Processes That Shape the Earth Strand D - Broward …€¦ · · 2004-04-20erosion – the process of moving sediment ... Brainstorm ingredients in a chocolate chip cookie

Processes ThatProcesses ThatProcesses ThatProcesses ThatProcesses That

Shape the EarthShape the EarthShape the EarthShape the EarthShape the Earth

Strand DStrand DStrand DStrand DStrand D

5th Grade Science5th Grade Science5th Grade Science5th Grade Science5th Grade Science

Daily LessonsDaily LessonsDaily LessonsDaily LessonsDaily Lessons

TEACHER’S GUIDE

This binder contains science lesson plans for 5th grade teachers. All lesson plans are correlated to the SunshineState Science Standards, Strands, Benchmarks and the Harcourt Science series. All activities, demonstrations,centers and FCAT Dailies are included in the lesson plans.

When using these plans please keep in mind that not all students learn at the same rate. Some students mayneed more time in mastering a benchmark than the time allotted for each one. Also, students may master abenchmark in less time than is allotted. Please make the necessary changes as you proceed through thebenchmarks.

Each lesson lists the benchmark to be covered. Those benchmarks that are indicated Annually Assessed willbe on the science FCAT every year. Those benchmarks that are indicated Content Sampled will be randomlyselected each year for the science FCAT.

Each lesson lists essential questions. Students need to acquire the knowledge needed to answer these questionsnot only to do well on the science FCAT but also to develop science literacy skills.

The vocabulary words listed are from the glossary provided by the Department of Education. It is essential thatstudents understand these vocabulary words. These specific words will not be defined in the stem of the FCATscience question.

Science content will include demonstrations, activities, and reading from Harcourt Science. When HarcourtScience does not have material to cover a benchmark other reading material is indicated. If the suggestedsupplemental materials are not in your schools you may substitute books related to the content that are in yourMedia Center or type in key words to access Internet information. Since it is not possible for teachers to coverevery single page and do every activity in the Harcourt Science series only those chapters, lessons, andactivities that correlate to the benchmarks are indicated on the lesson plans.

Each lesson and activity includes an assessment. Keep in mind that assessment drives instruction. The moreyou assess and evaluate students understanding of the concepts presented the more you ensure that yourstudents are acquiring the necessary science skills to master the benchmarks.

Please read the lessons for the entire week. Teacher preparation may be necessary for some of the activities.When this occurs, you will see a section labeled Teacher Preparation the day before the activity occurs. Thiswill give you some time to gather the materials you need.

ACKNOWLEDGEMENTS

The Science Department would like to thank the following for their assistance in providing these science lessonplans to 5th grade teachers:

Nancy Barba Director, Program DevelopmentAngie Francos Welleby ElementaryKathryn Hoffman Eagle Ridge ElementaryStephanie Patterson Coral Park ElementaryCarolyn Sant Angelo Indian Trace Elementary

These 5th grade science lesson plans were developed and written under the direction of Rose-Marie Botting,Science Curriculum Specialist. It is hoped that these science lesson plans will assist you in deliveringscience curriculum. If you have any questions please contact Rose-Marie Botting at 954.767.8407.

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Processes thatShape the EarthStrand D Materials for Strand D

5th Grade Science

OVERVIEW

REQUIRED TEXTSHarcourt Science, grade 5

REQUIRED VIDEOSoaring with FCAT Science Video for Strand D – Processes That Shape The Earth

NECESSARY MATERIALSDay 1

1 cup of sand1 cup of soil from the schoolyard1 cup of potting soil1 package of radish seeds

Day 21 box of toothpicks1 paper cup with small amount of water1-2 boxes of chocolate chip walnut cookies or oatmeal raison

Day 7rulers1 gallon jug container with water1 wooden block or an object to prop up tray1 large kitchen tray or painter’s trayenough clean playground sand to fill tray

Day 101 or 2 clear straws1 hardboiled egg or cupcake with filling in the middle and frosting on the outside

Day 134 sheets of paper towels per group of students1 cup of water

Day 17 & 181 bottle of glue for each group of students1 roll of Scotch tape or masking tape per group1 package of pipe cleaners per group1 or 2 pairs of scissors per groupscraps of materials brought in from home by students

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Processes thatShape the EarthStrand D

5th Grade Science Day

BENCHMARK SC.D.1.2.1 (Content Sampled):The student knows that larger rocks can be broken down intosmaller rocks, which in turn can be broken down to combine withorganic material to form soil. (Assesses D.1.2.4)

ESSENTIAL QUESTIONS:How is soil formed?

answer: Soil is formed as rocks break into smaller pieces andmix with decomposing organic material.

How are rocks formed?answer: Rocks are formed in the rock cycle that includesmagma, igneous rocks, sediment, sedimentary rocks, andmetamorphic rocks. Each type of rock is formed in adifferent way. Igneous rocks are formed when magmaseeps through cracks in the Earth’s surface and cools andsolidifies. Sedimentary rocks were once parts of olderrocks, plants and animals. They began as loose materialand over a period of time hardened into solid rocks.Metamorphic rocks are placed under heavy pressure andhigh temperatures. A metamorphic rock at one time couldhave been a sedimentary or igneous rock.

VOCABULARY FOR WORD WALL:soil – natural and organic material that has been processed

into fine particles rich with nutrients found on the surface ofthe earth.

organic – material that originated from life forms

FCAT SCIENCE DAILIES:Students answer questions and discuss (answer to 1 is Band to 2 is H).

