Grade 5 Earth Science Unit (5.E.1) - Where Tomorrow · PDF fileGrade 5 Earth Science Unit ......

Grade 5 Earth Science Unit (5.E.1)

Decision 1 – What will students learn in this unit?

Decision 1: What will students learn in this unit?

Standards Addressed:

1. Science: 5.E.1

2. Reading Informational Text: RI.5.10

3. Math: 5.MD.2

4. Writing: W.5.7-9

5. Technology

6. Other

What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this unit?

Know Understand Do

5.E.1.1 Students know that

weather can change from day

to day and that many factors

are measured to describe and

predict weather conditions.

Students know that in

different latitudes and

hemispheres there are

different seasonal weather

patterns.


one can collect and compare

weather data in order to

predict the likelihood of a

particular weather condition

occurring.

Students know how to read

basic weather instruments:

thermometer, barometer,

anemometer, wind vane, and

rain gauge.

Students can identify

atmospheric conditions

(presence and types of clouds

[i.e., stratus, cirrus, cumulus],

fronts) that are associated

with predictable weather

patterns.

Students can make basic

weather predictions using

these skills.


local weather conditions are

influenced by global factors

such as air and water currents.

5.E.1.1 I can compare

changes in weather

conditions using the

appropriate tools.

5.E.1.2 I can evaluate data

to predict changes in

weather.

5.E.1.3 I can analyze global

weather patterns and their

influence on local weather.

5.E.1.1:

I will be able to graph weather changes over a

period of time.

I will use weather trends from graphs to predict

weather conditions.

I will describe the different kinds of weather

conditions (wind speed, wind direction,

precipitation, temperature, air pressure)

I will distinguish that different latitudes and

hemispheres result in different seasonal weather

patterns.

5.E.1.2:

I will collect and compare weather data to predict

particular weather conditions.

I will read basic weather instruments (i.e.,

barometer, thermometer, anemometer, wind

vane, rain gauge)

I will name the different types of clouds and

fronts.

I will identify different atmospheric conditions

and make basic weather conditions.

5.E.1.3:

I will identify local weather conditions.

I will identify what causes changes in local

weather.

I will recognize the jet stream and Gulfstream as

a factor in local weather conditions.

I will discuss the movement and direction of

global wind patterns and ocean currents.

I will illustrate and label global weather patterns

and water currents.

Decision 2 – Assessment

Decision 2: Assessment

Plan for how students will indicate learning and understanding of the concepts in the unit.

How will you assess learning?

Possibilities/options:

Pre-assessment

Short answer tests or quizzes

Student logs, journals and informal writing

Lab activities

Formal writing assignments

Informal or formal student Interviews, conferences, observations etc.

ClassScape for pre-assessment, investigative lab activities, student journals to respond to

investigations, natural disaster writing, and ClassScape post test.

Describe the performance, product, or project that will be the culminating activity

for the unit.

The student’s assignment for the Culminating Activity includes:

Unit essential question or “I Can” statement for the culminating activity.

A thorough description of the activity including steps or task analysis in

completing the culminating activity.

A copy(ies) of the rubric(s) you will use to assess the culminating activity or any

other aspects of the unit.

The culminating activity for this unit will be the research of a natural disaster. It is Activity

Seven. Use the rubric that the county has developed for research.

Decision 2 – Assessment: Rubric Reminders

Decision 2: Assessments – Rubric Reminders:

Scale

Criteria 1 2 3

(Proficient) 4

Ind

icato

rs

Wh

at d

oes

eac

h n

um

ber

or

adje

ctiv

e in

you

r sc

ale

mea

n?

Decision 3 – Student Learning Map

Decision 3: Student Learning Map

Key Learning Targets: I can understand weather patterns and phenomena, making connections to the weather in a particular

place and time.

Concept: 5.E.1.1

I can compare daily and seasonal

changes in weather conditions

(including wind speed and

direction, precipitation, and

temperature) and patterns.

Concept: 5.E.1.2

I can predict upcoming weather

events from weather data

collected through observation and

measurements.

Concept: 5.E.1.3

I can explain how global patterns

such as the jet stream and water

currents influence local weather

in measurable terms such as

temperature, wind direction and

speed, and precipitation.

Lesson EQ(s):

I can compare changes in weather

conditions using the appropriate

tools.

I can describe the different

kinds of weather conditions

(wind speed, wind direction,

precipitation, temperature, air

pressure)

I can graph weather changes

over a period of time.

I can use weather trends from

graphs to predict weather

conditions.

