglacialerosionandlearnabouthowglaciersshapedBerkshireCounty.Studentswillthenconductaninvestigationusingbowls,straws,andsandtoseehowwindcauseserosion.Finally,studentswillcompleteapairedtextactivityonthetopicsofErosionandAvalanches.Note:Theactivitiesinthislessonmaybesplitamongmultipledaysifneeded.Theerosiontraysmustbesavedforthenextlesson(howeveranywetsandorsoilcanbethrownout).Theicecubeextensiontotheglacieractivityrequiresteacherset-upatleast1dayinadvance.

FocusStandard2-ESS2-4(MA).ObservehowblowingwindandflowingwatercanmoveEarthmaterialsfromoneplacetoanotherandchangetheshapeofalandform.ClarificationStatement:Examplesoftypesoflandformscanincludehills,valleys,riverbanks,anddunes.

LearningTargetsIcandefineerosionIcanexplainhowwatershapesthelandIcanexplainhowwindshapestheland

AssessmentStudentswillbeassessedonparticipationintheerosionpresentationandclassdiscussions,aswellastheaccuracyoftheiranswerstothepairedtextquestions. WIDALanguageObjectivesWritetwosentencesusingsentencestartersthatdescribetheeffectofmovingwindandwater.KeyVocabularyTier1:wind,water,landTier3:erosion,weathering

1perstudent ScienceJournals ClassroomTeacher1perstudent PlasticStraw Bin1perstudent PlasticBowl Bin1 SprayBottle Bin2 PlasticCups Bin

1 Emptyplasticbottle(10-20oz.) Bin1Largebag Sand Bin1Largebag Soil Bin3 Aluminumfoilcakepan Bin4 Aluminumfoilsheettray(atleast3inchesdeep) Bin Pencils ClassroomTeacher

1perstudent ErosionDataSheet Binder1 ComputerandProjector ClassroomTeacher “WhyDoRiversCurve?”

https://www.youtube.com/watch?v=8a3r-cG8Wic&feature=youtu.beGrandCanyonVideohttps://youtu.be/t8_AclTA0pwGlacierVideohttps://youtu.be/lTNnw0btcLIV-ShapedValleyhttps://www.youtube.com/watch?v=FIn0UoeDyVgU-ShapedValleyhttps://www.youtube.com/watch?v=prf7Xon0hJQ

Thumbdrive

1perstudent BerkshireTopographicMap Bin

Anassortment Markers ClassroomTeacher3 IceCubeTray Bin2mediumbags Sand BinSmallbag SmallRocks Bin1perstudent “Erosion”ReadingandQuestions Binder1perstudent “Avalanche”ReadingandQuestion Binder1perstudent PairedTextQuestions Binder**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorAskthestudents,howdowindandwatershapetheland?Havestudentspairupwithanotherstudentanddiscusstheirideas,thenaskafewofthepairstosharetheirideaswiththeclass.Tell the students that they will be learning about weathering and erosion. Weathering is the process of rocks being broken down into smaller pieces and erosion is the process of these smaller pieces of rock, soil, and sand being carried to new locations by water, ice, or wind. These are processes that occur slowly over time.

DuringtheLesson1. IntroducingtheideaofErosion

Posethisquestion:howdoriversform?Havestudentsthinkinpairsandsharetheirthoughtswiththewholeclass.Then,showthevideohttps://www.youtube.com/watch?v=8a3r-cG8Wic&feature=youtu.be.Intheirsciencejournals,studentsshouldwritedowntheanswertothesequestions:Wereyousurprisedbyhowriverschangeshape?Howcouldyoucreateamodelofariver?Doyouknowanyriverlocatedinyourtownorcommunity?HaveafewstudentssharetheirresponseandthentalkaboutwhatstudentsknowabouttheHoosicRiver.Howdoesariverdifferfromanocean?Whatdoyouthinkofwhenyouimagineariveroranocean?Dotheylookdifferent?Isthewaterinariverdifferentfromthatinanocean?

2. ErosioninaTrayNote:Helpfromotheradultsishighlyrecommendedduringthisactivity.Pleasesaveallmaterialsfromthisactivity(exceptanywetsoilorsand)forthenextlesson.Inthisactivitystudentswillbeworkinginfourgroupstoperformself-directedexplorationonwatererosion.Afterthestudentshavehadtheopportunitytoexploretheirtypeoferosion,theywillperformanexperimentinfrontoftheclasstoteachothersabouttheirtopic.ThestudentsintheaudienceshouldfillouttheirWaterErosionDatasheetwheretheywilldrawbeforeandafterpicturesofthetraysandwriteasentencedescribingwhathappened.[SP2:Developingandusingmodels]Thisactivityrequiresthesetupofaluminumbakingtrayspriortothelesson.Threegroupswillgetsoiltraysandonewillgetasandtray.Thesoiltrayswilluseacakepanthatshouldbefilledabout¾thewayfullwithsoil.Pickonesideofthetrayandcuthalfwaydownalongtherightandleftside.Folddowntheflapyoucutandpositionthetrayonaslightangle(usingabook)intothesheettray.Thesandtraywilluseasheettray.Fillonesideofthetraywithsand(abouthalffull)andleavetheothersideempty.SeeDiagramsbelowtosetupthetrays.

