Fifth Grade SCIENCE Pacing Overview – 2007-2008
Weeks Theme
Weeks 1-2 SCIENTIFIC INVESTIGATIONScientific Method/ MeasurementSOL 5.1(A-J) (4.1)
Summary of SOLs for this time block
SOL 5.1(A-J) (4.1)SOL 5.5(A-E) (4.4, 4.5, 4.8b)
Weeks 3-5 LIFE PROCESSES AND LIVING SYSTEMSCellsSOL 5.5a(A-C)
Weeks 6-8 LIFE PROCESSES AND LIVING SYSTEMSKingdomsSOL 5.5b,c, d(D-E) 4.4 (Plants), 4.5 (Behavioral & Physical Adaptations), 4.8b (Virginia Natural Resources: Plants/Animals)
Week 9 REVIEW/ RETEACH/ RECYCLE
Weeks 10-13 FORCE, MOTION, ENERGY, AND MATTERMatterSOL 5.4(A-D)
Summary of SOLs for this time block
SOL 5.4(A-D)SOL 5.3(A-E)SOL 5.2(A-H) (4.2, 4.3)
Weeks 14-16 FORCE, MOTION, ENERGY, AND MATTERLightSOL 5.3(A-E)
Weeks 17-19 FORCE, MOTION, ENERGY, AND MATTERSound (corrected)SOL 5.2(A-H) 4.2 (Force, Motion, Energy), 4.3 (Electricity & Magnetism)
Week 20 REVIEW/ RETEACH/ RECYCLE
Weeks 21-23 EARTH/ SPACE SYSTEMS AND CYCLESEarth ProcessesSOL 5.7d,e,f(G-L) 4.6 (Weather), 4.7 (Earth Patterns, Cycles & Change), 4.8 a, c & d (Virginia Natural Resources: Water, Energy Sources, Forests, Soil, Land)
Summary of SOLs for this time block
SOL 5.7(A-L) (4.6, 4.7, 4.8a,c,d)
Weeks 24-25 EARTH/ SPACE SYSTEMS AND CYCLESRocksSOL 5.7a,b,c(A-F)4.8 c (Minerals, Rocks, Ores)
Week 26 Benchmark TestingREVIEW/ RETEACH/ RECYCLE
Weeks 27-30 EARTH/SPACE SYSTEMS AND CYCLESOceanographySOL 5.6 (A-J)
Summary of SOLs for this time blockSOL 5.6(A-J)SOL Review and Testing
Weeks 31-33 SOL Review
Weeks 34-35 SOL Review & Testing
Week 36 Menu Selection
SCIENCE PACING – STANDARD 5.1 WEEK(S) 1-2
The student will plan and conduct investigations in whicha) rocks, minerals, and organisms are identified using a classification key;b) estimations of length, mass, and volume are made;c) appropriate instruments are selected and used for making quantitative observations of length, mass, volume, and elapsed time;d) accurate measurements are made using basic tools (thermometer, meter stick, balance, graduated cylinder);e) data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams);f) predictions are made using patterns, and simple graphical data are extrapolated;g) manipulated and responding variables are identified; andh) an understanding of the nature of science is developed and reinforced.
Essential Knowledge and SkillsStudents should be able to:
Verbs Instructional ActivitiesThe student will . . .
Related SOLs
Evidence of Mastery/Common Assessments
Suggested Resources
Sentence/ Bullet a):A. Use classification keys to identify rocks, minerals, and organisms.
PlanInvestigateUseIdentify
Sentence/ Bullet b):B. Make plausible estimations of length, mass, and volume.
Plan InvestigateEstimate
4.1 “Measurement Lab"
Sentence/ Bullet c):C. Select and use the appropriate instruments, including centimeter rulers, meter sticks, graduated cylinders, balances, scales, Celsius thermometers, and stopwatches, for making basic measurements. (5.1, includes 4.1)
Plan InvestigateSelectUse
4.1 “Cool Hands”-lab
“ Measurement Lab"
Sentence/ Bullet d):D. Measure temperature, length, mass, and volume, using metric measures. This includes millimeters, centimeters, meters, kilometers, grams, kilograms, milliliters, liters, and degrees Celsius. (5.1, includes 4.1)
PlanInvestigateMeasure
4.1
“Measurement Lab”
Sentence/ Bullet e):E. Collect, record, and report data, using charts and tables, and translate numerical data into bar or line graphs.