I can distinguish that different

latitudes and hemispheres

result in different seasonal

weather patterns.

Lesson EQ(s):

I can evaluate data to predict

changes in weather.

I can collect and compare

weather data to predict

particular weather conditions.

I can read basic weather

instruments (barometer,

thermometer, anemometer,

wind vane, rain gauge)

I can name the different types

of clouds and fronts.

I can identify different

atmospheric conditions and

make basic weather

conditions.

Lesson EQ(s):

I can analyze global weather

patterns and their influence on

local weather.

I can identify local weather

conditions.

I can identify what causes

changes in local weather.

I can recognize the jet stream

and Gulfstream as a factor in

local weather conditions.

I can discuss the movement

and direction of global wind

patterns and ocean currents.

I can illustrate and label

global weather patterns and

water currents.

Vocabulary:

sea breeze hemisphere

land breeze latitude

seasons precipitation

Beaufort Scale temperature

air pressure wind speed

wind direction

*If necessary, as you teach, more

words may be added to the list.

Vocabulary:

meteorologist cumulus

fog rain gauge

anemometer stratus

barometer thermometer

cirrus wind vane



Vocabulary:

prevailing westerlies

El Niño/La Niña

gulf Stream

hurricane

tornado

jet stream

water currents



Decision 4 – Launch Activities

Decision 4: Launch Activities

Hooks and Links

Develops student interest and links prior knowledge. Provides the Student Learning

Map and the key vocabulary to students.

Guiding Questions:

1. How are you going to get students engaged?

2. How are you going to develop student interest and link their prior knowledge?

3. How are you going to start the Student Learning Map of the unit with students?

4. How are you going to preview key vocabulary with students?

Use Wordle ( http://www.wordle.net/create ) to create a word splash of weather words.

Students tell/type words that describe weather – everyone must tell a word even if someone

already said it.

Use the grouping strategy to group students into groups of three or four. Each group must choose a word

and quietly discuss how to act out that weather word without using words. Think charades. This activity

can be adjusted to your students. Some students may need to use props or pictures to help them.

Give out and go over student learning maps and vocabulary with students.

http://www.wordle.net/create

Decision 5 – Acquisition Lesson Planning

Decision 5: Acquisition Lesson One: Understanding Forecasting

Language Objective(s), where appropriate:

I can write the factors I would use to give a weather report.

Lesson Essential Question(s) or “I Can” Statement(s): I can describe the different kinds of weather conditions (i.e., wind speed, wind direction, precipitation,

temperature, air pressure).

Activating Strategies: (Learners Mentally Active)

Students watch a weather report. One minute turn and talk with a partner about what the

forecaster/meteorologist reported. Then discuss as a whole group.

Acceleration/Previewing: (key vocabulary)

Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided

Practice; Distributed Summarizing; Graphic Organizers) Group students into five groups. Give each group a weather factor (wind speed, wind direction,

precipitation, temperature, air pressure) to research. Have them collect their data based off of the

weather graphic organizer. Create a poster to display their information and present it to the class.

Audience members will need to fill in their graphic organizer according to the presenters data.

Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)

Summarizing Strategies: Learners Summarize and Answer Essential Questions

Ticket out the door: Pretend you are a forecaster/meteorologist and write down the factors you would

use to give a weather report.

Lesson Resources Internet access to watch weather report

Graphic organizer

iPads or laptops for research

Trade books on weather instruments


Air Pressure

Measured with: ____________________________________________________

Measured in__________________________ or __________________________

Normal air pressure is: ______________________________________________

Air moves from areas of _____________________________________________

The greater the difference in pressure ___________________________________

A change in air pressure = ___________________________________________

High Pressure Low Pressure Rising Pressure Steady Pressure Falling Pressure

Describe air: Describe air: Describe weather: Describe weather: Describe weather:

Describe sky: Describe sky:

Describe weather: Describe weather:


Decision 5: Acquisition Lesson Two: A Land of Climate Diversity

Language Objective(s), where appropriate: SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts

and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Lesson Essential Question(s) or “I Can” Statement(s):

I can create climate graphs and analyze photos to investigate the various types of climate and interactions

between climate and human culture.

5.MD.2 I can make a line plot to display a data set of measurements and fractions.

5.E.1.1 I can distinguish that different latitudes and hemispheres result in different seasonal weather patterns.

5.E.1.3 I can identify local weather conditions.


Students will need to have a good overview of the geographic regions used in this activity.

Venn diagram on climate vs. weather. Partners work together to create a Venn diagram that compares and

contrasts weather and climate. Hint: Ask students what they need to determine weather and climate.

