Land and Water - Center for Learning in Action · of land and water. Water is found in the ocean,...
Transcript of Land and Water - Center for Learning in Action · of land and water. Water is found in the ocean,...
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LandandWater
EarthScience/Grade2
Inthisunit,studentswilllearnaboutthelandformsandbodiesofwaterthatmakeupourplanet.Duringthisunit,studentswilllearnhowtomapthesestructures.StudentswilllearnaboutchangestotheEarth’sstructurethrougherosionandhowtheymightbeprevented.
AuthorsJoyDeMayo,Grade2Teacher,ColegroveParkElementarySchoolAnnieGagnon,Biologymajor,MassachusettsCollegeofLiberalArtsLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolValeriaSosa-Garnica,PoliticalSciencemajor,WilliamsCollege
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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,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn).
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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
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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?
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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.
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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.
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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
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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
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● 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
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TieredVocabularyList
Tier1 Tier2 Tier3
MountainHillWater
DirectionWindLandBoulderPlants
LandformModelsModeling
PresentationMaps
RepresentationReviseBayCliffLedgeErosionMan-madeNaturalBarrier
PlateauHoosicRiver
GulfCanalAcrosticGlobe
CompassWeatheringSeabedDike
Windbreak
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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)
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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
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1pergroup(4setstotal)
LandformPictures Bin
1pergroup(4setstotal)
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
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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.
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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
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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.
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4. Techinfusion:ExploredifferentlandscapesandidentifythelandformsstudentsseethroughGoogleCardboard.5. GoogleEarth:DownloadGoogleEarthandallowstudentstoexploretheprogram.Askstudentstoexploreandreport
onthedifferentfunctionsGoogleEarthallows?
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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:
● Examplesoftypesoflandformscanincludehills,valleys,riverbanks,anddunes.● Examplesofwaterbodiescanincludestreams,ponds,bays,andrivers.● Quantitativescalinginmodelsorcontourmappingisnotexpected.
2-ESS2-3.Useexamplesobtainedfrominformationalsourcestoexplainthatwaterisfoundintheocean,riversandstreams,lakesandponds,andmaybesolidorliquidSocialStudies2.4.Describehowmapsandglobesdepictgeographicalinformationindifferentways.
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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
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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*
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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.
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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
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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]
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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.
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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
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Extension
1. HoosicRiver:PlanafieldtriptotheHoosicRiverandhavestudentssketch,photographandtakevideosoftheriverandsurroundingarea.
2. Independentresearch/homeworkalternative:havestudentschooseabodyofwatertheywanttolearnmoreabout
3. UsingmapsofMassachusettsandtheUnitedStates,helpstudentsidentifytheriversandoceansonthemap.Have
studentscircleriversandbracketoceans.
4. Techextension:Studentscanplayaroundonthiswebsite:http://www.fullscreen360.com/whichwillallowstudentstoexplorerelativesizesofcountries.
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Lesson3:AnIntroductiontoLandforms(LiteracyLesson)
BACKGROUND
OverviewoftheLessonInthislesson,studentswillreadarhymingbookaboutlandforms.Studentswillwriteanacrosticpoemforoneofthelandformsstudied. FocusStandardLiteracy2.W.7.Participateinsharedresearchandwritingprojects(e.g.readanumberofbooksonasingletopictoproduceareport:recordscienceobservations).LearningTargetsIwillidentifydifferentlandformsfoundonourplanet.Iwillbeabletodescribecharacteristicsoflandforms. AssessmentStudentswillwriteanacrosticpoemfocusingonthecharacteristicsofaspecificlandform,andapplytheirknowledgeofcharacteristicsbycreatingaphysicalrepresentationalongsidethepoem.
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KeyVocabularyTier3:Acrostic
RESOURCESANDMATERIALSQuantity Item Source
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
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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
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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.
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Lesson4:Mapping
BACKGROUND
OverviewoftheLessonInthislesson,studentswilllearnbasicinformationinordertounderstandmaps.Studentswilllearnhowtoreadmapsandthenhowtouseknowledgetocreateandimproveoriginalmaps.Thestudentsshouldincorporateinformationaboutlandformsandbodiesofwaterintotheirmap-making.NOTE:Thislessonrequiressomeprepworkbeforebeginning.ThislessonalsoincludestheuseofiPads.