SoilSetup:http://www.sciencebuddies.org/science-fair-projects/project_ideas/EnvEng_p037.shtml#procedure

SandSetup:http://www.scientificamerican.com/article/bring-science-home-beach-erosion/

Dividestudentsintofourgroups:rainerosion,flooderosion,waveerosion,andrivererosion.Tellstudentsthattodaytheywillbescientistswhoareinvestigatinghowtheirformofwatercauseserosion.Dependingontheavailabilityofadultsintheclassroom,adultsmaybeassignedtoeachgroup,orcanmovearoundtheclassroomprovidingsupport.Adultsshouldserveasguidestokeepstudentsontrackwhenconductingtheirinvestigationsbutshouldalsogivestudentsfreedomtotestouttheirideas.Afterstudentshavecollectedthedata/finishedworksheet,teachercanprovideguidingquestionsforthestudentstoexploretheirowncuriosities:“Whathappensifyouchangethelandformslightlyinthisarea?Whatwouldhappenifthewatercamefromadifferentspot?“Explicitlytellthemtheyhaveopportunitytotryoutdifferentideas.[SP3:Planningandcarryingoutinvestigations]

Adescriptionofsuggestedproceduresforeachgroupiswrittenbelow.

a. RainErosionProcedure:Thisgroupwillreceiveonesoiltrayandaspraybottlefilledwithwater.Spraythesoilwithwatertosimulaterain.

b. FloodErosionProcedure:Thisgroupwillreceiveonesoiltrayandaplasticcupfullofwater.Dumptheentirecupdownthesoil-whichshouldbeformedintoamound.

c. WaveErosionProcedure:Thisgroupwillreceivethesandtrayandanemptyplasticbottle.Filltheemptysideofthetraywithwater.Placetheemptybottleinthewaterandslowlyandgentlyuseyourfingerstobobitupanddowncreatingsmallwaves.Next,bobitupanddownmorequicklytocreatelargerwaves(beingcarefulnottosplashwateroutofthetray).

d. RiverErosionProcedure:Thisgroupwillreceiveonesoiltray,apencil,andacupofwater.Usingthepencil,carveadeepandnarrow“riverbed”intothesoil.Slowlypourthecupofwaterdowntheriver,pouringonlyfromthetopofthesoiltrayifpossible.Ifthewaterdoesnotflowdownwell,eithermaketheriverbeddeeperorpourwaterfromslightlybelowthetopofthesoiltray.

PassontheErosionDataSheettoeachstudentandinstructthemtosketchthetraybeforetheexperimentandaftertheexperiment.Inaddition,havethemwriteasentencedescribingwhathappened.Letthestudentslookovertheirmaterialsandgivethemtimetoexperimentandmakediscoveries.Onceeachgrouphashadtimetofillintheirdatasheetfortheirerosionstationtheyarereadytopresent.Thegroupsshouldtaketurnscominguptothefrontoftheroomanddemonstratingtheirerosionprocess(ThismaybedoneunderELMOsostudentsgetabetterview).Dependingontheconditionofthesoilandsand,youmayneedtorefillthetraysbeforethedemonstrations.Afterthedemonstration,studentsshouldsharetheirobservationsfromtheexperiment(whatweretheirresults)andteachtheirclassmatesabouthowtheirtypeoferosionworks(whydidtheyobtainthoseresults).Sampleexplanationsarewrittenbelow.Ifstudentsarehavingadifficulttimewiththeexplanation,theClassroomTeachershouldaskleadingquestions.[SP8:Obtaining,evaluating,andcommunicatinginformation]

RainExplanation:Splashingraindropscancausemovementofsoilandotherlandparticles.Waterfromraincanformsmallstreams,whichcancarrysoilaway.FloodExplanation:Floodingcausesheavyflowsofwaterwhichcancarryawayeverythinginitspath.

WaveExplanation:WavespoundagainsttheshorelineandbreakoffpiecesofEarth.Thisshapesthecoastovertime,explaintostudentsthatwavestumblerocksandshells,whichovertimebreaksthemdownandformssand.RiverExplanation:Flowingwaterfromriverscanbreakpiecesofthebottomoftheriverandcarrythemaway.Iftimeallows,playthisvideoontheformationoftheGrandCanyon:https://youtu.be/t8_AclTA0pwbutifnothaveteacherorsciencefellowsshowthestudentsapictureoftheGrandCanyonandexplainthattheGrandCanyonwasformedbyRivererosion.

(Ifthislessonneedstobesplitintotwolessons,Aftertheactivityabovewouldbethebestrecommendedtimetosplit.Afterfinishingtheactivityaboveskipdowntothelessonclosingandreadthepassagetitled“Erosion”andsavethepassage“Avalanche!”untilafteryouteachtheremainderofthelesson)

3. GlacialErosionTellthestudentstheywillbelearningaboutanotherformoferosioncalledglacialerosion.Glaciersaregiant,slowmovingsheetsofice.AlthoughmostglaciersarenowfoundnearAntarcticaortheArctic,BerkshireCountywascoveredbyaglacier14,000yearsago.Whenglaciersmove,theycarveoutvalleys,shapehillsandmountains,andformlakes.Whenaglaciermelts,itcanformalargefloodofwaterthatcanwashthelandaway.

a. Playthevideoonglaciers:https://youtu.be/lTNnw0btcLI

b. PutthetopographicmapofNorthernBerkshireCountyontheELMOandpassoutonetoeachstudent.Remind

studentsthattheylearnedaboutmapsinthepreviouslessonandhowtheycanrepresentaparticulararea.Explainthatthistypeofmapshowsusthelocationofmountainsandvalleys.ItmaybehelpfultoputastaronNorthAdamstoshowstudentswheretheylive.ExplainthatastheglaciermovedthroughtheBerkshiresitcarvedoutthevalley.

c. Useacoloredmarkertotracethevalleyandhavestudentsdothesametotheircopy.Explaintostudentsthatmosthouses,schools,andbusinessesarelocatedinthevalley.Howmightthisareabedifferentiftheglacierhadn’terodedtheland?StudentsmaypastethesemapsintotheirScienceJournals.