Look at a collection of photographs. Students make observations in their journals using key vocabulary from

this unit.


climate climate zone latitude temperature

climate graph elevation precipitation weather


Practice; Distributed Summarizing; Graphic Organizers)

Students choose a city or town in the geographic region the class is focusing on.

1. Data collection.

2. Graphing data

3. Analysis and interpretation

Use the link found in “Lesson Resources” to find a complete set of directions for the teaching strategies.

The link focuses on Ecuador, but this lesson can be adapted to any geographical region.



Photo analysis and climate.

Based on the knowledge gained from the graphing activities, including questioning and analysis, have

students use photos and descriptions to match up climate graphs with areas pictured.

Come back as a whole group to clarify and clear up misconceptions about weather and climate. This can be

done on a large Venn Diagram that can be posted.

Lesson Resources

http://www.learnnc.org/lp/pages/4199?ref=search



Decision 5: Acquisition Lesson Three: Weather Activities with Night of the

Twisters


SL.5.4 While reading the novel Night of the Twisters, students will RL.5.2 and RL.5.3.


I can identify the characteristics of cumulus, stratus, and cirrus clouds.

I can identify the type of weather that each cloud type indicates.

I can display this information on a cloud chart.

I can create a simple barometer to measure air pressure and predict fair and stormy weather.

I can measure and graph daily temperatures and rainfall for one month and use weather trends from graphs to

predict weather conditions.


Students will read the novel Night of the Twisters in Language Arts class (Science activities and novel

reading can run concurrently.)

Students use a think-pair-share to relate and discuss prior experience with weather phenomena.


cumulus cloud cirrus cloud air pressure precipitation thermometer

stratus cloud barometer temperature rain gauge

Strategies for Introducing Key Vocabulary--Clouds

1. Student Self-Assessment of Vocabulary: Students will use a four-column chart with the following labels

“Word”, “I know it”, “I’ve seen or heard it”, and “No clue”. For each vocabulary word, students will rate their

knowledge with a check mark in the appropriate column.

2. Students will make vocabulary flashcards on a ring and/or a vocabulary notebook and/or a foldable. Words will

be color-coded: green for “I know it”, yellow for “I’ve seen/heard it”, and red for “No clue”. Information to

include on the cards or in the notebook or foldable: word, image, and student-friendly definition. Teacher will

guide students through the creation of the cards, notebook and/or foldable.



1. Cloud Depictions

2. Making a barometer

3. Measuring and graphing daily temperatures

4. Measuring and graphing daily rainfall and use the information to predict weather conditions

Use the link found in “Lesson Resources” to find a complete set of directions for the teaching

strategies. Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing)



1. Students complete correct representations of all three types of clouds and include correct information

and the type of weather each type of cloud indicates.

2. Students must be able to read their barometer and explain what’s causing the changes.

3. Students correctly display daily temperature changes on a double bar or line graph.

4. Students correctly display daily rainfall amounts in a bar graph, line graph, or pictograph.

Lesson Resources




Decision 5: Acquisition Lesson Four: Fifth Grade Scott Foresman Leveled

Readers

Language Objective(s), where appropriate: Students will read informational texts on weather phenomena. Students will work toward the standard

RI.5.10.

Lesson Essential Question(s) or “I Can” Statement(s): I can identify cause and effect relationships.

I can draw conclusions and inferences.

I can identify and use a variety of informational text features to aid in my comprehension.

I can make predictions based on prior knowledge and information provided in the text.

I can identify main ideas and supporting details.


Students will preview a selected leveled reader and make predictions based on text features (picture walk).

Students will preview vocabulary using the glossary in the back of the leveled reader.

Students create a K-W-L on the topic of their leveled reader.

Acceleration/Previewing: (key vocabulary) varies based on leveled reader



1. Cause and Effect: Forecasting the Weather, Storm Danger!, The Challenges of Storm Chasing,

Sensational Seasons, Day for Night

2. Draw Conclusions: Storm Danger!, The Challenges of Storm Chasing, Day for Night

3. Compare and Contrast: Wild Weather, Sensational Seasons, When the Disaster’s Over

4. Predict: Wild Weather, The Summer of Hurricane Andrew, Stormy Weather

5. Main Idea and Details: Surviving the Weather: Animals in their Environments, When the Disaster’s Over



Students complete “Reader Response” in the back cover of the leveled reader.

Students will complete sheets provided by Scott Foresman leveled reader workbooks. (Sheets are also found

on www.PearsonSuccessNet.org.