PlanInvestigateCollectRecordReportTranslate
4.1 “Cool Hands”
“You Be the Detective!”
Sentence/ Bullet f):F. Make predictions based on trends in data (may use picture graphs, bar graphs, and basic line graphs). This requires the recognition of patterns and trends and determination of what those trends may represent. (5.1, includes 4.1)
Plan InvestigatePredictRecognizeDetermine
4.1 “Cool Hands”
“You Be the Detective!”
Sentence/ Bullet g):G. Analyze the variables in a simple experiment, and decide which must be held constant (not allowed to change) in order for the investigation to represent a fair test. Identify the manipulated (independent) and responding (dependent) variables. (4.1, 5.1)
PlanInvestigateAnalyzeDecideIdentify
4.1 “Cool Hands”
“You Be the Detective!”
Sentence/ Bullet h):H. Define/make observations and inferences.
PlanInvestigateDefineObserveInfer
4.1 “You Be the Detective!”
I. Distinguish among observations and inferences, (5.1) (conclusions, and predictions, and correctly apply the terminology in oral and written work.) (4.1)
PlanInvestigateDistinguish
4.1 “You Be the Detective!”
J. Measure, record, identify, collect, and organize observations. Distinguish between qualitative and quantitative observations.
PlanInvestigateMeasureRecordIdentifyCollectOrganizeDistinguish
4.1 “You Be the Detective!”
SCIENCE PACING – STANDARD 5.2 WEEK(S): 17 – 19
The student will investigate and understand how sound is transmitted and is used as a means of communication. Key concepts includea) frequency, waves, wavelength, vibration;b) the ability of different media (solids, liquids, and gases) to transmit sound; andc) uses and applications (voice, sonar, animal sounds, and musical instruments).
Essential Knowledge and SkillsStudents should be able to:
Verbs Instructional ActivitiesThe student will . . .
Related SOLs
Evidence of Mastery Suggested Resources
Sentence/ Bullet a):A. Use the basic terminology of sound to describe what sound is, how it is formed, how it affects matter, and how it travels.
InvestigateUse
Interactive Notetaking
Videostreaming
B. Create and interpret a model or diagram of a compression wave.
Investigate*Plan*CreateInterpret
Interactive Notetaking
Videostreaming
Use slinkies to create models of sound waves
“Sound Vibrations” – p. 96 - 98
5.1, 4.1 Picture with student explanation
“Make Some Waves!” – ESS – p. 98
Enhanced Scope and Sequence (ESS) – p. 98
D. Explain the relationship between frequency and pitch.
InvestigateExplain
Interactive Notetaking
Use string models (i.e. varied widths of fishing line and varied volumes of water in containers) to create varied vibration and pitch
Videostreaming.
5.1, 4.1 Picture with student explanation
Sound Kit (Carolina)
Sentence/ Bullet b):C. Explain why sound waves travel only where there is matter to transmit them.
InvestigateExplain
Interactive Notetaking
“Sound Travel through media” – ESS – p. 105 - Listen with a cup through doorway
Videostreaming.
Science Journal ESS – p. 105
F. Compare and contrast sound traveling through a solid with sound traveling through the air. Explain how different media
InvestigateExplainCompareContrast
Interactive Notetaking
“Sound Investigations” – ESS – p. 102
ESS – p. 102
(solid, liquid, and gas) will affect the transmission of sound.
Videostreaming.
Sentence/ Bullet c):E. Design an investigation to determine what factors affect the pitch of a vibrating object. This includes vibrating strings, rubber bands, beakers/bottles of air and water, tubes (as in wind chimes), and other common materials.
Investigate*Plan*Design
Interactive Notetaking
Use tuning forks and water to show movement.
Use straws to make kazoos – “Squawker” – ESS – p. 109
Videostreaming.
4.2, 4.1, 5.1 (Plan)
ESS – p. 109
Physical Science SOLutions: K-6. Science Museum of Virginia
Music teachers and Orff instruments
G. Compare and contrast the sounds (voice) that humans make and hear to that of other animals. This includes bats, dogs, and whales.
InvestigateCompareContrast
Interactive Notetaking
Examine chart of various sounds hear by humans and animals.
Videostreaming.
Assessment sheet – See Bobbie
H. Compare and contrast how different kinds of musical instruments make sound. This includes string instruments, woodwinds, percussion instruments, and brass instruments.