FocusStandard(s)2-ESS2-2.Maptheshapesandtypesoflandformsandbodiesofwaterinanarea.ClarificationStatements:
● Examplesoftypesoflandformscanincludehills,valleys,riverbanks,anddunes.● Examplesofwaterbodiescanincludestreams,ponds,bays,andrivers.● Quantitativescalinginmodelsorcontourmappingisnotexpected.
TechnologyK2:3.1Usevariousage-appropriatetechnologiestolocate,collect,andorganizeinformation.Geography4.Describehowmapsandglobesdepictgeographicalinformationindifferentways.(G)
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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
RESOURCESANDMATERIALSQuantity Item Source
1 Treasure Bin 1 There’saMaponMyLap!ByDr.Seuss Bin 1 LookingatMapsandGlobesbyRebeccaOlien.
Bin
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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**
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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
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● 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
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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
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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
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examplesoflandmarksmightberoads,trees,streetsigns,parks,pools,parkinglots,etc.c. Option3:Thestudentscouldjustbeprovidedwithamazeexercise,e.g.helpingthemousefindthecheese,theend
productofwhichwouldbeamapforthemousefromitsstartinglocationtoitstreasure.
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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
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AssessmentStudentswillbeassessedonparticipationintheerosionpresentationandclassdiscussions,aswellastheaccuracyoftheiranswerstothepairedtextquestions. WIDALanguageObjectivesWritetwosentencesusingsentencestartersthatdescribetheeffectofmovingwindandwater.KeyVocabularyTier1:wind,water,landTier3:erosion,weathering
RESOURCESANDMATERIALSQuantity Item Source
1perstudent ScienceJournals ClassroomTeacher1perstudent PlasticStraw Bin1perstudent PlasticBowl Bin1 SprayBottle Bin2 PlasticCups Bin
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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
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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.
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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.
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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/
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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).
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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.
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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
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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]
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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
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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.
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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.
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LearningTargetsIcanexplaintheprocessoferosionfromaclifftosand.Icanpredicttheoutcomeofthecookieerosionactivity.AssessmentStudentswillbeassessedontheirparticipationandtheirsciencejournalentry. WIDALanguageObjectives(DependentontheneedsofELLstudents.)KeyVocabulary Tier1:boulderTier2:bay,cliff,ledgeTier3:seabed
RESOURCESANDMATERIALSQuantity Item Source
1perstudent ScienceJournals ClassroomTeacher 1 CrackingUp-AStoryAboutErosion Bin ProjectorandComputer ClassroomTeacher 1 Largeclearglassjar Bin 1package Chocolatechipcookies Bin
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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
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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.
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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.
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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
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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
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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
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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
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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
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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.
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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:
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Icanperformgroupresearchonlandformsandbodiesofwaterusingassignedsourcesandsourcestheyfindontheirown.Icanwriteaparagraphabouttheirresearchtopic.IcanproduceandpresentaPowerPoint.Assessment(s)
● Participationingroupresearch● ThecontentinthePowerPointpresentationsandthewrittenparagraphs
RESOURCESANDMATERIALSQuantity Item Source
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
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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.
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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.
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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ListofUnitResourcesLesson1
Quantity Item Source
1 ProjectorandComputer
ClassroomTeacher
LearningAboutLandforms:https://www.youtube.com/watch?v=KWTDmg8OI_Y.