Lesson Resources

Leveled readers listed above.

www.PearsonSuccessNet.org

Scott Foresman Leveled Reader Teacher Guide.

http://www.pearsonsuccessnet.org/

http://www.pearsonsuccessnet.org/


Decision 5: Acquisition Lesson Five: Collecting and Comparing Weather Data


Explain how the weather tools helped you predict the weather.

Lesson Essential Question(s) or “I Can” Statement(s): I can collect and compare weather data to predict particular weather conditions.

I can read basic weather instruments (i.e., barometer, thermometer, anemometer, wind vane, rain gauge.


Think-Pair-Share: Think about helpful tools you use in your life. Acceleration/Previewing:

A tool I use to teach every day is a computer.

Strategies for Introducing Key Vocabulary: Weather Tools

1. Student Self-Assessment of Vocabulary: Students will use a four-column chart with the following labels

“Word”, “I know it”, “I’ve seen or heard it”, and “No clue”. For each vocabulary word, students will rate their

knowledge with a check mark in the appropriate column.

2. Introduce vocabulary with a game of Rivet. Teacher writes blanks for each letter in the target word and gives

the part of speech. Students guess what the whole word is (not letters like in Hangman). As students make

guesses, teacher gives a one-letter clue. Eventually, the entire word is revealed, and teacher guides students in

making and recording student-friendly definitions. See Pat Cunningham, 4 Blocks Guided Reading materials

for further explanation of Rivet.

3. A similar introduction strategy is Weather Pictionary. Students make guesses as teacher sketches target

vocabulary words. To complete activity, teacher guides students to make and record student-friendly

definitions.

4. Picture labeling: Teacher guides students to label pictures of weather tools appropriately by giving definitions.

Example: This tool is used to measure the temperature of the outside. Students place labels on pictures, and

pictures remain posted as a temporary word wall.

5. Video: To build background on weather tools, use the video “Weather” from Idaho PTV D4K, accessed

through www.teachersdomain.org . (You need to sign up for a free account to have unlimited access to this

video collection from PBS.)

Strategies for Introducing Key Vocabulary: Air Pressure/Fronts

1. Students will use a variety of graphic organizers to record student-friendly definitions of target vocabulary.

See examples from irondalecom.jefcoed.com (See Science Vocabulary Graphic Organizers). Also, students

can use Frayer maps. Other resource websites include www.cmase.pbworks.com/w/page/6923144/foldables

(scroll down to Graphic Organizers).

http://www.teachersdomain.org/

http://www.irondalecom.jefcoed.com/

http://www.cmase.pbworks.com/w/page/6923144/foldables




Using the attached document with pictures, give each student one picture. Students will then have to

place their picture under weather or non-weather tools. These will be placed on a large T-chart. Next

have students look at/hold the tools and read the information in Weather Forecasting (Delta) to tell

what each tool is used for.

Have students collect weather data using their instruments (or a weather station). Then predict the

weather for the following day. Finally, on the next day, have students compare their prediction with the

actual forecast.

Students should collect weather data for 1-2 weeks.



Ticket Out The Door: Explain how the weather tools helped you predict the weather.

Lesson Resources Internet access

Delta Science Reader Weather Forecasting

Weather Tool Document


Weather or Not Tools

http://www.google.com/imgres?q=tools&num=10&hl=en&safe=active&tbo=d&biw=1024&bih=509&tbm=isch&tbnid=8hbCY7-F5-RpFM:&imgrefurl=http://www.globalspec.com/learnmore/tools_instruments/crimp_tools&docid=tbCojchtu5tvyM&imgurl=http://www.globalspec.com/ImageRepository/LearnMore/20129/ASTM_PEX_Crimp_Tool_3Ca64f4633735f4d9c93933bdd4bcdea53.png&w=800&h=577&ei=Bd3-UPO-OY6E8QSQtoHIDg&zoom=1&iact=hc&vpx=2&vpy=182&dur=1670&hovh=191&hovw=264&tx=108&ty=115&sig=108048053367171656270&page=2&tbnh=128&tbnw=194&start=16&ndsp=15&ved=1t:429,r:16,s:0,i:131