InvestigateCompareContrast
Interactive Notetaking
Examine differences in musical instruments through music class.
Videostreaming.
Music teachers
Sonar . . . Interactive Notetaking
Field Trip: Explore Virginia Marine Science Museum at Virginia Beach
Videostreaming.
Picture of student operation of sonar with student explanation
SCIENCE PACING – STANDARD 5.3 WEEK(S): 14 – 16
The student will investigate and understand basic characteristics of visible light and how it behaves. Key concepts includea) the visible spectrum and light waves;b) refraction of light through water and prisms;c) reflection of light from reflective surfaces (mirrors);d) opaque, transparent, and translucent; ande) historical contributions in understanding light.
Essential Knowledge and SkillsStudents should be able to:
Verbs Instructional ActivitiesThe student will . . .
Related SOLs
Evidence of Mastery Suggested Resources
Sentence/ Bullet a):A. Explain the relationships between wavelength and the color of light. Name the colors of the visible spectrum.
InvestigateExplainName
Interactive Notetaking
Station: Use the prism to name the colors of the visible spectrum.
Use mneumonic strategy of ROY G. BIV in demonstrating colors of visible spectrum.
Videostreaming.
Picture assessment and checklist
Investigating Light and Optics (Carolina)
E. Analyze the effects of a prism on white light and describe why this occurs. Explain why a rainbow occurs.
InvestigateAnalyzeDescribeExplain
Station: Use the prism to name the colors of the visible spectrum.
Interactive Notetaking
Videostreaming.
Pictures with explanation of activity
B. Diagram and label a representation of a light wave, including wavelength, peak, and trough.
InvestigateDiagramLabel
Interactive Notetaking
Station: Label parts of lightwave.
Videostreaming.
Student labeling
Sentence/ Bullet b) and c):C. Compare and contrast reflection and refraction, using water, prisms, and mirrors.
InvestigateCompareContrast
Station: Use pennies and water/ pencils and water to demonstrate reflection and refraction.
Station: Investigation includes mirrors, flashlight and X marks the spot. Use mirrors to reflect light rays from source onto X.
Interactive Notetaking
“Light Refractions” – p. 131
ESS – p. 131
Physical SOLutions
Videostreaming.
Sentence/ Bullet d):D. Explain the terms transparent, translucent, and opaque, and give an example of each.
InvestigateExplain
Station: Created strip of paper using strips of overhead transparency, waxed paper, and black paper. Students label as transparent, translucent, and opaque.
Interactive Notetaking
Videostreaming.
Student strip of paper correctly labeled (See example)
Sentence/ Bullet e): Read Thomas Edison
Interactive Notetaking
Videostreaming.
Answer questions showing historical understanding; write into paragraph
Rigby book – 3rd/ 4th grade – Thomas Edison
SCIENCE PACING – STANDARD 5.4 WEEK(S): 10 – 13
The student will investigate and understand that matter is anything that has mass, takes up space, and occurs as a solid, liquid, or gas. Key concepts include
a) atoms, elements, molecules, and compounds;b) mixtures including solutions; andc) the effect of heat on the states of matter.
Essential Knowledge and SkillsStudents should be able to:
Verbs Instructional ActivitiesThe student will . . .
Related SOLs
Evidence of Mastery Suggested Resources
Sentence:Investigate and understand that matter is anything that has mass, takes up space, and occurs as a solid, liquid, or gas.
InvestigateUnderstand
Demonstrate that air takes up space – “Does Air Take Up Space?” – ESS p. 9 – 10
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
5.1c,h, 4.1d
Checklist or rubric assessing design of investigation
“Matter Man Saves the Day!” (see example)
Solids, Liquids, and Gases sort (see example)
ESS – p. 9 – 10
Changes Kit (Carolina)
Science All Around Me: Matter
The World of Matter
Bullet a):A. Construct and interpret models of atoms, elements, molecules, and compounds.
InvestigateConstructInterpret
Investigate atoms, elements, molecules, and compounds - “What’s the Matter?” – ESS p. 2 – 6
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
5.1e, 4.1 Visual model – “An Atom of My Element” – ESS p. 6
See example of additional visual model for an element.
Give students pictures of atoms, molecules, elements, and compounds, and have them identify each
ESS – pages 2 – 6
C. Construct and interpret a sequence of models (diagrams) showing the activity of molecules in all three states of matter.