CONTENT/ DEMONSTRATIONWatch the “Soaring with FCAT Science” Video for Strand D – EarthScience. It is highly encouraged that you review the sections withyour class throughout the video that relates to the benchmark youare teaching. All benchmarks are covered in this video.

ASSESSMENT:As students complete the Science Investigation Station, they willanswer questions provided on the backside of the Science Centerpage 30. Model how you want them to label a page in their sciencejournals and write or illustrate the answers for these assessments.

1D

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TEACHER PREPARATION FOR NEXT DAY’S LESSON

Materials per student1 toothpick1 paper plate or napkin1 paper cup with small amount of water1-2 chocolate chip walnut cookie (oatmealraisin works well too)

1D

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Processes thatShape the EarthStrand D Science Center


Science Strand DWhich Soil is Best?

Benchmark SC.D. 1.2.1 (CS) The student knows that larger rocks can bebroken down into smaller rocks, which in turn can be broken downto combine with organic material to form soil.

Task: Observe a variety of soils and tell how they are alike anddifferent.

Materials:1 cup of sand1 cup of soil from the schoolyard1 cup of potting soilradish seeds (optional)

Procedure:1. Look at sand. Draw a picture of what it looks like. Label your

picture.

2. Look at sand under a microscope. Draw a picture of what it lookslike. Label your picture,

3. Look at soil from the schoolyard. Draw a picture of what it lookslike. Label your picture.

4. Look at soil from the schoolyard under a microscope. Draw apicture of what it looks like. Label your picture,

5. Look at potting soil. Draw a picture of what it looks like. Label yourpicture.

6. Look at potting soil under a microscope. Draw a picture of what itlooks like. Label your picture.

7. Create a Venn Diagram of how these soils are alike and different.

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Processes thatShape the EarthStrand D Assessment


Which Soil is Best?

Circle the correct answer.

1.Paul and Anton planted radishes. Paul planted his radish seeds in sand.Anton planted his seeds in rich potting soil. Which hypothesis bestdescribes what might occur in this experiment?

A. Paul’s plants will grow better because any type ofplant will grow in sand.

B. Anton’s plants will grow better because rich soil isbest for most plants.

C. Both plants will grow the same as long as they are watered.

D. Both plants will grow the same because soil makes no difference.

Short Response: What are the components of soil?

Extended Response: Design an experiment to test which soil is best forradishes to grow.

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5th Grade Science Day 1D

1. The small rocks in soil come from which of the following?

A. particles from dead plant and animals

B. large rocks that have broken down into smaller pieces

C. trees that have fallen and started to decay

D. salt crystals that have combined with othersalt crystals to form small stones

2. Which of the following combinations would form a soilgood for growing most plants?

F. a combination of sand and minerals

G. a mixture of dead plants and animals

H. a combination of large rocks that arebroken down into smaller rocks andmixed with organic matter.

I. a combination of large rocks that arebroken down and mixed with smallerclay and sand particles

AssessmentBenchmark—SC.D.1.2.1

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5th Grade Science Day 2D2



answer: Soil is formed as rocks break into smaller pieces andmix with decomposing organic material. How are rocksformed? Rocks are formed in the rock cycle that includesmagma, igneous rocks, sediment, sedimentary rocks, andmetamorphic rocks.

VOCABULARY FOR WORD WALL:sediment – small pieces that have been broken off of a larger

rock, boulder, or pebble

weathering – the process by which rocks are broken down intosediment, and caused by water, wind, waves and freezingtemperatures.

erosion – the process of moving sediment

FCAT SCIENCE DAILY: None

CONTENT /ACTIVITYMaterials per student

• toothpick • paper plate or napkin• paper cup with small amount of water• 1-2 chocolate chip walnut cookie (oatmeal raisin works well too)

Procedure1. Brainstorm ingredients in a chocolate chip cookie. Those items are like the sediment

in sedimentary rocks. The oven is like the heat from the earth that helps cement therock crumbs together (sedimentary rock) and the could also “morph’ the rocks tomake metamorphic rocks with high heat and pressure over time.

2. Discuss with students that part of soil is broken rock “crumbs” that turns into sediment.

3. Ask students ways that rocks break apart. Have students explain how they haveseen rocks break into pieces by smashing or driving over them. Explain weatheringand erosion

Continued next page

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4. Pass out cookie, toothpick, cup of water, and a paper plate to each student.

5. Students are to demonstrate weathering using their cookie as a rock model by usinga toothpick or water to break the cookie into sediment or crumbs.

6. Students should draw a comparision of what the cookie looked like before and afterthe experiment.

ASSESSMENT:Have students answer the following questions.

1. Why is a cookie a good model of a rock and soil formation?(made of small parts that can be broken off, hard,conglomerate like a sedimentary rock)

2. How is a cookie different from a rock that makes it a poormodel of a rock and soil formation? (very soft material, edible,not formed over long periods of time etc.)

3. What causes the formation of sedimentary rocks? (wind,water, waves and freezing temperatures cause rocks to breakapart.

22C

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answer: Soil is formed as rocks break into smaller pieces andmix with decomposing organic material. How are rocksformed? Rocks are formed in the rock cycle that includesmagma, igneous rocks, sediment, sedimentary rocks, andmetamorphic rocks.