OptionalGlacierExtension:Adaptedfrom:http://eu.montana.edu/pdf/outreach/msuscizone28.pdfNote:Thisextensionrequiresteachersetupatleastone-dayprior.Inthisactivity,studentswillbemakingtheirownglaciersandseeinghowglacierserodetheland.Forsetup,theClassroomTeachershouldaddaspoonfulofsoilandrockstoeachcompartmentoftheicecubetraysandthenaddwaterandfreezeovernight.Thereshouldbeoneicecubeperstudent.Duringthelesson,passoutoneicecubeandasmallamountofsandtoeachstudent.Tellthestudentsthattheicecubesareglaciersandthesandistheland.Allowtheicecubestomeltforafewminutessothesoil/rocksbecomeexposed.Tellthestudentsthattheywillbemovingtheirglaciers(rock/soilsidedown)throughthelandtoseehowerosionhappens.Havestudentsgentlypushdownontheicecube.Askstudents,“Howdidtheglacierchangethesurfaceoftheland?Diditformthevalleyintoaparticularshape(maybeintheshapeofaparticularletter)?”“Didtheglacierleaveanythingbehind?”[SP3:Planningandcarryingoutinvestigations]

Extension:TheAlphabetofValleys-VShapedandUShapedvalleysworksheeta. Prefacethevideosbytellingtheclassthattheyarenowgoingtofocusonacommonproductoferosionover

verylongperiodsoftime:valleys!Sometimesbodiesofwatercancreatevalleysthatformaparticularshape,ifthedurationandenvironmentalconditionsareright.

b. PlaythefollowingYouTubevideosinorder:- V-shapedvalleyvideo:https://www.youtube.com/watch?v=FIn0UoeDyVg- U-shapedvalleyvideo:https://www.youtube.com/watch?v=prf7Xon0hJQ

c. Usingtheworksheetasatemplate,drawtheVenndiagramandroughlysketchtheimagesoftheUandVshapedvalleysontheboardtomatchthoseontheworksheet.Providestudentswithoneworksheeteachtobeputintheirsciencejournalorfolderwhencompleted.

i. Firstaskthestudentswhatlandformthetwopicturesdepict(valley),writethisdownasthetitleoftheworksheet.Thenaskthemwhichalphabetlettereachvalley’sshapelookslike,andtellthemtowritetheletternexttotheword‘shape’ineachsideoftheVenndiagram.

ii. Askthestudentstoraisetheirhandstoanswerthequestion:WhatbodyofwatermighthavecausedthevalleyshapeofImageA/B?Writetheanswerdownontheboardandtellstudentstodothesame,nexttotheword‘cause.’

iii. Thenasktheclass:Whatstatewasthewaterin(solidorliquid)?Instructthemtowritetheanswertheanswerdownnextto‘stateofwater.’

iv. Last,askthestudentstoformgroupsof3-4tothinkofsomeofthesimilaritiesbetweenglacier-formedvalleysandriver-formedvalleys.Reconveneasaclassandaskstudentswhattheycameupwithintheirgroups,writethesuggestionsontheboard.

- Someexamplesofsimilaritiesinclude:bothbeingcausedbybodiesofwater,bothoccuroververy

longperiodsoftime,andbothinvolvetheshapingofthelandbyerosion.v. Maketheconnectiontotheglaciererosionandrivererosionexperimentsbyaskingstudentstogoback

tothebeforeandaftersketchesintheirsciencejournalstoseeiftheycanseethedifferenceoftheshapes.

4. WindErosionBowlsWindcauseserosionbypickingupdust,dirt,soil,andotherparticlesandcarryingthemelsewhere.Explaintostudentsthattheywillbeconductinganexperimenttoseehowwindcauseserosion.Giveeachstudentastrawandabowlwithenoughsandtocoverthebottom.Tellstudentsthatnowtheywillpretendtobethewind.Givethemafewminutestoexperimentusingthestrawstoblowaroundthesand.Whathappenstothesandiftheyblowlightly?Whathappensiftheyblowharder?Remindthestudentsthatanymesstheymakeduringtheexperiment,itistheirjobtocleanitup.

LessonClosingHavestudentscompleteapairedtextactivity.Inthisactivity,studentswillreadtwopassagesandanswertheaccompanyingquestions.Studentswillread“Erosion”and“Avalanche!”youmaychoosetoreadthepassagesasaclassorhavestudentsreadindependently.

AssessmentStudentswillbeassessedonparticipationintheerosionpresentationandclassdiscussions,aswellastheaccuracyoftheiranswerstothepairedtextquestions.

Lesson6:CrackingUp—AStoryAboutErosion(LiteracyLesson)

BACKGROUND

OverviewoftheLessonInthislesson,studentswillreadabouterosionandthenpredicttheoutcomeofacookieerosionactivitythatwilltakeplaceoverthenextweekorso. FocusStandard(s)2-ESS2-4(MA).ObservehowblowingwindandflowingwatercanmoveEarthmaterialsfromoneplacetoanotherandchangetheshapeofalandform.ClarificationStatement:Examplesoftypesoflandformscanincludehills,valleys,riverbanks,anddunes.2-ESS2-1.Investigateandcomparetheeffectivenessofmultiplesolutionsdesignedtosloworpreventwindorwaterfromchangingtheshapeoftheland.ClarificationStatements:

● Solutionstobecomparedcouldincludedifferentdesignsofdikesandwindbreakstoholdbackwindandwater,anddifferentdesignsforusingshrubs,grass,andtreestoholdbacktheland.