Investigate*Plan*Construct Interpret
Model states of matter – “Molecule Motion in the Three States of Matter” – ESS p. 7 – 8
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.1, 5.1e (Plan)
Student drawing of each state of matter (hand-constructed, computer-generated, or cut out and pasted duplicate drawings)
ESS – pages 7 – 8
Bullet b): Investigate Experiment with mixtures and solutions – 5.1e,h; “Comparing and ESS – pages 14 – 17
D. Compare and contrast mixtures and solutions, elements and compounds, and atoms and molecules.
CompareContrast
“All Mixed Up” – ESS p. 14 – 17
Create mixture of oats, raisins, nuts, and Reese’s pieces. Create solution of apple juice concentrate and water.
Elements and compounds: ________________________________
Atoms and molecules:________________________________
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.1d Contrasting Mixtures and Solutions” sheet – p. 16 & 17
Science Lab Sheet defining mixtures and solutions and responding to questions about the activity (See example)
Bullet c):B. Design an investigation to determine how heat affects the states of matter (e.g., water). Include in the design ways information will be recorded, what measures will be made, what instruments will be used, and ways the data will be graphed.
Investigate*Plan*Design
Engage in “Motion and Temperature” Activity and “Investigation of the Effect of Heat on the State of Matter” Activity from “Things are Heating Up”– ESS p. 11 – 13
Place drops of food coloring into really hot water, ice cold water, and room temperature
4.1d,e,f, 5.1c,d,e,h (Plan)
Exit pass from “Motion and Temperature” activity: Describe why the balloon becomes smaller – What happens to the molecules of matter when heat is removed from matter.
Checklist or rubric assessing design of investigation; copy of investigation, results, and graphical representations
Student journaling of water experiment
ESS – pages 11 – 13
water. Examine speed of the water molecules at different temperatures.
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
SCIENCE PACING – STANDARD 5.5 WEEK(S): 3 – 8
The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts includea) basic cell structures and functions;b) kingdoms of living things;c) vascular and nonvascular plants; andd) vertebrates and invertebrates.
Essential Knowledge and SkillsStudents should be able to:
Verbs Instructional ActivitiesThe student will . . .
Related SOLs
Evidence of Mastery Suggested Resources
Sentence/ Bullet a):A. Draw, label, and describe the essential structures and functions of plant and animal cells. For plants, include the nucleus, cell wall, cell membrane, vacuole, chloroplasts, and cytoplasm. For animals, include the nucleus, cell membrane, vacuole, and cytoplasm.
InvestigateDrawLabelDescribe
Review cell parts – “Building a Cell” – ESS – p. 25 – 26
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
5.1e, 4.1 “Cell Mates-Animal Cell”“Cell Mates-Plant Cell”
B. Design an investigation to make observations of cells.
Investigate*Plan*Design
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.1, 5.1 (Plan)
C. Compare and contrast plant and animal cells and identify their major parts and functions.
InvestigateCompare ContrastIdentify
Observe microscopic slides of plant and animal cells; examine differences – “Plant and Animal Cells” – ESS – p. 21 – 22
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
5.1e,f,h; 4.1
“Comparing Plant and
Animal Cells in a Venn Diagram” – ESS – p. 23 – 24 or ”Cellmates?“Vascular-Non-Vascular Sheet”
“Cell Identification Worksheet” – ESS – p. 23 – Remove key and have students label or match labels with parts
Sentence/ Bullet b):D. Compare and contrast the distinguishing characteristics of the kingdoms of organisms.
InvestigateCompareContrast
Picture sort differentiating organisms in each of the kingdoms
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
Individual sort differentiating organisms in each of the kingdoms
“Classification of Organisms” – page 33“Vertebrates and
Invertebrates Sort”
ESS – page 33
Sentence/ Bullet b), c), and d):E. Group organisms into categories, using their characteristics: living things (kingdoms), plants (vascular and nonvascular), and animals (vertebrates or invertebrates). Name and describe two common examples of each group.
Investigate*Plan*GroupNameDescribe
“Tubes for the Move” – ESS – p. 42
Use graphic organizers to show grouping of organisms into categories
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.4, 4.5, 4.8b, 4.1, 5.1 (Plan)
“Kingdoms”
“I Have Living Things”
Student-generated graphic organizer, paper/pencil or computer-generated (i.e. Kidspiration).(See example.)