VOCABULARY FOR WORD WALL:humus – decomposed organic matter

FCAT SCIENCE DAILIES: NONE

CONTENT/READING:Handout from www.enchantedlearning.com on “Soil Layers”

Procedure:1. Teacher reads article to students as they follow along on their copy.

2. Discuss with students material found in printout.

3. Identify words that classify soil and layers (horizons, orders)

4. Study labeled diagram and identify which layers plants use (humus, topsoil)

ASSESSMENT:Have students fill in blank Soil Layers diagram for classwork orhomework using information gained from article using clues inpassage.

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Label Soil LayersPrintout

EnchantedLearning.com

Soil Layers

WaterCycle PageThe Earth

Soil covers much of the land on Earth. It ismade up of minerals (rock, sand, clay, silt), air,water, and organic (plant and animal) material.

Types of Soil: There are many different typesof soils, and each one has unique characteristics,like color, texture, structure, and mineral content. The depth of the soil also varies. The kind of soil inan area helps determines what type of plants cangrow. There are 10 orders (types) of soil: alfisols,aridisols, entisols, histosols, inceptisols, mollisols,oxisols, spodosols, ultisols, and vertisols. A scientistwho studies soil is called a pedologist.

Soil Formation: Soil is formed slowly as rock (theparent material) erodes into tiny pieces near the

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Earth's surface. Organic matter decays and mixeswith inorganic material (rock particles, minerals andwater) to form soil.

Soil Horizons (layers): Soil is made up of distincthorizontal layers; these layers are called horizons. They range from rich, organic upper layers (humusand topsoil) to underlying rocky layers ( subsoil,regolith and bedrock).

O Horizon -

The top, organiclayer of soil,made up mostlyof leaf litter andhumus(decomposedorganic matter).

A Horizon -

The layer calledtopsoil; it isfound below theO horizon andabove the Ehorizon. Seedsgerminate andplant roots grow

in this dark-colored layer. It is made up of humus(decomposed organic matter) mixed with mineralparticles.

E Horizon - This eluviation (leaching) layer is

light in color; this layer is beneath the A Horizon andabove the B Horizon. It is made up mostly of sandand silt, having lost most of its minerals and clay aswater drips through the soil (in the process of

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AnswersEnchantedLearning.com

Label Soil Layers DiagramSoil Page

Read the definitions below, then label the soil layers

(called soil horizons) diagram.

O Horizon - The top, organic layer of soil, made up mostly

of leaf litter and humus (decomposed organic matter).

A Horizon - The layer called topsoil; it is found below the

O horizon and above the E horizon. Seeds germinate and plantroots grow in this dark-colored layer. It is made up of humus(decomposed organic matter) mixed with mineral particles.

E Horizon - This eluviation (leaching) layer is light in

color; this layer is beneath the A Horizon and above the BHorizon. It is made up mostly of sand and silt, having lostmost of its minerals and clay as water drips through the soil(in the process of eluviation).

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Back to the

Printout


Label Soil Layers

Diagram

Soil

Page

Read the definitions below, then label the soil layersdiagram.

R - Horizon (bedrock)

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BENCHMARK SC. D. 1.2.2:The student knows that 75% of the surface of the Earth iscovered by water. (Assessed as D.1.2.4)

BENCHMARK SC. D. 1.2.3 (Content Sampled):The student knows that the water cycle is influenced bytemperature, pressure, and the topography of the land.

ESSENTIAL QUESTIONS:What percentage of the Earth’s surface is covered withwater?

answer: Approximately 75%What influences the water cycle?

answer: The shape of the land (topography), thetemperature (directly relating to sunshine), and air pressure.

VOCABULARY FOR WORD WALL:precipitation – any form of water that falls

from clouds, such as rain or snow air pressure – the weight of the air

FCAT SCIENCE DAILIES:Students answer questions and discuss. (answer to question 1is A and question 2 is H).

CONTENT READING:HARCOURT SCIENCE: pages 12-19

Procedure1. Discuss what 75% means using different comparisons 75 cents out of 100 cents

in a dollar. 3/4’s of 4 kit-kat bars etc.

2. Identify different ways to place this information on a graph (circle graph,measured drawing, bar graph etc.).

3. Teacher reads pages B 12-19 orally while students follow along.

ASSESSMENT:Have students create in their journal an accurate circle graph orother chart that indicates 75% of the Earth’s surface is waterusing blue and green for land. They should write an explanationin sentence form.

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1. What part of the Earth’s surface is covered by land?

A. 25 percent

B. 45 percent

C. 75 percent

D. 90 percent

2. Which covers more of the surface of the Earth?

F. continents

G. lakes and rivers

H. oceans and seas

I. polar caps

4D

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BENCHMARK SC. D. 1.2.4 (Annually Assessed):The student knows that the surface of the Earth is in acontinuous state of changes as waves, weather, and shifts of theland constantly change and produces many new features.

ESSENTIAL QUESTION:How does the water cycle work?

answer: The sun’s energy heats up the water causing it toevaporate. As water vapor joins together it formscondensation. As the water droplets form and fall to Earthyou have precipitation. Then the water flows in or under theground.

What can influence the water cycle?answer: The amount of sunlight affects the temperature,which influences the water cycle, as well as, air pressure,and the shape of the land.

VOCABULARY FOR WORD WALL:water cycle – The process where water evaporates,condensates, precipitates, and then flows in an endless cycle.

topography – the shape of the land

FCAT SCIENCE DAILIES:Students answer questions and discuss (the answer toquestion 1 is D and question 2 is G) .