http://www.google.com/imgres?q=thermometer&num=10&hl=en&safe=active&tbo=d&biw=1024&bih=509&tbm=isch&tbnid=DzV3PkJPvK6H6M:&imgrefurl=http://depositphotos.com/4830187/stock-illustration-Thermometer-celsius-fahrenheit.html&docid=A1H5v56UedAcqM&imgurl=http://static5.depositphotos.com/1044545/483/v/950/depositphotos_4830187-Thermometer-celsius-fahrenheit.jpg&w=706&h=1024&ei=at3-UO-_F42W8gTbjID4DA&zoom=1&iact=hc&vpx=256&vpy=2&dur=608&hovh=270&hovw=186&tx=86&ty=141&sig=108048053367171656270&page=2&tbnh=135&tbnw=93&start=20&ndsp=27&ved=1t:429,r:22,s:0,i:155

http://www.google.com/imgres?q=measuring+cup&hl=en&safe=active&tbo=d&biw=1024&bih=509&tbm=isch&tbnid=dzlo8dFuutt1fM:&imgrefurl=http://www.katom.com/144-25MCCW135.html&docid=rR-KYClDWgdVOM&imgurl=http://144.katomcdn.com/144-25mccw_large.jpg&w=600&h=539&ei=q93-UM7_JJOk8ATT0YGQBA&zoom=1&iact=hc&vpx=625&vpy=161&dur=140&hovh=213&hovw=237&tx=101&ty=218&sig=108048053367171656270&page=2&tbnh=138&tbnw=155&start=18&ndsp=18&ved=1t:429,r:34,s:0,i:187

http://www.google.com/imgres?q=dental+tools&um=1&hl=en&safe=active&tbo=d&qscrl=1&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=g2DyNx3DY2QO8M:&imgrefurl=http://www.123rf.com/photo_8364029_set-of-dental-tools-on-a-napkin.html&docid=qzY5SFy8wH4PvM&imgurl=http://us.123rf.com/400wm/400/400/rakim/rakim1012/rakim101200021/8364029-set-of-dental-tools-on-a-napkin.jpg&w=1200&h=900&ei=EN7-UInLE4yY9QT3rYH4BA&zoom=1&iact=rc&dur=406&sig=108048053367171656270&page=2&tbnh=142&tbnw=251&start=15&ndsp=17&ved=1t:429,r:15,s:0,i:125&tx=148&ty=75

http://www.google.com/imgres?q=barometer&hl=en&safe=active&sa=X&tbo=d&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=yC4sdhDIUxemhM:&imgrefurl=http://www.novalynx.com/230-p111.html&docid=zy4t4Da86S08XM&imgurl=http://www.novalynx.com/images/230-p111.jpg&w=321&h=320&ei=mt7-ULK4AZHa8ASL_4DYDg&zoom=1&iact=hc&vpx=260&vpy=166&dur=203&hovh=224&hovw=225&tx=112&ty=210&sig=108048053367171656270&page=1&tbnh=137&tbnw=145&start=0&ndsp=21&ved=1t:429,r:9,s:0,i:110

http://www.google.com/imgres?q=saw+tool+pictures&hl=en&safe=active&tbo=d&qscrl=1&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=HTtV04LizksFQM:&imgrefurl=http://www.ecvv.com/product/3224972.html&docid=PpE6f8n3cYy9lM&imgurl=http://upload.ecvv.com/upload/Product/201111/China_Bow_Saw_Household_Tool20111141641122.jpg&w=600&h=500&ei=F9_-UJ6_PJL68QTd_YGQCg&zoom=1&iact=hc&vpx=329&vpy=164&dur=234&hovh=205&hovw=246&tx=148&ty=111&sig=108048053367171656270&page=3&tbnh=130&tbnw=203&start=33&ndsp=23&ved=1t:429,r:41,s:0,i:208

http://www.google.com/imgres?q=garden+hoe&hl=en&safe=active&tbo=d&qscrl=1&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=uDis2jjiRq1rrM:&imgrefurl=http://www.ruralking.com/lawn-garden/gardening-equipment/rakes-accessories/garden-eagle-hoe.html&docid=bw2tSYvpnDvUlM&imgurl=http://www.ruralking.com/media/catalog/product/cache/1/image/9df78eab33525d08d6e5fb8d27136e95/0/0/005071649.jpg&w=1425&h=1200&ei=ot_-UJOfBpO-9QT06YDABA&zoom=1&iact=hc&vpx=2&vpy=168&dur=141&hovh=206&hovw=245&tx=86&ty=118&sig=108048053367171656270&page=2&tbnh=134&tbnw=160&start=19&ndsp=19&ved=1t:429,r:26,s:0,i:163