“The Animal Kingdom: Invertebrates/ Vertebrates” – page 34, 38
Student-generated book of kingdoms (Writing Workshop)
Amazing Animals
Animal Groups
ESS – pages 34, 38
SCIENCE PACING – STANDARD 5.6 WEEK(S): 26 – 27
The student will investigate and understand characteristics of the ocean environment. Key concepts includea) geological characteristics (continental shelf, slope, rise);b) physical characteristics (depth, salinity, major currents); andc) biological characteristics (ecosystems).
Essential Knowledge and SkillsStudents should be able to:
Verbs Instructional ActivitiesThe student will . . .
Related SOLs
Evidence of Mastery Suggested Resources
Sentence/ Bullet a), b), and c):A. Explain key terminology related to the ocean environment.- continental shelf- continental slope- continental rise- abyssal plain- ocean trenches- sediments- phytoplankton- depth- salinity- currents- waves- tides- plankton- Gulf Stream
InvestigateExplain
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
Word sort Oceanography Kit (Hubbard Scientific)
What’s Under the Sea?
Amazing Journeys: To the Depths of the Ocean
Exploring Tide Pools
Sentence/ Bullet a):B. Create and interpret a model of the ocean floor and label and describe each of the major features.
Investigate*Plan*CreateInterpretLabelDescribe
Construct a model of the ocean floor – ESS – p. 48 (Students could also use play-dough or clay of varying colors to construct a model and place labels in appropriate places.)
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.1, 5.1 (Plan)
Student labeling of ocean (See examples.)
ESS – p. 48
Sentence/ Bullet a) and b):C. Research and describe the variation in depths associated
InvestigateResearchDescribe
Interactive Notetaking
Videostreaming.
“The Ocean Floor” – page 51
ESS – page 51
with ocean features, including the continental shelf, slope, rise, the abyssal plain, and ocean trenches.
Word wall/ word sorts
Sentence/ Bullet b):D. Design an investigation (including models and simulations) related to physical characteristics of the ocean environment (depth, salinity, formation of waves, and currents, such as the Gulf Stream).
Investigate*Plan*Design
Investigation: Depth _________________
Investigation: Formation of waves _______
Investigation: Currents ________________
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.1, 5.1 (Plan)
“Salinity” – p. 55 ESS – page 55
E. Interpret graphical data related to physical characteristics of the ocean.
InvestigateInterpret
Depth: Graphing the Ocean Floor
Salinity: ______________
Formation of waves: ______________
Currents: ________________
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
Graphing the Ocean Floor assessment sheet
“Under the Sea” (See example)
F. Explain the formation of ocean currents and describe and locate the Gulf Stream.
InvestigateExplainDescribeLocate
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
Exit pass: Explain the formation of ocean currents.
Map: Locate Gulf Stream and write a description.
Sentence/ Bullet c):G. Design an investigation (including models and simulations) related to biologic characteristics of the ocean environment
Investigate*Plan*Design
Create food chain – pyramid
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.1, 5.1 (Plan)
Food chain/ pyramid
(ecological relationships).H. Interpret graphical data related to the biological characteristics of the ocean, such as the number of organisms vs. the depth of the water.
InvestigateInterpret Interactive Notetaking
Videostreaming.
Word wall/ word sorts
“The Ocean Floor” – page 51
“Under the Sea”
Page 51
I. Analyze how the physical characteristics (depth, salinity, and temperature) of the ocean affect where marine organism can live.
InvestigateAnalyze
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
“The Ocean Floor” – page 51
Page 51
J. Create and interpret a model of a basic marine food web, including floating organisms (plankton), swimming organisms, and organisms living on the ocean bottom.
Investigate*Plan*CreateInterpret
“Life in the Food Chain” – p. 59
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.1, 5.1 (Plan)
Food web
SCIENCE PACING – STANDARD 5.7 WEEK(S): 21 – 25
The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include
a) the rock cycle including identification of rock types;b) Earth history and fossil evidence;c) the basic structure of the Earth’s interior;d) plate tectonics (earthquakes and volcanoes);e) weathering and erosion; andf) human impact.
Essential Knowledge and SkillsStudents should be able to:
Verbs Instructional ActivitiesThe student will . . .
Related SOLs
Evidence of Mastery Suggested Resources
Sentence:A. Apply basic terminology (italic print in overview) to explain how the Earth surface is constantly changing.“Rocks move and change over time due to heat and pressure within the Earth and to weathering and erosion at the surface. These and other processes constantly change rock from one type to another. Depending on how rocks are formed, they are classified as sedimentary (layers of sediment cemented together), igneous (melted and cooled, e.g., lava and magma), and metamorphic (changed by heat and pressure).
