Land and Water - learning-in-action.williams.edu · Lesson 3: In this lesson, students will read a...

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

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LandandWater

EarthScience/Grade2

Inthisunit,studentswilllearnaboutthelandformsandbodiesofwaterthatmakeupourplanet.Duringthisunit,studentswilllearn

howtomapthesestructures.StudentswilllearnaboutchangestotheEarth’sstructurethrougherosionandhowtheymightbe

prevented.

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


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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:Examplesoftypes

oflandformscanincludehills,valleys,river

banks,anddunes.Examplesofwaterbodies

canincludestreams,ponds,bays,andrivers.Quantitativescalinginmodelsorcontour

mappingisnotexpected.

TechnologyK2:3.1Usevariousage-appropriatetechnologiestolocate,collect,

andorganizeinformation.

TechnologyK2:3.4Useavarietyofage-appropriatetechnologies(e.g.,drawing

program,presentationsoftware)to

communicateandexchangeideas.

2-ESS2-3.Useexamplesobtainedfrominformationalsourcestoexplainthatwater

isfoundintheocean,riversandstreams,

lakesandponds,andmaybesolidorliquid

MeaningUNDERSTANDINGS UStudentswillunderstandthat…● Someeventshappenveryquickly;whileothersoccurveryslowly,overatimeperiodmuchlongerthanonecanobserve.

● Windandwatercanchangetheshapeofland.

● Mapsshowwherethingsarelocated.

● Youcanmapdifferentshapesandkindsoflandandwater.

● Waterisfoundintheocean,rivers,lakes,andponds.

● Waterexistsassolidiceandinliquidform.

● Becausethereisalwaysmorethanonepossiblesolutiontoaproblem,itisusefultocompareandtestdesigns

ESSENTIALQUESTIONS Q1. Whataredifferenttypesoflandformsandbodiesofwater?Howcanweuse

differenttoolstomapthem?

2. Whatiserosionandhowcanwepreventit?


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2-ESS2-4(MA).ObservehowblowingwindandflowingwatercanmoveEarthmaterials

fromoneplacetoanotherandchangethe

shapeofalandform.ClarificationStatement:Examplesoftypesoflandformscanincludehills,valleys,riverbanks,and

dunes.

2-ESS2-1.Investigateandcomparetheeffectivenessofmultiplesolutionsdesigned

tosloworpreventwindorwaterfrom

changingtheshapeoftheland.

ClarificationStatements:Solutionstobecomparedcouldincludedifferentdesignsof

dikesandwindbreakstoholdbackwind

andwater,anddifferentdesignsforusing

shrubs,grass,andtreestoholdbackthe

land.Solutionscanbegeneratedor

provided.

Literacy2.W.7.Participateinsharedresearchandwritingprojects(e.g.,readanumberof

booksonasingletopictoproduceareport:

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 Describehowmapsandglobesdepict

geographicalinformationindifferentways.

(G)Readglobesandmapsandfollownarrative

accountsusingthem.(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.Originallybasedon

UnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012


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LessonsAt-A-Glance

LessonNumber CoreActivities Extensions

TechIntegration FieldWork

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

Projectorimages

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

2 ● BodiesofWaterBooklet● HeadbandzGame● QRCodeScavengerHuntorEasterEggHunt

● GoogleCardboardExploration● MapExtension(“PerfectIsland”)

● HoosicRiverTrip● Independent

Research/Homework

● MassachusettsandU.S.MapIdentifications

● 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

Mountain

Hill

Water

Direction

Wind

Land

Boulder

Plants

Landform

Models

Modeling

Presentation

Maps

Representation

Revise

Bay

Cliff

Ledge

Erosion

Man-made

Natural

Barrier

Plateau

HoosicRiver

Gulf

Canal

Acrostic

Globe

Compass

Weathering

Seabed

Dike

Windbreak


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Lesson1:LandformsBACKGROUND

OverviewoftheLesson Inthislesson,studentswilllearnaboutdifferenttypesoflandforms.,throughavarietyofactivitiesfocusedonhowtoidentify

anddescribelandforms.Studentswillalsobeintroducedtotheconceptofmodelingandhowtousemodelstorepresentreal-

lifestructures.Note:ThislessonincludestheuseofGoogleCardboard.Pleaseensurethatthesewillbeavailableforstudentusepriortostartingthislesson.Partofthislessonhasbeenadaptedfrom:http://betterlesson.com/lesson/635801/where-is-water-found-on-earth?from=cc_lesson_title

FocusStandard(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


LargeWordsforLandformMatching Bin

1perstudent LandformPictures Binder

1perstudent TypesofLandformsWorksheet Binder

1 LandformPowerPoint ThumbDrive

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

**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorPrintandcutoutfoursetsofthelandformimagesandassociatedwords-placeonesetonfourdifferenttablesanddivideup

yourstudentsandassignthemtoatable.Askthestudentstomatchthepictureswiththewordthatbestdescribesit.Once

finished,ask,whichpicturesweretheeasiesttomatch?Whichwerethehardest?Whywerecertainimageseasiertomatch

thanothers(givesanopportunityforstudenttotalkabouttheirexperiencewithlandforms)?Pleasewaittoprovidethe


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answersasyouwillreturntothisactivityattheendofthelesson.Thisactivityshouldbehelpfulinevaluatingwhatprior

knowledgestudentshaveoflandforms.