CONTENT READING:HARCOURT SCIENCE: Pages C64-67

Procedure1. The Teacher reads pages C64-67 orally to students as they follow or have

students read on their own.

2. Question students’ understanding as you proceed through the pages.

3. If time, have students use weather tools to record that day’stemperature(thermometer), wind direction (wind vane), or air pressure(barometer)

Continued next page

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ASSESSMENT:Have students draw and label a diagram of the water cycle including topographysuch as mountains and/or flat plains. Great labeled and unlabeled diagrams that caneasily be printed out are found at www.enchantedlearning.com. Have students printout or bring in a newspaper weather report from your area.

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EnchantedLearning.com is a user-supported site.

As a bonus, site members have access to a banner-ad-free version of the site,

with print-friendly pages.

Click here to learn more.

(Already a member? Click here. )

Zoom Astronomy

THE EARTH Back to the Planets

Introduction:

Size, Orbit,

etc.

How Fast is

Earth

Moving?

Continental

DriftOceans

The

AtmosphereClouds Magnetosphere Moon

Axis Tilt,

Seasons

How is its

Mass

Determined?

Inside

the Earth

Water

Cycle

Greenhouse

Effect

Why is

the

Sky

Blue?

Activities,

Web Links

Geologic

Time

Chart

Zoom Astronomy

The Water Cycle

The Water Cycle (also known as the hydrologic

cycle) is the journey water takes as it circulates from

the land to the sky and back again.

The Sun's heat provides energy to evaporate water

from the Earth's surface (oceans, lakes, etc.). Plants

also lose water to the air (this is called transpiration).

The water vapor eventually condenses, forming tiny

droplets in clouds. When the clouds meet cool air

over land, precipitation (rain, sleet, or snow) is

triggered, and water returns to the land (or sea).

Some of the precipitation soaks into the ground.

Some of the underground water is trapped between

rock or clay layers; this is called groundwater. But

most of the water flows downhill as runoff (above

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Oceans cover about 70% of the Earth's surface. The oceans contain roughly 97% of the Earth's

water supply.

ground or underground), eventually returning to the

seas as slightly salty water.

WHY ARE THE OCEANS SALTY?As water

flows

through

rivers, it

picks up

small

amounts

of

mineral

salts from

the rocks

and soil

of the river beds. This very-slightly salty water flows

into the oceans and seas. The water in the oceans

only leaves by evaporating (and the freezing of polar

ice), but the salt remains dissolved in the ocean - it

does not evaporate. So the remaining water gets

saltier and saltier as time passes.

Web Links On the Water Cycle and the

Oceans

Water

Cycle

Diagram:

Label Me!

PrintoutLabel the

diagram of

the

hydrologic

cycle - how

water

circulates on

earth.

Answers

Water Cycle

Find It! QuizA quiz on the

Earth's water

cycle to solve

using the Little

Explorers

picture

dictionary.

Readers

Theater

Script:

Water

Cycle

AdventureA short playfor students

to read whilelearningabout the

water cycle.

The

Earth's

OceansLearn all

about

the

Earth's

oceans.

The Water Cycle from the Univ. of Michigan

The Hydrologic Cycle from Agricultural and

Biological Engineering at Purdue Univ.

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Answers


Label Water Cycle

Diagram

Water CyclePage

Read the definitions below, then label the water cycle

diagram.

Accumulation - the process in which water pools in large

bodies (like oceans, seas and lakes).

Condensation - the process in which water vapor (a gas) in

the air turns into liquid water. Condensing water forms cloudsin the sky. Water drops that form on the outside of a glass oficy water are condensed water. (This term appears twice in thediagram.)

Evaporation - the process in which liquid water becomes

water vapor (a gas). Water vaporizes from the surfaces ofoceans and lakes, from the surface of the land, and from meltsin snow fields.

Precipitation - the process in which water (in the form of

rain, snow, sleet, or hail) falls from clouds in the sky.

Subsurface Runoff - rain, snow melt, or other water that

flows in underground streams, drains, or sewers.

Surface Runoff - rain, snow melt, or other water that

flows in surface streams, rivers, or canals.

Transpiration - the process in which some water withinby the plant's roots, then later exits by evaporating throughpores in the plant.

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1. What happens when warm very moist air travels from theocean and moves inland over hot, dry land?

A. the air mass sinks and forms an early morning fog

B. clouds are built up and move quickly over the land

C. clouds are built up and it rains at the beach

D. air mass rises, clouds built up, and it rains

2. When a warm moist air mass movestoward a mountain range whathappens?

F. Clouds are built up and it rains just after it crossesthe peaks of the mountains.

G. Clouds are built up and it rains before it crosses thepeaks of the mountains.

H. No clouds are formed and the warm air just cools off.

I. No clouds are formed and a cool breeze comesdown from the mountain.

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BENCHMARK SC. D. 1.2.4 (Annually Assessed):The student knows that the surface of the Earth is in a continuousstate of changes as waves, weather, and shifts of the landconstantly change and produces many new features. (Alsoassesses SC.D.1.2.1, SC.D.1.2.2, and SC.D.1.2.5)

ESSENTIAL QUESTION:How does the water cycle work?

answer: The sun’s energy heats up the water causing it toevaporate. As water vapor joins together it formscondensation. As the water droplets form and fall to earthyou have precipitation. Then the water flows in or under theground.