http://www.natural-lifestyle.com/GT-3057.jpg

http://www.google.com/imgres?q=anemometer&hl=en&safe=active&tbo=d&qscrl=1&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=MzBXb1S5cxpC_M:&imgrefurl=http://depositphotos.com/5762251/stock-photo-Anemometer-.html&docid=36BTnrzKWrlrTM&imgurl=http://static6.depositphotos.com/1012859/576/i/950/depositphotos_5762251-Anemometer-.jpg&w=1024&h=1024&ei=VOD-ULS4A4mg9QS3_YDwCQ&zoom=1&iact=hc&vpx=469&vpy=149&dur=1435&hovh=225&hovw=225&tx=134&ty=166&sig=108048053367171656270&page=2&tbnh=144&tbnw=171&start=19&ndsp=20&ved=1t:429,r:36,s:0,i:193


http://www.google.com/imgres?q=paint+brush&hl=en&safe=active&tbo=d&qscrl=1&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=dsQwD-YVt8QWGM:&imgrefurl=http://www.beatsons.co.uk/painting-decorating-c1587/brushes-c498/contract-200-paint-brush-50mm-2in-p7651&docid=2ZdvKB9N8cVZNM&imgurl=http://images.beatsons.co.uk/images/products/zoom/1350489891-33369800.jpg&w=1000&h=1000&ei=qOD-UMaOKYnq9ATHooCIDg&zoom=1&iact=hc&vpx=284&vpy=149&dur=265&hovh=225&hovw=225&tx=102&ty=182&sig=108048053367171656270&page=2&tbnh=138&tbnw=143&start=20&ndsp=18&ved=1t:429,r:22,s:0,i:151

http://www.google.com/imgres?q=scraper+tool&hl=en&safe=active&tbo=d&qscrl=1&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=U53hcqfIKVk9fM:&imgrefurl=https://plus.google.com/u/0/communities/115406093786292678263/stream/8e8e0884-414c-4f40-b8dc-f4fe3f4e4572&docid=EMLUMGNF2jB8hM&imgurl=https://lh4.googleusercontent.com/-BL3GHkfR7Ak/UMYdOX9YfDI/AAAAAAAAHQU/p3WW9s1WxKo/w497-h373/scraper-tool.png&w=497&h=214&ei=G-H-UMz3Bom69gSRtoGQDA&zoom=1&iact=hc&vpx=635&vpy=227&dur=1108&hovh=147&hovw=342&tx=192&ty=143&sig=108048053367171656270&page=2&tbnh=135&tbnw=270&start=18&ndsp=17&ved=1t:429,r:28,s:0,i:169

http://www.google.com/imgres?q=corn+shucker&hl=en&safe=active&tbo=d&qscrl=1&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=Rb03E7tpwsgKDM:&imgrefurl=http://www.millercountymuseum.org/archives/110530.html&docid=1xArRqIWavo1uM&imgurl=http://www.millercountymuseum.org/archives/presidents/110530_53_CornShucker.jpg&w=500&h=337&ei=muH-UJ_GD4Os8QTO_4HwBg&zoom=1&iact=hc&vpx=523&vpy=206&dur=7067&hovh=184&hovw=274&tx=85&ty=132&sig=108048053367171656270&page=3&tbnh=130&tbnw=215&start=36&ndsp=18&ved=1t:429,r:46,s:0,i:223

http://www.google.com/imgres?q=rain+gauge&hl=en&safe=active&tbo=d&qscrl=1&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=NAuFObi7N8c_TM:&imgrefurl=http://www.kcare.ksu.edu/p.aspx?tabid=885&docid=0D1kREv_h-R5YM&imgurl=http://www.kcare.ksu.edu/fullsize2450.ashx&w=600&h=1677&ei=AOL-UNKQIZKC9gS_qoE4&zoom=1&iact=hc&vpx=115&vpy=-3&dur=3073&hovh=376&hovw=134&tx=113&ty=362&sig=108048053367171656270&page=2&tbnh=146&tbnw=58&start=21&ndsp=22&ved=1t:429,r:37,s:0,i:196

http://www.google.com/imgres?q=can+opener&hl=en&safe=active&tbo=d&qscrl=1&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=zNXwUp0zG_i7TM:&imgrefurl=http://junktrades.blogspot.com/2012/12/cheap-can-opener.html&docid=Uxb6twMqlYs-AM&imgurl=http://1.bp.blogspot.com/-wmlcJBWghiI/UM5FYOp-FhI/AAAAAAAAAv0/WZ0T37Uzq2Y/s1600/can_opener_home_type.jpg&w=300&h=300&ei=seL-UJ-xE4q-9gSbmIHADA&zoom=1&iact=rc&dur=250&sig=108048053367171656270&page=2&tbnh=150&tbnw=175&start=17&ndsp=17&ved=1t:429,r:28,s:0,i:169&tx=124&ty=72