InvestigateApplyExplain
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.8 Word sort Rocks and Minerals Kit (Carolina)
Plate Tectonics Globe Kit
Land and Water Kit
The Amazing Earth Model Book
Remarkable Rocks
Fossils (Rigby)
Fossils (Benchmark)
Beneath Earth’s Surface
Volcanoes and Geysers
Volcanoes
Magic School Bus – Inside the Earth
Facts about
Earthquakes
Earthquakes and Tsunamis
Earth Rocks! Book set
Rocks and Minerals book set
Bullet a):B. Draw and label the rock cycle and describe the major processes and rock types involved.
InvestigateDrawLabelDescribe
Observe animated version of the rock cycle on the LCD projector: http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm
Model process with graphic organizer
Act roles of sedimentary, igneous, or metamorphic rock using “Rock cycle” song
Play game of tag by providing name tags. Pass bean bag to different rock and state what causes change to occur
“The Rock Cycle” – ESS – p. 81
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.8 Graphic organizer
Exit pass
ESS – page 81
C. Compare and contrast the origin of igneous, sedimentary, and metamorphic rocks.
InvestigateCompareContrast
“The Rock Cycle” – p. 81
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.8 ESS – page 81
D. Identify rock samples (granite, gneiss, slate, limestone, shale, sandstone,
InvestigateIdentify
“Rocky Road” – p. 85
Interactive Notetaking
4.8 Student sort
Classification chart
ESS – page 85
and coal), using a rock classification key. Videostreaming.
Word wall/ word sortsBullet b):E. Make plausible inferences about changes in the Earth over time based on fossil evidence. This includes the presence of fossils of organisms in sedimentary rocks of Virginia found in the Appalachians, Piedmont, and Coastal Plain/Tidewater.
InvestigateInfer
“The Evidence Is In” – p. 73
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.8 Timeline of fossil ESS – page 73
Bullet c):F. Describe the structure of Earth in terms of its major layers — crust, mantle, and inner and outer cores — and how the Earth’s interior affects the surface.
InvestigateDescribe
Compare the layers of an apple to the layers of the Earth by cutting into the apple.
“The Layers of the Earth” – p. 66
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.7 Earth Model book – Make model of the layers of the Earth and include information regarding layers.
Flip book with layers of the Earth
ESS – page 66
Bullet d):G. Differentiate among the three types of plate tectonic boundaries (divergent, convergent, and sliding) and how these relate to the changing surface of the Earth and the ocean floor (5.6).
InvestigateDifferentiate
“Plate Tectonics” – p. 69
The Earth Model book – Model movement of plates.
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
5.6 “Plate tectonics” – p. 72
Show divergent, convergent, and slide with graham crackers.
The Earth Model book – Cut and move plate tectonics.
Label convergent and divergent, and sliding on model.
ESS – page 69, 72
H. Compare and contrast the origin of earthquakes and volcanoes and how they affect
InvestigateCompareContrast
“Plate Tectonics” – p. 69
The Earth Model book – Model movement
4.7 “Plate tectonics” – p. 72
ESS – page 69, 72
the Earth’s surface. of plates
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
Show divergent, convergent, and slide with graham crackers.
The Earth Model book – Cut and move plate tectonics.
Label convergent and divergent, and sliding on model.
Bullet e):I. Design an investigation to locate, chart, and report weathering and erosion at home and on the school grounds. Create a plan to solve erosion problems that may be found.
Investigate*Plan*DesignCreate
Problem/ solution sorting activity – have students then plan their own solution to a problem.
Watershed cleanup activity from Headwater Soil and Conservation
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.6, 4.1, 5.1 (Plan)
Student plan Sandy Greene
J. Differentiate between weathering and erosion.
InvestigateDifferentiate
Picture sort activity differentiating weathering and erosion
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.6 T-chart Venn diagram
K. Design an investigation to determine the amount and kinds of weathered rock material found in soil.
Investigate*Plan*Design
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.6, 4.1, 5.1 (Plan)
Student plan Sandy Greene
Bullet f):L. Describe how people change the Earth’s surface and how negative changes can be controlled.
InvestigateDescribe
Interactive Notetaking
Videostreaming.
Word wall/ word sorts
4.8 Narrative – draw pictures or take photos
Sandy Greene