What can influence the water cycle?answer: The amount of sunlight affects the temperature,which influences the water cycle, as well as, air pressure,and the shape of the land.

VOCABULARY FOR WORD WALL:evaporation - the process where water turns into water vapor

condensation – the opposite process of evaporation, wherewater vapor particles combine and form water droplets,such as a cloud or the side of a cold soda can.

FCAT SCIENCE DAILIES:None

CONTENT /READING:HARCOURT SCIENCE: pages C64-67

Procedure1. Class rereads sections on pages C 64-67 and discuss

2. Review the video and/or show the section that deals with the water cycle

3. Have students create raps or poems that goes through the stages of the watercycle.

ASSESSMENT:Have students answer questions # 1, 2,and 5 on page C69 for classwork or homework.

TEACHER PREPARATION FOR NEXT DAY’S LESSONMaterials

Large kitchen tray or painter’s trayRuler Clean playground sandWatering can or hose with water sourceStones or wood blocks to prop up tray

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ESSENTIAL QUESTIONS:What natural events cause changes the Earth’s surface?

answer: The Earth’s surface is continuously being changedby waves, weather, and land shifts.

VOCABULARY FOR WORD WALL:erosion – review definitiondeposition – the process where sediment is moved and settled

FCAT SCIENCE DAILIES:Students answer questions and discuss(answer to question1 is A and question 2 is I).

CONTENT /DEMONSTRATION: HARCOURT BRACE pages C4-5 modifiedactivity How Water Changes Earth’s Surface

Materials• Outside area • Large kitchen tray or painter’s tray• Ruler • Clean playground sand• Watering can or hose with water source• Stones or wood blocks to prop up tray

Procedure1. Review with students the definition of erosion and introduce deposition (how

sediment settles)2. Fill the tray with sand so that the bottom is covered and it comes about half way

up the sides. Smooth the surface of the sand with the ruler.3. Prop up one end of the tray so it has a shallow slope.4. Let water trickle on the top end of the pan and observe. Does the water flow

quickly or slowly? Where does the sand deposit? What shapes do the channelsmake?

5. Redo the activity this time smoothing the sand but adding two channels with yourfinger. Compare results

ASSESSMENT:Have students illustrate examples of erosion in their yard, neighborhood and/orplayground. Have students brainstorm ways in which erosion can be slowed down.(Place plants, rocks or sod on top of the sand to slow down erosion).

Have students illustrate the definitions of the vocabulary words.

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1. Mountains and valleys are formed and changed by shiftsin the Earth’s crust. Which of the following is true?

A. These changes are constantly taking place.

B. These changes only took place thousands of yearsage.

C. These changes occurred only when the earth wasfirst formed.

D. These changes will not occur in the future.

2. Shifts in the Earth’s crust take place during which of thefollowing?

F. hurricanes

G. tornadoes

H. volcanic eruptions

I. earthquakes


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answer: The Earth’s surface is continuously being changedby waves, weather, and land shifts.

VOCABULARY FOR WORD WALL:review erosion, weathering, depositionlandforms - physical features on the surface of the Earth, such

as islands, mountains, and peninsulas.

FCAT SCIENCE DAILIES:Students answer questions and discuss (answer to SR --> Thehill near Samantha’s house was no longer pointed because ofweathering. Rain, show, wind and ice are types of weather thatcause changes to Earth’s surface. Answer to ER--> Part A Thebottle in Felicia’s experiment showed how water expands andcracks the bottle. Part B, the same thing happens to rocks whenwater freezes inside their cracks and openings. The waterexpands and breaks up the rocks.


Procedure1. Teacher orally reads to students as students read along in their text.

2. Question students’ understanding of the content material.

ASSESSMENT:Have students answer questions in reading selection.

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Short ResponseWhen Samantha was a little girl the hill by her house waspointed. Now that Samantha is grown she has noticedthat the hill is no longer as pointed as it was when shewas small. Explain to Samantha why the shape of thehill changed over the years.

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answer: The Earth’s surface is continuously beingchanged by waves, weather, and land shifts.

VOCABULARY FOR WORD WALL:Review erosion, weathering, deposition, landforms.



Procedure1. Teacher orally reads to students as students read along in their text.

2. Question students’ understanding of the content material.

ASSESSMENT: Have students answer questions in the reading selection.


Materials1 clear strawHard boiled egg or a cupcake with icing

in the middle and frosting on theoutside.

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ESSENTIAL QUESTIONs:What natural events cause changes the Earth’s surface?

answer: The Earth’s surface is continuously being changedby forces under the Earth’s surface such as plate tectonicshifting and forces on the surface on the Earth such as themovement of ocean waves or wind.

VOCABULARY FOR WORD WALL:magma - hot, soft rock from Earth’s lower mantlevolcano - a mountain formed by lava and ash. earthquake – a shaking of the ground caused by the sudden

release of energy in Earth’s crust.faults – places where pieces of the crust move, bend, or break


CONTENT /DEMONSTRATION: HARCOURT SCIENCE: pages C 14-19Materials

• 1 clear straw• Hard boiled egg or a cupcake with icing in the middle and frosting on the

outside.

Procedure1. Compare how a hard -boiled egg or cupcake is similar to the Earth and can be

used as a model. (thin crust, mantle layer, core) The cupcake should have afilling in the center and icing on the outside.