● Solutionscanbegeneratedorprovided.

LearningTargetsIcanexplaintheprocessoferosionfromaclifftosand.Icanpredicttheoutcomeofthecookieerosionactivity.AssessmentStudentswillbeassessedontheirparticipationandtheirsciencejournalentry. WIDALanguageObjectives(DependentontheneedsofELLstudents.)KeyVocabulary Tier1:boulderTier2:bay,cliff,ledgeTier3:seabed

1perstudent ScienceJournals ClassroomTeacher 1 CrackingUp-AStoryAboutErosion Bin ProjectorandComputer ClassroomTeacher 1 Largeclearglassjar Bin 1package Chocolatechipcookies Bin

1 Sand&cliffimage Bin 1set Laminatedcharactercardsonpopsiclesticks Bin**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorTheteacherwillshowtheclassapictureofacliffandthenapictureofasandybeach.Afterthestudentshavehadtimetothinkaboutthepictures,askwhatstudentsknowaboutthem.Theteachercouldalsoaskifthereisaconnectionbetweenthetwopictures.Intheirsciencejournals,studentswillwriteasentenceortwotellingwhattheyknowfromthepictures.

DuringtheLesson1. CrackingUp-AStoryAboutErosion:Theteacherwillreadthebookoutloudtotheclassasawhole.

Inthisstorytheclassshouldfollowstepbystepastohowaclifferodesintosand.Theteachershouldtaketimeoneachpagediscussingthenewvocabularyterms.Herearesomediscussionquestionsteacherscoulduse:(page6)Howlonghasthecliffbeenthere?Whendidtheerosionstart?(page7)Howdidtherootshelpthesoil?(page8)Whathappenstowaterwhenitfreezes?Whatwillthisdotothecracks?(page10)What4thingscauseerosion?(page16)Whatarerocksmadeof?(page19)Areallrocksthesame?Whatistheconnectionbetweenthepictureofthecliffandthesand?

2. CookieErosionActivityGiveeachstudentacookiethattheycaneatattheendofthediscussion.Inaplasticsee-throughcontainer(jar)putin4chocolatechipcookies.Askthestudentswhattheythinkwillhappenifyoushakethecontainer2-3timesaday.Shakecookiesinajardailytoshowkidsthechangefromrockstosand/dirt,mimickingerosion.Youcanalsosprinklesome

waterintothecontainer.Havestudentsrecordtheresultsintheirsciencejournals.

LessonClosingIntheirScienceJournals,studentsshouldrecord2-4factsthattheylearnedinthelesson,encouragethestudentstodrawpicturesoftheclifforcookieerosionactivity.Extension:ErosionPuppetshow.PickacouplevolunteerstoreadthepartsofRickyRock,BillyBoulder,RushingRiver,Wind,TinyBillyBoulder,andTinyRickyRock.Asktheclassifthey’dprefertoperforminfrontoftheclassorjustreadfromtheirseats.Afterreadingtheplay,asksomequestionssuchas:Howlongdoyouthinkittakesabouldertoerodeintodirt?Whoaretheagentsofoferosion?Whathelpstopreventerosion?Whataretheeffectsoferosion?Theycanlookbackinthetextifneeded.AssessmentStudentswillbeassessedontheirparticipationandtheirsciencejournalentry.PrepforNextLessonPlantryegrassseedsinanaluminumfoilcakepanandwatereveryotherday.Thiswillbeforthedemonstrationofhowplantroothelpstopreventerosion.

Lesson7:PreventingErosionBACKGROUND

OverviewoftheLesson Inthislesson,studentswilllearnhowhumanspreventerosionandwhattypesofstructuresareused.StudentswillviewaninteractivePowerPointaboutthedifferenttypesofbarrierstructures.Thenstudentswillgoonascavengerhuntonschoolpropertytolookforexamplesoferosionandbarriers.Theteacherwillalsoperformademonstrationonhowplantspreventerosionbygrowingryegrassinanerosiontray.Finally,studentswillusetheknowledgetheyhaveacquiredtoworkingroupsandbuildandtesttheirownbarriers.Note:Activity2includestheoptionaluseofiPads.Ifyouwouldliketohavetheseforuse,pleasereservethemforthelesson.Activity4requirestheclassroomteachertogrowtheryegrassatleast1weekpriortoteachingthelesson.

FocusStandard2-ESS2-1.Investigateandcomparetheeffectivenessofmultiplesolutionsdesignedtosloworpreventwindorwaterfromchangingtheshapeoftheland.ClarificationStatements:

● Solutionstobecomparedcouldincludedifferentdesignsofdikesandwindbreakstoholdbackwindandwater,anddifferentdesignsforusingshrubs,grass,andtreestoholdbacktheland.

● Solutionscanbegeneratedorprovided.

LearningTargetsIcanidentifybarrierstoerosionandexplainhowtheywork.Icanconstructtheirownbarrierstoerosion,testthem,andevaluatetheirefficiency.

Assessment(s)StudentswillbeassessedontheirparticipationanddiscussioninallactivitiesandthewrittenworkintheirScienceJournals.