Thumbdrive
1pergroup(4setstotal)
LandformPictures Bin
1pergroup(4setstotal)
LargeWordsforLandformMatching Bin
1perstudent LandformPictures Binder
1perstudent TypesofLandformsWorksheet Binder
1 LandformPowerPoint ThumbDrive
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1perstudent Graphpaper Bin
1perstudent Scissors ClassroomTeacher
1perstudent Glue ClassroomTeacher
2-3 GoogleCardboard Bin
2 Smartphone ClassroomTeacher
1perstudent “TheRockyMountains”ReadingandQuestions Binder
1perstudent “TheGreatLakes”ReadingandQuestions Binder
1perstudent PairedTextQuestions Binder
Lesson2
Quantity Item Source
2perstudent PieceofPaper ClassroomTeacher
ProjectorandComputer ClassroomTeacher
1 TheWaterBodies: Thumbdrive
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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https://www.youtube.com/watch?v=bNWuQD7QHBc
1perstudent BodiesofWaterPictureSheet Bin
1perstudent DefinitionCards Bin
1perstudent Gluestick ClassroomTeacher
1perstudent Scissors ClassroomTeacher
1pergroupof3-4
iPads ClassroomTeacher
QRCodesheets(9totalQRcodes) Thumbdrive
TheClassroomTeacherwillneedtoprintthesepriortothelesson
9perstudent Stickers Bin
1perstudent PieceofPaperorlabeledworksheetforstickerchart ClassroomTeacher
10(1pertypeoflandform)
Laminatedimagesofbodiesofwater Bin
2-3 GoogleCardboard Bin
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1or2perstudent
Graphpaper ClassroomTeacher
1perstudent “AmericanCrocodiles”ReadingandQuestions Binder
1perstudent “ProtectingtheWetlands”ReadingandQuestions Binder
Lesson3
Quantity Item Source
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
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Coloredpencils/markers ClassroomTeacher
2tubs AirDryClay Bin
Lesson4
Quantity Item Source
1 Treasure Bin
1 There’saMaponMyLap!ByDr.Seuss Bin
1 LookingatMapsandGlobesbyRebeccaOlien.
Bin
iPads ClassroomTeacher
5 Dryerasemarkers ClassroomTeacher
2copiesofeach LaminatedMaps:(BerkshireCounty,Massachusetts,UnitedStates)
Bin
2 Globe ClassroomTeacher/Bin
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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
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ColoredPencils/Markers ClassroomTeacher
Lesson5
Quantity Item Source
1perstudent ScienceJournals ClassroomTeacher
1perstudent PlasticStraw Bin
1perstudent PlasticBowl Bin
1 SprayBottle Bin
2 PlasticCups Bin
1 Emptyplasticbottle(10-20oz.) Bin
1Largebag Sand Bin
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1Largebag Soil Bin
3 Aluminumfoilcakepan Bin
4 Aluminumfoilsheettray(atleast3inchesdeep) Bin
Pencils ClassroomTeacher
1perstudent ErosionDataSheet Binder
1 ComputerandProjector ClassroomTeacher
“WhyDoRiversCurve?”https://www.youtube.com/watch?v=8a3r-cG8Wic&feature=youtu.be
GrandCanyonVideohttps://youtu.be/t8_AclTA0pw
GlacierVideohttps://youtu.be/lTNnw0btcLI
V-ShapedValley
Thumbdrive
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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https://www.youtube.com/watch?v=FIn0UoeDyVg
U-ShapedValleyhttps://www.youtube.com/watch?v=prf7Xon0hJQ
1perstudent BerkshireTopographicMap Bin
Lesson6
Quantity Item Source
1perstudent ScienceJournals ClassroomTeacher
1 CrackingUp-AStoryAboutErosion Bin
ProjectorandComputer ClassroomTeacher
1 Largeclearglassjar Bin
1package Chocolatechipcookies Bin
1 Sand&cliffimage Bin
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1set Laminatedcharactercardsonpopsiclesticks Bin
Lesson7
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
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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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
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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Lesson8
Quantity Item Source
1setpergroup BodiesofWaterResearchResources BinandClassroomTeacher
1setpergroup LandformsResearchResources BinandClassroomTeacher
1perwaterstudent BodiesofWaterDataCollectionSheets(2total) Binder(teachertomakecopies)
1perlandformstudent LandformsDataCollectionSheets(2total) Binder(teachertomakecopies
1perstudent Laptops ClassroomTeacher
1perstudent ScienceJournals ClassroomTeacher
Choiceofmaterialsforcreativedepictions(tissuepaper,coloredpaper,crayons,miscellaneousartsupplies,clay)
Bin
ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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1 Projectorforpresentations ClassroomTeacher