2. Take the straw and place it in the egg or in the cupcake.

3. Take the straw out and look at the layers.

4. Teacher reads with class pages C 14-19.

5. Check understanding by using questions at the end of each section.

ASSESSMENT:Have students draw and label a diagram of the layers of the Earth in their sciencejournals. Have students use the web site www.enchantedlearning.com. to learnabout volcanoes.

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ESSENTIAL QUESTIONS:What is evidence that the land on Earth is shifting?

answer: Continental drifting and the theory of Pangae.

VOCABULARY FOR WORD WALL:Continental drift - theory of how Earth’s continents move over its

surfacePangae - theoretical land form of 225 million years ago that

was joined together in one “supercontinent.” a fulcrum, usedto transmit and enhance power or motion


CONTENT /READING:HARCOURT SCIENCE: pages C 22-25

Procedure1. Teacher reads with class pages C 22-25

2. Check understanding by informally inquiring as you read.

ASSESSMENT:Have students write the answers to each question at the end of each section. Optionalhomework choice – have them do the activity on pages C 20-21.

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BENCHMARK SC.D.1.2.5 (Annually Assessed):The student knows that some changes in the Earth’s surface aredue to slow process and some changes are due to the rapidprocesses. (Assesses SC.D. 1.2.4)

ESSENTIAL QUESTIONS:What are some slow processes that change the Earth’ssurface?

answer: Continental drift

What are some rapid processes that change the Earth’ssurface?

answer: Earthquakes and volcanoes are examples of rapidchanges.

VOCABULARY FOR WORD WALL:earthquake – a shaking of the ground caused by the sudden

release of energy in Earth’s crustfault – places where pieces of the crust moves or breaksvolcano – a mountain formed by lava and ash

FCAT SCIENCE DAILIES:Students answer question and discuss (answer to question 1 is Band question 2 is I).

CONTENT READING:HARCOURT SCIENCE: pages C 26-27


2. Check understanding by informally inquiring as you read.

ASSESSMENT:Have students write the answers to each question at the end ofeach section. Optional homework choice – have them do theactivity on pages C 29


Materials per student or group4 sheets of paper towelsCup of water

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12D

1. Which is an example of a rapid change that occurs tothe surface of the Earth?

A. erosion of mountains

B. earthquakes

C. wind and rain wearing down the surface of therocks

D. large rocks broken by roots of trees growing intothem

2. Which is an example of a slow change in the Earth’ssurface?

F. earthquake

F. mud slide

H. volcanic eruption

I. erosion of mountains

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BENCHMARK SC.D.1.2.5 (Annually Assessed):The student knows that some changes in the Earth’s surface aredue to slow process and some changes are due to the rapidprocesses. (Assesses SC.D. 1.2.4)

ESSENTIAL QUESTIONS:What are some slow processes that change the Earth’ssurface?

answer: Continental drift

What are some rapid processes that change the Earth’ssurface?

answer: Earthquakes and volcanoes are examples of rapidchanges.

VOCABULARY FOR WORD WALL:earthquake – a shaking of the ground caused by the sudden

release of energy in Earth’s crustvolcano – a mountain formed by lava and ash

FCAT SCIENCE DAILIES:NONE

CONTENT ACTIVITY:Materials per student or group

• 4 sheets of paper towels • Cup of water

Procedure1. Stack the sheets of paper towels on the table

2. Fold the stack of paper in half

3. Wet the paper with water

4. Place your hands on the edges of the wet paper

5. Slowly push the sides of the paper toward the center and observe the buckling orfolding

6. Discuss with students that the paper towels model of the Earth’s layers.

When forces from opposite directions push against sections of the Earth’s crust,the compressed land is squeezed into new shapes called folds. The uppersurface of this folded land has wavelike appearance.

ASSESSMENT:Havestudents identify layers of the earth by drawing, printing, or finding pictures inpublications. Have them label the main layers of the Earth as identified on pagesC 14-15

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BENCHMARK SC.D.2.2.1 (Content Sampled):The students know that reusing, recycling, and reducing the useof natural resources improves and protects the quality of life(Assesses as SC.G.2.2.3)

ESSENTIAL QUESTION:What types of natural resources are there?

answer: Renewable and nonrenewableWhat is recycling?

answer: The recovery process that allows a resource to beused again

What effect does recycling have on the physical environment?answer:

VOCABULARY FOR WORD WALL:natural resources – useful minerals and other materials that

people take from the Earthnonrenewable resources – resources that cannot be replaced

once it is used up. Some take thousands of years to form.

FCAT SCIENCE DAILIES:NONE

CONTENT READING:HARCOURT SCIENCE: Pages C 36-39


2. Check students’ understanding by inquiring as you read.

3. Have students list ways in which they can help in preserving out natural resources.

ASSESSMENT:Have students write the answers to each question on page C 39. *Have students bring in various reusable or recyclable scraps andmaterials from home for the activity on Day 18.

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ESSENTIAL QUESTION:What is recycling?

answer: The recovery process that allows a resource to beused again.

What effect does recycling have on the physicalenvironment?answer: It helps protect the environment and save naturalresources.

VOCABULARY FOR WORD WALL:recycling – the process of recovering or taking back a resource

used to make a product. That resource is then made into anew product.