Listoflandforms(thepicturesareintheorderlistedbelow):

● Coast● Plain● Canyon● Peninsula● Volcano● Plateau● Hills● Valleys● Dunes● Deltas● Mountains● Islands● Non-naturallandformcategory

LessonDetailsDuringtheLesson

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


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LandformsarenaturalphysicalfeaturesofEarth’ssurface,andcanbelocatedbothonlandandunderwater.Makesure

toincludethefourmajortypesoflandformsontheKWLchart.Askstudents,“Whatareotherexamplesoflandforms

thatwerenotmentionedinthevideo?”

2. DistributetheLandformsworksheetandhavestudentsfollowalongtotheLandformsPowerPointastheycutoutthedifferentlandformpicturesandgluethemnexttothecorrectnameanddefinition.Besidethepicture,studentsshould

drawthelandform.

LandformsCharade!1. Havestudentssitinacircleorattheirdesksifthespacedoesnotallowit.Assignastudentalandformtoactout.The

studentmayenlisthelpfromstudentstohelpthempresenttheirlandform,thestudentscannotspeaktoeachother.

Forexample,twostudentscanmakeatriangleshapetorepresentamountain,oronestudentmaypretendtoexplode

torepresentavolcano.

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

3. Onceallthelandformshavebeenperformed,leadashortdiscussion.Introducetheideathattherearemanydifferentwaystorepresentthesamething,andthatdifferentrepresentationsservedifferentpurposes.Picturescangiveyoua

visualrepresentationofwhatlandformslooklike,butcharadescanrepresentsomeoftheothercharacteristicorbasic

shapesoflandforms.Whatareotherwayswecanrepresentthesameinformation?Whichrepresentationsdoyoulike

best,orfindmostusefulorcompelling?Why?Otherexamplesincludeusingtechnology,physicalmodelsandmaps.

[SP2:Developingandusingmodels]


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VirtualTourofLandforms1. Note:Thisactivitymaybeoptionaloradapteddependingonthesoftwareandtechnologyavailableinthe

classroom.Thisactivitywillhelpstudentsvisualizelandformsusing3-Doralternativetechnology.Buildingonthediscussionfromthepreviousactivities,explainthatthestudentswillbeworkingwithadifferentformof

representation.Beforebeginningtheactivity,makesuretosetgroundrulesforusingtechnologyintheclassroom.We

willbeworkingwithGoogleCardboard,whichisavirtualrealityviewer.Theviewerusesasmartphoneanda

correspondingapp.Opentheappinthesmartphoneandplacethesmartphoneintheviewerasindicatedonthescreen.

2. UsingGoogleCardboard:MakesureyouhavetheGoogleStreetViewappdownloadedonyourphone.Opentheappandtypeinthenameofthelandformyouwillexplore,allofwhicharelistedbelow.Onceattheindicatedlocation,tap

ontheviewericonshapedliketheGoogleCardboardviewerintherighthandcornerandfollowthesubsequent

instructions.Putthevieweronlikeglassesandturnyourheadleft,right,upanddowntoseeyoursurroundings.

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

IftheGoogleCardboardviewerisnotavailable,oryouwanttohaveseveralviewingsgoingonatonce,usethe

projectoranddisplaythewebsitesabovetothewholeclassroom.

3. Think-Pair-Share:HavestudentsdiscussinpairsthedifferentlandformstheysaweitherthroughtheGoogleCardboardorontheprojector.Writeleadingquestionsontheboardsuchas,“Howwasviewinglandformsthroughthis3D

representationdifferentfromthepicturesorcharades?Whatdidyounoticethatyoudidn’tbefore?”


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LessonClosingInpairsorsmallgroups,studentswillworktogetheronPairedTextPassages“TheRockyMountains”and“TheGreatLakes”

andanswertheaccompanyingquestions.

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

Extensions

1. Havestudentsaskfamilymembersabouttheirfavoritetypesoflandforms.Whatlandformshavetheyseen,whiletravelingorathome?Dotheyhaveanyparticularmemoryorstory?Studentscansharewhattheyhavelearnedwith

theclassthenextday.Studentsmightalsobeaskedtobringinaphoto,apostcard,oranothertypeofprintedpicture.

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

toexplorethe360pictures.Identifydifferentlandformsandtheirgeographiclocations.

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

onthedifferentfunctionsGoogleEarthallows?


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Lesson2:BodiesofWater

BACKGROUND

OverviewoftheLesson Inthislesson,studentswilllearnaboutdifferentbodiesofwaterthatexistonEarth.Studentswillwatchavideoonbodiesof

waterandwilllearnhowtodescribethem.Ultimately,studentswillgainabasicunderstandingofdifferentbodiesofwater.