WIDALanguageObjectivesUsesentenceframestoexploreideasaboutwhatcan/cannothappenwhenanaturalbarrierisorisnotpresentandwhy:”If_____________istherethen________________will/willnothappenbecause…””If_____________isnottherethen________________will/willnothappenbecause…”KeyVocabularyTier1:plantsTier2:man-made,natural,barrierTier3:dike,windbreak

RESOURCESANDMATERIALS

Quantity Item Source

1 ErosionBarriersPowerPoint Thumbdrive

1 ComputerandProjector ClassroomTeacher

1 NatureScenesVideo(optional)https://youtu.be/xbyTIw0bQ0o

Thumbdrive

iPads(optional) ClassroomTeacher

1perstudent ScienceJournals ClassroomTeacher

1perstudent BarriersandErosionPictureSheet Binder

1perstudent PreventingErosion:ErosionBarriers(3pagestotal) Binder

1perstudent Scissors ClassroomTeacher

1perstudent Gluesticks ClassroomTeacher

3 Aluminumfoilcakepans(fromlesson4) Bin

4 Aluminumfoiltrays(3fromlesson4) Bin

1packet Ryegrassseed Bin

1largebag Soil Bin

1largebag Sand Bin

2 PlasticCups(fromlesson4) Bin

1 Spraybottle(fromlesson4) Bin

1 Emptyplasticbottle(fromlesson4) Bin

1container Q-Tips Bin

SmallRocks Bin

WhiteGlue ClassroomTeacher

Tape ClassroomTeacher

2balls String Bin

2bags PopsicleSticks Bin

1box Straws Bin

1 Aluminumfoil Bin**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorPosethefollowingquestiontotheclass:Whymightwewanttopreventerosionfromhappening?HavestudentsThinkabouttheiranswers,Pairupwithanotherstudentanddiscussthetopic,andthenSharetheirthoughtswiththeclass.Tellstudentsthattodaytheywillbelearningabouthowhumanspreventerosionusingbarriers.Barriersaredifferent

structuresthatpreventwaterandwindfromcomingintocontactwithareasthathumanswanttoprotect.

DuringtheLesson1. ErosionBarriersPowerPoint

ShowyourclasstheerosionbarriersPowerPoint(notesforthePowerPointcanbeseenunderthenotespanelofthepresentation.Slides2-8runthroughexamplesofdifferentnaturalandmanmadebarriers.Whileshowingtheseslides,askstudentswhetherthestructuresshowninthepicturesarenaturalormanmade.Slides9-12showsomeimageswithbarriersandsomewithout.Askstudentswhetherabarrierispresentineachimage.Ifitis,askstudentshowthebarrierpreventserosion?Ifnobarrierispresent,askhowisthelocationatriskforerosion?

2. ErosionScavengerHunt

Inthisactivity,studentswillbegoingonascavengerhunttolookforexamplesoferosionandbarrierstoerosion.Beforegoingoutside,tellstudentsthattodaytheyaresciencedetectivesandwillexplorethesurroundingareatolookforerosionanderosionbarriers.HavestudentsbringtheirScienceJournalsandtheirpencilsoutsidesotheycanrecordtheirfindings.Walkstudentsaroundtheschoolgroundsfor10-15minutes.Somegoodareastoobserveincludetheplaygroundandparkinglot.Examplesoferosionevidenceincludechannelsinthegroundfromrunoffandsedimentdepositedintheparkinglot.Examplesofbarriersincludestormdrains,parkinglotcurbs,andstructuresholdingmulchontheplayground.Ifstudentsarehavingadifficulttime,itmaybehelpfultopointoutsomeoftheseexamples.

● Iferosion/barriersareaccessibleandobvioustostudents,askthemtoevaluatetheonestheyobserveintheirsciencejournal-whichonesareworkingwell?Howcanyoutell?Whichonesarenotworkingwell?Whatwouldyoudotomakeitbetter?

TechnologyIntegration:AllowstudentstobringiPadsoutside,insteadofScienceJournalsandinstructstudentsto

takepicturestodocumenttheexamplestheyfind.Aftercomingbacktotheclassroom,createaclasslistoftheexamplesoferosionandbarriersthatwerefound,andwaysthatstudentsthinktheycouldbeimproved.(Ifweatherdoesnotpermitoutsideactivity,thenpostponethisactivityorskipit)

3. ErosionBarriersPacket

HavestudentscompletetheErosionBarrierspacket/worksheet.StudentswillcutoutapictureofthebarrierfromtheBarrierPicturesWorksheet,andpasteitintotheappropriatespot,whichliststhenameofthebarrier.ThisisanimportantstudentresourceforthePreventingErosionDesignsactivity.Studentsmayreferencethesepacketswhenbrainstormingideasfortheirdesigns.