CONTENT READING:HARCOURT SCIENCE: Pages C 48 - 53

CONTENT ACTIVITY:


2. Check students’ understanding by inquiring as you read.

3. Optional activity - have students play the game found on pages C 48-49

Materials for optional activity page C 48• Container of paperclips• 3 generation cards (parents, children, grandchildren)

ASSESSMENT:Have students write the answers to each question on page C 53. Have studentsidentify items in their lunch boxes that are reusable or recyclable materials. Havethem pack their lunch the next day using as many reusable materials, such as plastictubs, cloth napkins, etc. as possible. Share their findings the next day and evaluatethe impact it would have on our planet’s resources.* Have students bring in various reusable or recyclable scraps and materials fromhome for the activity on Day 18.

TEACHER PREPARATION FORNEXT DAY’S LESSON

Materialsglue pipe cleanerstape scissorsVarious scrap materials thatstudents have brought in fromhome

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ESSENTIAL QUESTION:What are some ways that we can save our natural

resources?answer: Reducing, reusing, recycling.

VOCABULARY FOR WORD WALL:reducing – using an item or materials lessreusing – using and item multiple times


CONTENT READING:HARCOURT SCIENCE: Pages C 53-57

CONTENT ACTIVITY:

Procedure1. Read to students the material found on pages C 53-57

2. Question their understanding as you read.

3. Optional extension activity - read the powerful book by Dr. Seuss called, “TheLorax.”

4. Brainstorm ways to reduce, reuse, and recycle as suggested in the 3 R’s activityon page C 57.

ASSESSMENT:Have students create their own 3R’s list for homework with 5 items in each column.Have them identify one or two in each column that they would commit toincorporating in their life.* Have students bring in various reusable or recyclable scraps and materials fromhome for the activity on Day 18.

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ESSENTIAL QUESTION:What are some ways that we can save our natural

resources?answer: Reducing, reusing, recycling.

VOCABULARY FOR WORD WALL:reducing – using an item or materials lessreusing – using and item multiple times


CONTENT ACTIVITY: RECYCLING SUPERHERO

Materials• Glue • Pipe cleaners• Tape • scissors• Various scrap materials that students have brought in from home *

Procedure1. Discuss with students the main messages of the 3 R’s (reducing, reusing, and

recycling) and how they help us learn to respect and preserve our planet.

2. Students will design a RECYCLING SUPER HERO using various materials theybrought in from home. The RECYCLING SUPER HERO will be used to remindothers to recycle, reduce, and reuse.

3. They will create a name for their super hero.

4. Have students think about a message that their super hero can give to others tohelp preserve our natural resources.

5. Have students share their creations.

6. Display the superheroes in a prominent place in the school such as the library oroffice or display case for other students to read the messages.

ASSESSMENT:Have students write their own pledge or contract that lists ways in which they will takeresponsibility for recycling, reducing, and reusing materials.

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Day 18D

Take this time to assess what students have learned from Strands H, A,B, C,and D. You may give the entire assessment at one time or give half of it oneday and the other half the next. The Short Response questions can be givenas part of the test, as homework, or seatwork.

You may use the results of this assessment to determine which benchmarksstudents still do not understand. Have students who are having difficulty viewthe Soaring With FCAT Science videos. Have students read the material againor have them work with a buddy. Sometimes when students have difficulty witha concept doing a hands-on activity may help them.

18D

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5th Grade Science

REVIEW ASSESSMENT QUESTIONS FOR SC.A. 1.2.1

1. Which of the following tools would you need to measurethe volume of a regular shaped object?

A. a pan balance

B. a triple beam balance

C. a ruler

D. a glass of water

2. A 500mL cylinder has four liquids layered in it. Theliquid on the top is alcohol, the liquid in the center is oil,the liquid below the oil is water and the liquid on thebottom of the cylinder is soap. Which liquid is thedensest?

F. oil

G. water

H. soap

I. alcohol

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5th Grade Science


3. Water is boiling in a teakettle and steam is observed.What state of matter is steam?

A. the gaseous state of matter

B. the liquid state of matter

C. the gas state of matter

D. the solid state of matter

4. What needs to be done to water to change it from asolid to a gas?

F. Water is a liquid and not a solid.

G. Water must be heated until it boils.

H. Water must be cooled until it freezes.

I. Water must be kept at room temperature.

5. What will happen to the mass or amount of waterwhen it is frozen?

A. the mass will increase

B. the mass will decrease

C. the mass will not change

D. the mass will weigh more

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5th Grade Science


6. Which of the following describes a box of cereal that hasnuts and raisins in it?

A. a mixture

B. solution

C. a compound

D. an element

7. Which of the following is a true statement?

F. Mixtures cannot be physically separated.

G. Mixtures can be physically separated.

H. Mixtures can only be chemically separated

I. Evaporation is the only way to separate mixtures.

8. What are particles of different substances called that areevenly mixed throughout a single phase of matter?

A. solution

B. mixture

C. compound

D. element

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5th Grade Science


9. What is the main difference between a physical changeand a chemical change?

A. a physical change produces a new substance

B. a chemical change produces a new substance

C. a physical change can be observed

D. a chemical change cannot be observed

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5th Grade Science

REVIEW ASSESSMENT QUESTIONS FOR SC.B. 1.2.1

10. Which of the following does an ecosystem need most?

A. producers

B. consumers

C. decomposers

D. carnivores

11.Which of the following do all animals depend on forenergy?