http://www.google.com/imgres?q=wind+vane&hl=en&safe=active&tbo=d&qscrl=1&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=Sx_z7lheqbRIGM:&imgrefurl=http://www.alwayshobbies.com/Models/Outdoor-Projects/Cockerel-Wind-Vane-Plans.ice&docid=qsIrPfrOYw8ZPM&imgurl=http://www.alwayshobbies.com/UserData/root/Images/Products/000652_0.jpg&w=742&h=1000&ei=IeP-UJiaLojO9QSrroGYCA&zoom=1&iact=hc&vpx=489&vpy=113&dur=343&hovh=261&hovw=193&tx=96&ty=255&sig=108048053367171656270&page=2&tbnh=134&tbnw=92&start=19&ndsp=24&ved=1t:429,r:22,s:0,i:151

http://www.google.com/imgres?q=flour+sifter&hl=en&safe=active&tbo=d&qscrl=1&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=9hHl9C3MMlcNfM:&imgrefurl=http://www.amazon.com/Nordic-Ware-5-cup-Flour-Sifter-Silver/dp/B006C2A6LS&docid=H9Ks1nEPmSlaIM&imgurl=http://ecx.images-amazon.com/images/I/51JT-xoB7vL._SL500_SS500_.jpg&w=500&h=500&ei=Z-P-UKXJNpHi9gTyrIHIBg&zoom=1

http://www.google.com/imgres?q=scissors&hl=en&safe=active&tbo=d&qscrl=1&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=sHPJdg88EpNlqM:&imgrefurl=http://en.wikipedia.org/wiki/File:Small_pair_of_blue_scissors.jpg&docid=1z9QNGxcOV3TCM&imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/2/29/Small_pair_of_blue_scissors.jpg/1024px-Small_pair_of_blue_scissors.jpg&w=1024&h=768&ei=5uP-ULSgIIWy9gS__oG4Cg&zoom=1&iact=hc&vpx=718&vpy=174&dur=78&hovh=194&hovw=259&tx=194&ty=120&sig=108048053367171656270&page=2&tbnh=135&tbnw=169&start=18&ndsp=18&ved=1t:429,r:23,s:0,i:154

http://www.google.com/imgres?q=squeegee&hl=en&safe=active&tbo=d&qscrl=1&rlz=1T4RLTB_enUS520&biw=1024&bih=509&tbm=isch&tbnid=lWAAU6c1CL47uM:&imgrefurl=http://www.simplehuman.com/stainless-steel-squeegee&docid=W9q4K4p5Bt5uVM&imgurl=http://d33872uhrikr8k.cloudfront.net/catalog/product/cache/1/image/585x477/9df78eab33525d08d6e5fb8d27136e95/b/t/bt1079-main-v2.jpg&w=585&h=477&ei=R-T-UJ2iDpDq8gTMioGACA&zoom=1&iact=hc&vpx=2&vpy=145&dur=1217&hovh=203&hovw=249&tx=110&ty=131&sig=108048053367171656270&page=2&tbnh=140&tbnw=185&start=12&ndsp=18&ved=1t:429,r:12,s:0,i:119


Decision 5: Acquisition Lesson Six: Global Weather


Explain to your partner the global wind patterns that occur in North America.


I can analyze global weather patterns and their influence on local weather.


Number students ones and twos. Ones tell twos what local means, and twos tell ones what global means.

Then, ones tell twos what weather means, and twos tell ones what climate means.

Acceleration/Previewing:

A tool I use to teach every day is a computer.

Strategies for Introducing Key Vocabulary: Air Pressure/Fronts

Students will use a variety of graphic organizers to record student-friendly definitions of target vocabulary.

See examples from irondalecom.jefcoed.com (See Science Vocabulary Graphic Organizers). Also, students

can use Frayer maps. Other resource websites include www.cmase.pbworks.com/w/page/6923144/foldables

(scroll down to Graphic Organizers).



Read pages in Harcourt C78-C83. This gives a good background for understanding global weather.

The following live binder has website activities to teach students global weather patterns. Allow students to

go to the link and view the sites. They will learn a lot about patterns by investigating on their own or with a

partner.

http://www.livebinders.com/play/play?id=408429



Illustrate a map of the world which includes global wind patterns.