4. PlantBarrierDemonstration

Note:Thisactivityrequiresteachersetupatleast1weekprior.Plantryegrassseedsinanaluminumfoilcakepan.Watereveryotherday.Thisactivityisateacherdemonstrationonhowplantspreventsoilerosion.Onthedayofthelesson,setuptheryegrasspanandadrainagetray,justliketheerosiontraysfromthepriorlesson.Setupanadditionalerosiontrayandfillthecakepanwithsoil.Fill2plasticcupswithwater.Tellstudentsthatwewillbepouringwaterdownbothhills.Whichtraydotheythinkwilllosethemostsoil?Why?Slowlypourthecupofwaterdowneachtray.Havestudentsnotehowmuchsoilisineachcollectiontray.Whathappened?Why?Therootsofthegrasshelpedanchorthesoil,whichpreventederosion,solesssoilwascollectedinthetraybeneaththeplant.[SP3:Planningandcarryingoutinvestigations&SP6:Constructingexplanationsanddesigningsolutions]

5. PreventingErosionDesigns

Inthisactivity,studentswillbeusinginformationpreviouslyacquiredabouterosionandbarrierstotesttheirownstructures.Studentswillbedividedintofourgroupsandeachgroupwillreceiveonesetoferosiontrayscorrespondingtothetypesofwatererosionusedinthepreviouslesson(3soiland1sand).Givestudentsaccesstopopsiclesticks,q-tips,smallrocks,tape,string,glue,straws,aluminumfoil(allinthebin)andanyothermaterialsfromtheclassroomyouwouldlikethestudentstouse.Starttheactivitywitha5-10minutebrainstormingperiodwherestudentswilldiscusswhatstructurestheymaybeabletobuildusingthematerials.Handoutbrainstormworksheettohelpdrawouttheirthinkingprocess.Studentsshouldbeabletoexplainanddefenddecisionsforcreation.EncouragestudentstolookbackattheirErosionStructuresPackettoreviewwhatstructurestheylearnedabout.Next,givestudents15-20minutestobuildtheirstructure,havestudentspileuptheirsandorsoilatoneendofthetray-thisiswhatthewaterwillbepoureddown.Whenallgroupshaveconstructedtheirmodel,haveeachgroupcometothefrontoftheroom,explainwhattheybuilttotheirclassmates,andtestitoutbyeitherpouringwaterdownthehill,sprayingwateratthehill,orcreatingwaves.[SP3:Planningandcarryingoutinvestigations]

LessonClosingInScienceJournals,havestudentssketchapictureofthestructurethattheybuilt.Thentheyshouldwriteafewsentencesthataddressesthefollowing:Whydidtheychoosethisdesign?Howdiditworkandhowdoyouknow?Whatwouldtheydodifferentlynexttime?[SP7:Engaginginargumentfromevidence]

AssessmentStudentswillbeassessedontheirparticipationanddiscussioninallactivitiesandthewrittenworkintheirScienceJournals.

Lesson8:ResearchProjectBACKGROUND

OverviewoftheLessonNote:Theseactivitiescanbespreadovermultipledays,asnottooverwhelmstudentsandteacherswiththisproject.Inthislesson,studentswillbedoingaresearchprojectonlandformsandbodiesofwateringroupsof2-3.Studentswillfilloutaninfosheetontheirtopic,firstdoingguidedresearchandthenmovingtoindependentresearch.Nextstudentswillindependentlywriteoneparagraphabouttheirtopicandproduceacreativedepiction.Finally,studentswillregrouptomakePowerPoints(withthehelpofateacher),whichtheywillthenpresenttotheclass,alongwiththeircreativedepictions.Note:Activity4includesanopenendedcreativeproject.Dependingonhowmuchtimeyouwanttospendonthisactivity,youmayneedchartpaper,crayons,miscellaneousartsupplies,clay,papermache,oriPads. FocusStandard(s)TechnologyK2:3.1Usevariousage-appropriatetechnologiestolocate,collect,andorganizeinformation.TechnologyK2:3.4Useavarietyofage-appropriatetechnologies(e.g.,drawingprogram,presentationsoftware)tocommunicateandexchangeideas.Literacy2.W.7.Participateinsharedresearchandwritingprojects(e.g.readanumberofbooksonasingletopictoproduceareport:recordscienceobservations).LearningTargetsAtthecompletionofthislesson,studentswillbeableto:

Icanperformgroupresearchonlandformsandbodiesofwaterusingassignedsourcesandsourcestheyfindontheirown.Icanwriteaparagraphabouttheirresearchtopic.IcanproduceandpresentaPowerPoint.Assessment(s)

● Participationingroupresearch● ThecontentinthePowerPointpresentationsandthewrittenparagraphs

1setpergroup BodiesofWaterResearchResources BinandClassroomTeacher 1setpergroup LandformsResearchResources BinandClassroomTeacher 1perwaterstudent BodiesofWaterDataCollectionSheets(2total) Binder(teachertomakecopies) 1perlandformstudent LandformsDataCollectionSheets(2total) Binder(teachertomakecopies 1perstudent Laptops ClassroomTeacher 1perstudent ScienceJournals ClassroomTeacher Choiceofmaterialsforcreativedepictions(tissue

paper,coloredpaper,crayons,miscellaneousartBin

supplies,clay) 1 Projectorforpresentations ClassroomTeacher **Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorAsaclass,comeupwithasmanytypesoflandformsandbodiesofwateraspossibleandlistthemontheboard.Thisbrainstormingwillhelpstudentsthinkbacktowhatwelearnedinthefirstfewlessons.Havestudentsfirsttrytocomeupwiththingsfrommemory,butiftheygetstucktheymaylookbackoveranymaterialstheyhavesaved.