F. environments

G. ecosystems

H. plants

I. habitats

SHORT RESPONSE: While you were in your backyard you observed someinteresting things. The sun was brightly shining on the corn that your Momplanted a few months ago. There were several birds nesting in a tree a fewfeet away from the corn plants. A small mouse was hiding behind a rock asa hawk circled overhead. You suddenly realized that you had a food chainright in your own backyard. Explain the food chain and the flow of energy inyour own backyard.

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5th Grade Science


12.John wanted to learn how to shoot a bow and arrow.He picked up a bow and placed the arrow on it. Hepulled the bow back. What type of energy is in thebow?

A. kinetic

B. potential

C. solar

D. thermal

13.John shot the arrow. As the arrow was shot fromthe bow what type of energy did it have?

F. kinetic

G. potential

H. solar

I. thermal

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5th Grade Science


14. Which of the following tool can be used to measuretemperature?

A. barometer

B. anemometer

C. thermometer

D. ruler

15. The transfer of thermal energy from one substance toanother is which of the following?

F. molecules

G. potential energy

H. stored energy

I. heat

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5th Grade Science


16. A pot of water was placed on a hot stove. The waterbegan to boil. How was the energy from the stovetransferred to the pot to heat the water?

A. through convection

B. through conduction

C. through radiation

D. through a thermostat

17. A box of crayons was placed in the sun. The crayonsmelted. How was the energy from the sun transferredto the crayons to cause them to melt?

F. through convection

G. through conduction

H. through radiation

I. through a thermostat

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5th Grade Science


18. Which of the following is a renewable resource?

A. water

B. oil

C. gas

D. coal

19. Why is it important to conserve energy?

F. because most energy we use daily comes fromnonrenewable resources

G. because most energy we use daily comes fromrenewable resources

H. because most energy sources are easy to find

I. because most energy sources can be reused

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5th Grade Science


20. What can scientists do to help solve the energy crisis?

A. pass laws so people will not use much energy

B. use all the nonrenewable resources first

C. use only renewable resources

D. develop new sources of energy

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5th Grade Science

REVIEW ASSESSMENT QUESTIONS FOR SC.C. 1.2.2

21. When Mary tapped on the drum she heard a sound.She placed some rice on top of the drum and tapped itagain. The rice moved. What caused the rice to move?

A. pitch

B. frequency

C. vibration

D. speed

22. Which of the following material does sound travelthrough the fastest?

F. air filled balloon

G. ocean water

H. a wooden table

I. a pool of water

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5th Grade Science


23. Which of the following force does an airplane need toovercome in order to fly?

A. electricity

B. magnetism

C. gravity

D. speed

24. Frank stood on a top of a ladder. He had a rock in onehand and a ping pong ball in another hand. He wantedto find out which one would hit the ground first. Hedropped them at the same time. The rock and ping pongball landed together. Which force caused the objects tohit the ground at the same time?

F. magnetism

G. friction

H. speed

I. gravity

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5th Grade Science


25. Which of the following will slow down a rolling ball?

A. mass

B. inertia

C. gravity

D. friction

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5th Grade Science


26. Hillary was trying to move a large box. She tried topush it as hard as she could but it would only move ashort distance. She asked her friend Maria to help her.What would Maria best need to do to help Hillary movethe box?

A. Maria and Hillary would need to push the box inopposite directions.

B. Maria and Hillary would need to push the box inthe same direction.

C. Maria would need to lift the box and roll it.

D. Maria would need to push the box by herself.

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5th Grade Science

REVIEW ASSESSMENT QUESTIONS FOR SC.D. 1.2.1

27. Rocks come in all sizes from boulders to grains of sand.Which of the following is the main reason why bouldersbreak down into smaller rocks?

A. Earthquakes cause large rocks to break down intosmaller rocks.

B. Volcanoes cause boulders to break down into smallrocks.

C. Wind and rain cause boulders to break down intosmall rocks.

D. Weathering causes boulders to break down intosmall rocks.

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5th Grade Science


28. Water evaporates from oceans, lakes, streams and ponds.The evaporated water condenses to form tiny dropletsin clouds. Soon it rains. What happens next?

A. It rains again.

B. The rain condenses.

C. The rain evaporates.

D. The sun comes out.

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5th Grade Science


29. Moving water is a powerful force. It can carve outstreams and valleys. Which of the following results inwater washing away land?

A. erosion

B. the water cycle

C. the rock cycle

D. evaporation

SHORT RESPONSE: Jonathan was digging in his back yard. He dug upsoil and noticed that the soil had small pieces of rock mixed in with it. Hewondered what caused this rock to break down to become part of the soil.How would you explain to Jonathan how this rock became part of the soil?

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5th Grade Science


30. A hurricane is a destructive force that causes buildingsto collapse, trees to fall, and objects to blow away.Earthquakes cause building to collapse, trees to falland cracks in the ground. Each of these is consideredto be which of the following?

A. forces that create slow changes to Earth’s surface

B. forces that create rapid changes to Earth’s surface

C. forces that create no changes to Earth’s surface

D. forces that create bad weather and many changes

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5th Grade Science


31. Which of the following is the best reason for conservingfossil fuels?

A. These fuels are hard to find.

B. These fuels are very expensive.

C. These fuels are non-renewable.

D. These fuels are renewable.

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5th Grade Science

SHORT RESPONSE; Sam’s teacher told him that frictioncauses objects to slow down. She asked the class to designan experiment that would demonstrate how friction works.John decided to build a ramp. What would John need todo next?


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