Lesson Resources Internet access

Harcourt Science Book

Harcourt Science Workbook 156 and 157

http://teachingboxes.org/jsp/teachingboxes/weatherEssentials/wind/sequence/lesson4_activity1.jsp

http://www.irondalecom.jefcoed.com/

http://www.cmase.pbworks.com/w/page/6923144/foldables

http://www.livebinders.com/play/play?id=408429

http://teachingboxes.org/jsp/teachingboxes/weatherEssentials/wind/sequence/lesson4_activity1.jsp


Decision 5: Acquisition Lesson Seven


W.5.7-9


I can write a research report on a hurricane in history.


Turn and talk about a major storm you have heard about and the damage it did.

Turn and talk about good research practices on the internet.




1. Students will use the link below to pick a hurricane to research.

2. Students who pick the same hurricane are grouped together to research the hurricane.

3. Research must include the areas of impact, the date(s) of landfall, the category (size) of the hurricane,

the death toll, damages (cost), recovery effort, and at least three interesting facts.

4. After students research collaboratively, students must write a research report on their findings

individually. Also, students will need to include a student-created map to show the hurricane’s path.

Refer to the county rubric to see writing requirements.



Students will present their reports in chronological order and share the visual aid in the presentation.

Lesson Resources

http://www.nhc.noaa.gov/outreach/history/

http://www.nhc.noaa.gov/outreach/history/

Decision 6 - Extended Thinking Activities

Decision 6: Extending Thinking Activities

Include extending activities for several lessons in the essential units.

Cause/Effect Compare/Contrast Deduction

Justification Induction Analyzing Perspective

Error Analysis Abstracting Evaluation

Classifying Constructing Support Writing Prompt

Decision 7 – Differentiating the Unit

Decision 7: Differentiating the Unit

What accommodations will you make in order to meet the varied interests, learning styles, and

ability levels of all students?

choice menus compacting grouping

seating visual, auditory, kinesthetic activities scaffolding

real world meaning interests

Weather 5.E.1

Choice Board Activities

Folklore Forecasts: Compare/contrast modern day forecasting with forecasting throughout history.

Distribute list of weather-wise sayings and determine their meanings.

Look Who's on the 6 O’clock News: Write a script for a weather forecast. Students present forecasts

using maps, and other students record presentations using iPads and flip cameras.

Photo Book: Students use an iPad to take pictures of various cloud types and then present findings to

class.

Weather Wheel: Students create a weather wheel of different types of fronts.

Tessellating Snowflakes: Read aloud the book Snowflake Bentley by Jacqueline Briggs Martin, and have

students create snowflakes using hexagon shapes in repeating patterns.

Frayer Map of Different Storm Types: Construct Frayer maps on paper. The center of the map should

list the type of storm and the four categories should be labeled conditions, features, safety, and locations.

Extension: Create a PowerPoint presentation of the different storm types.

A Storm of Poetry: Students write weather-related poetry using a variety of poetry styles.

Journal: Students write journal entries from the perspective of a child living through a hurricane and its

aftermath.

Weather around the World: Students research to discover how latitude/longitude impact weather/

climate. Global patterns should be noted.

Resource Book

Weather and Climate: Curriculum-Based Hands-On Activities Grades 4-6 (A Mailbox publication)

ISBN 1-56234-394-7

TEC1732 Investigating Science: Weather and Climate

Decision 8 – Unit Calendar

Decision 8: Unit Calendar

Determine the most viable sequence for the experiences, activities, and lesson and create a

timeline.

Lesson 1 Understanding Forecasting 2-3 days

Lesson 2 A Land of Climate Diversity 2-3 days

Lesson 3 Weather Activities with Night of the Twisters 3-4 weeks

Lesson 4 Fifth Grade Scott Foresman Leveled Readers 1 day

Lesson 5 Collecting and Comparing Weather Data 1 day

1-2 weeks for weather data collection

Lesson 6 Global Weather 1-2 days

Lesson 7 Research Natural Disasters 7-10 days

Decision 9 – Resources

Decision 9: Resources

Provide graphic organizers, links, book titles, websites, etc. that provide support for teaching this

unit.

All resources can be found within each lesson.

Unit Designers

Unit Designers:

Date: January 22, 2013

Name School

Diane Norgan Upward

Rebecca Blackwell Upward

Michelle Zimmer Upward

Jessica Hambley MRS

Robin Atwell MRS

Allison Keever Etowah

Grade 5 Earth Science Unit (5.E.1) - Where Tomorrow · PDF fileGrade 5 Earth Science Unit ......

Documents

Transcript of Grade 5 Earth Science Unit (5.E.1) - Where Tomorrow · PDF fileGrade 5 Earth Science Unit ......