DuringtheLessonNote:Theseactivitiescanbespreadovermultipledays,asnottooverwhelmstudentsandteacherswiththisproject.Inthislesson,studentswillbedoingaresearchprojectonlandformsandbodiesofwateringroupsof2-3.Theresearchoptionsforlandformsare:canyons,peninsulas,volcanoes,plateaus,hills,valleys,mountains,andislands.Theresearchoptionsforbodiesofwaterare:lakes,ponds,rivers,wetlands,ocean,andglaciers.Oneoptionistoallowstudentstoselecttheirlandformorbodyofwater,however,youmayassignstudentsifthatiseasier.Thelandformswiththeeasiestarticlesarecanyons,mountains,peninsulas,andvolcanoes,whilestudentslookingforachallengemightpickislands,valleys,rivers,andwetlands.Oncestudentsareintheirgroups,youshouldoutlinetheproject.Studentswillfilloutaninfosheetontheirlandformorbodyofwater,firstdoingguidedresearchandthenmovingtoindependentresearch.Nextstudentswillindependentlywriteoneparagraphabouttheirtopicandproduceacreativedepiction.FinallystudentswillregrouptomakePowerPoints,whichtheywillthenpresenttotheclass,alongwiththeircreativedepictions.

1. GuidedResearchThestudentswillbegintheprojectbydoingguidedresearchusingtheresourcesonlandformsandbodiesofwaterlocatedinthebinandsupplementedbytheteacherfromclassroomand/orschoollibrary.Passoutaninfosheettoeachstudent;makesurethatstudentsgeteithertheLandformcopyortheBodyofWatercopy,dependingontheirresearchfocus.Giveeachgroupofstudentstheirresearchresourcesandhavethemreadthroughthemwhiletheyfillintheirinfosheets.Withthevarietyofmaterials,studentsshouldbeabletofilloutmost,ifnotalloftheirinfosheet[SP4:Analyzingandinterpretingdata].

2. IndependentResearchNext,studentswillmoveontotheindividualresearchcomponentusinglaptops.Studentscanusethisasanopportunitytofillinanyquestionstheyaremissingandtoaddanynewfacts.Ifyouhaveneverdonearesearchprojectwithyourclassbeforeyoushouldinstructthemonhowtofindinformation.Putsomewebsitesontheboardthataregoodresourcesforstudentstolearnabouttheirtopics.ExamplesincludeEnchantedLearning,NationalGeographicKids,http://www.harcourtschool.com/activity/types_of_land_2/index.html,andhttp://www.buzzle.com/articles/types-of-landforms.html.Ifyoufeelstudentsmaygetofftrack,itmaybehelpfultoestablishatimeforstudentstoreadarticlesandatimetowatchYouTubevideos.

3. WritingStudentswillbetakingtheinformationtheylearnedfromtheirresearchandindependentlywritingaparagraphabouttheirlandformorbodyofwater.ThiscanbedoneineithertheirScienceJournalsoronlinedpaper.Encouragestudentstoinformationfromtheirinfosheetquestions,aswellassomeofthefunfactstheylearned.

4. CreativeDepiction

Forthisactivity,studentswillbemakingacreativedepictionoftheirlandformorbodyofwater.Youcaneitherhavestudentsworkindependentlyoringroups.Thedepthofthisactivitywilldependontheamountoftimeyouhaveandmaterialsavailableintheclassroom.Asimpledepictionwouldbehavingstudentsmakedrawingsoftheirlandformorbodyofwater.Ifyouwanttogoalittlemorein-depth,havestudentsmakeasketchandthencovertheirdrawingwithartsupplieslikescrapbookpaper,pompoms,beads,andpopsiclesticks.Ifyouwanttospendevenmoretime,studentscouldcreate3Dmodelsusingclayorpapermache,ortheycouldmakevideosusingiPads.

5. PowerPointStudentswillgetbackintotheirgroupstocreateaPowerPointpresentationontheirtopic.Eachgroupcansharealaptop.Usingtheirinfosheets,theyshouldaimtocreate3-5slidesandincludebothtextandimages.Encouragestudentstousetheinformationfromtheirinfosheet,aswellassomeofthefunfactstheylearned,andtoformatthetextintobulletpoints[SP8:Obtaining,evaluating,andcommunicatinginformation].

LessonClosingHaveeachgrouppresenttheirPowerPointstotheclass.Encouragestudentsintheaudiencetoaskquestionsattheendofeachpresentation.

Assessment(s)● Participationingroupresearch● ThecontentinthePowerPointpresentationsandthewrittenparagraphs

ListofUnitResourcesLesson1

1 ProjectorandComputer

ClassroomTeacher

LearningAboutLandforms:https://www.youtube.com/watch?v=KWTDmg8OI_Y.

Thumbdrive

LandformPictures Bin

LargeWordsforLandformMatching Bin

1perstudent LandformPictures Binder

1perstudent TypesofLandformsWorksheet Binder

1 LandformPowerPoint ThumbDrive

1perstudent Graphpaper Bin

1perstudent Glue ClassroomTeacher

2-3 GoogleCardboard Bin

2 Smartphone ClassroomTeacher

1perstudent “TheRockyMountains”ReadingandQuestions Binder

1perstudent “TheGreatLakes”ReadingandQuestions Binder

1perstudent PairedTextQuestions Binder

Lesson2

2perstudent PieceofPaper ClassroomTeacher

ProjectorandComputer ClassroomTeacher

1 TheWaterBodies: Thumbdrive

https://www.youtube.com/watch?v=bNWuQD7QHBc

1perstudent BodiesofWaterPictureSheet Bin

1perstudent DefinitionCards Bin

1perstudent Gluestick ClassroomTeacher

1pergroupof3-4

iPads ClassroomTeacher

QRCodesheets(9totalQRcodes) Thumbdrive

TheClassroomTeacherwillneedtoprintthesepriortothelesson

9perstudent Stickers Bin

1perstudent PieceofPaperorlabeledworksheetforstickerchart ClassroomTeacher

10(1pertypeoflandform)

Laminatedimagesofbodiesofwater Bin

2-3 GoogleCardboard Bin

1or2perstudent

Graphpaper ClassroomTeacher

1perstudent “AmericanCrocodiles”ReadingandQuestions Binder

1perstudent “ProtectingtheWetlands”ReadingandQuestions Binder

Lesson3

1copyperstudent AnIntroductiontoLandformsReaderandQuestions(11pagestotal)

Binder(teachertomakecopies)

ProjectorandLaptop ClassroomTeacher

“LearningAboutLandforms”https://www.youtube.com/watch?v=KWTDmg8OI_Y

Thumbdrive

Dependentonstudentneed

Variousoutdoormaterials(ex:sticks,bark,leaves,sand) ClassroomTeacher

1perstudent ConstructionPaper/Cardboard Bin

Coloredpencils/markers ClassroomTeacher

2tubs AirDryClay Bin

Lesson4

1 Treasure Bin

1 There’saMaponMyLap!ByDr.Seuss Bin

1 LookingatMapsandGlobesbyRebeccaOlien.

iPads ClassroomTeacher

5 Dryerasemarkers ClassroomTeacher

2copiesofeach LaminatedMaps:(BerkshireCounty,Massachusetts,UnitedStates)

2 Globe ClassroomTeacher/Bin

ProjectorandLaptop

MapofMassachusettsfrom:http://www.worldatlas.com/webimage/countrys/printpage/printpage.php?l=/img/areamap/758a6d72b3af3bdb6711863997c9b613.gif

ClassroomTeacher

Accesstothefollowingactivity:https://www.nps.gov/webrangers/activities/readingmap/

ClassroomTeacher

Markers ClassroomTeacher

4-5containers PlayDoh Bin

1perstudent Flatsquarepiecesofcardboard Bin

1perstudent “SevenLargeLands”ReadingandQuestions Binder

1perstudent “TheDifferenceBetweenMapsandGlobes”ReadingandQuestions

Binder

1perstudent PairedTextQuestions Binder

1perstudent Whitepaper ClassroomTeacher

ColoredPencils/Markers ClassroomTeacher

Lesson5

1perstudent PlasticStraw Bin

1perstudent PlasticBowl Bin

1 SprayBottle Bin

2 PlasticCups Bin

1 Emptyplasticbottle(10-20oz.) Bin

1Largebag Sand Bin

1Largebag Soil Bin

3 Aluminumfoilcakepan Bin

4 Aluminumfoilsheettray(atleast3inchesdeep) Bin

Pencils ClassroomTeacher

1perstudent ErosionDataSheet Binder

“WhyDoRiversCurve?”https://www.youtube.com/watch?v=8a3r-cG8Wic&feature=youtu.be

GrandCanyonVideohttps://youtu.be/t8_AclTA0pw

GlacierVideohttps://youtu.be/lTNnw0btcLI

V-ShapedValley

Thumbdrive

https://www.youtube.com/watch?v=FIn0UoeDyVg

U-ShapedValleyhttps://www.youtube.com/watch?v=prf7Xon0hJQ

1perstudent BerkshireTopographicMap Bin

Lesson6

1 CrackingUp-AStoryAboutErosion Bin

ProjectorandComputer ClassroomTeacher

1 Largeclearglassjar Bin

1package Chocolatechipcookies Bin

1 Sand&cliffimage Bin

1set Laminatedcharactercardsonpopsiclesticks Bin

Lesson7

1 ErosionBarriersPowerPoint Thumbdrive

1 NatureScenesVideo(optional)https://youtu.be/xbyTIw0bQ0o

Thumbdrive

iPads(optional) ClassroomTeacher

1perstudent BarriersandErosionPictureSheet Binder

1perstudent PreventingErosion:ErosionBarriers(3pagestotal) Binder

1perstudent Gluesticks ClassroomTeacher

3 Aluminumfoilcakepans(fromlesson4) Bin

4 Aluminumfoiltrays(3fromlesson4) Bin

1packet Ryegrassseed Bin

1largebag Soil Bin

1largebag Sand Bin

2 PlasticCups(fromlesson4) Bin

1 Spraybottle(fromlesson4) Bin

1 Emptyplasticbottle(fromlesson4) Bin

1container Q-Tips Bin

SmallRocks Bin

WhiteGlue ClassroomTeacher

Tape ClassroomTeacher

2balls String Bin

2bags PopsicleSticks Bin

1box Straws Bin

1 Aluminumfoil Bin

Lesson8

1setpergroup BodiesofWaterResearchResources BinandClassroomTeacher

1setpergroup LandformsResearchResources BinandClassroomTeacher

1perwaterstudent BodiesofWaterDataCollectionSheets(2total) Binder(teachertomakecopies)

1perlandformstudent LandformsDataCollectionSheets(2total) Binder(teachertomakecopies

1perstudent Laptops ClassroomTeacher

Choiceofmaterialsforcreativedepictions(tissuepaper,coloredpaper,crayons,miscellaneousartsupplies,clay)

1 Projectorforpresentations ClassroomTeacher

Land and Water - Center for Learning in Action · of land and water. Water is found in the ocean,...

Documents

Transcript of Land and Water - Center for Learning in Action · of land and water. Water is found in the ocean,...

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Erosion Land Forms. Moving water causes erosion. The force of water hitting the ground can loosen materials. Moving water carries particles with it.

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Chapter 9 Water Erosion and Deposition 9.1 Water Erosion and Deposition Notes Sheet.