Note:ThislessonincludestheuseofiPadsandGoogleCardboard.Pleaseensurethatthesematerialswillbeavailableforstudentusepriortobeginningthislesson.Partofthislessonhadbeenadaptedfromthefollowingsource:http://betterlesson.com/lesson/635801/where-is-water-found-on-earth




● Quantitativescalinginmodelsorcontourmappingisnotexpected.

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


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2.1Onamapoftheworld,locateallofthecontinents:NorthAmerica,SouthAmerica,Europe,Asia,Africa,Australia,and

Antarctica.(G)

2.2LocatethecurrentboundariesoftheUnitedStates,Canada,andMexico.(G)

2.6Explainthedifferencebetweenacontinentandacountryandgiveexamplesofeach.(G)

LearningTargets Icanidentifydifferentbodiesofwater

Icanprovideexamplesofwaterasasolidorliquid

Icanexplainhowdifferentmodelscanservetorepresentthesameobject

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 ClassroomTeacher

1 TheWaterBodies:

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

Thumbdrive

1perstudent BodiesofWaterPictureSheet Bin1perstudent DefinitionCards Bin1perstudent 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 Bin1or2perstudent Graphpaper ClassroomTeacher

1perstudent “AmericanCrocodiles”ReadingandQuestions Binder

1perstudent “ProtectingtheWetlands”ReadingandQuestions Binder

**Itemsinboldshouldbereturnedforusenextyear*


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LESSONDETAILSLessonOpening/ActivatorAskstudents,wherecanwefindwaterontheplanet?Havestudentslistdifferentplaceswherewatercanbefound.Someof

theexampleswillprobablybeman-madelikethesinkorshower.Wherecanwaterbefoundinnature?Dothisactivityfor

about5minutes,orhowevermuchtimeisneededtopreparefortherestofthelesson.Nowwatchthevideo:(“TheWater

Bodies”)https://www.youtube.com/watch?v=bNWuQD7QHBcasanintroductiontothemaintypesofbodiesofwater.The

followinglistincludesallofthebodiesofwaterwewillbelearningaboutinthislesson:

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

DuringtheLessonBodiesofWaterBooklet

1. Handout2sheetsofblankcopypapertoeachstudent.Instructthemonhowtofoldtheirpapertomake6boxes.Then,foldhorizontallyandcutonthecreasedlinessotheyhave6boxes.Whenfolded,thesheetshouldlookliketheimage

below.Repeatwiththesecondpage.Afterstudentshavefinishedcutting,theycanstaplealltheboxes/pagestogether

tomakeabooklet.


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

outthebodiesofwaterpicturesanddefinitionsheetsandletthestudentsworktogethertotryandmakematches.Once

thestudentsbelievetheyhavemadethecorrectmatches,thegroupshouldraisetheirhandswhentheyhavefinished.

Asaclass,gooverthematching.Askonegroupwhattheygotandifit’sincorrectaskifanyonegotsomethingdifferent.

Thenexplainwhyoneansweriscorrectovertheother.Oncethematchesarecorrect,thestudentsshouldpastethe

pictureandtheassociateddefinitiononapageintheirbooklet.Itissuggestedthatthepictureispastedononesideof

thepaperandthedefinition/nameispastedontheothersideofthepapersostudentscanquizthemselvesandeach

other.

3. Intheirformedgroups,havestudentstake5-10minutestoplayHeadbandz(iftheteacherhasaccesstothegame,ifnotimprovisewiththestudentsholdingflashcardsupontheirforeheads).Onestudentwillstartwithanimageofabodyof

waterhelduptotheirforehead.Theywillthenstarttoaskyesornoquestionsaboutwhatkindofbodyofwaterthey

are.Oncetheyguesscorrectly,anotherstudentcango.Continueforafewrounds.Questionsthestudentscanaskeach


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otherare:AmIcompletelysurroundedbyland?AmIshapedlikeasnake?Amimadeoffreshwater?DoIconnectto

theocean?Ifthestudentsneedhelpwithcreatingquestions,havethemlookbackattheirdefinitions.

(Ifneededyoumaybreakthislessonupintotwodays.Thebestwaytodothiswouldbetoaftertheactivityaboveandskipto

thelessonclosingwhicharepassagesforstudentstoreadthatpertaintothelesson.Thenwhenreturningtothelesson

rewatchthevideointhelessonopeningtoremindthestudentsofwhattheylearnedandcontinuewiththeactivitiesbelow,

skippingthelessonclosingsinceyoushouldhaddonethatthefirstday.)

QRCodeScavengerHunt1. Splittheclassinto4-5groups.EachgroupshouldhaveaniPad.Beforestartingthisactivity,setthegroundrulesfor

usingiPadsintheclassroom.StudentsshouldunderstandthatiPadsaretoolsforresearch,nottoysforplaying.Each

studentshouldhaveaQRcodeworksheet.

2. SpreadtheQRsheetsaroundtheclassroom.StudentswilltravelaroundtheclassroomintheirsmallgroupsandscanthedifferentQRcodes.TheQRcodestakethemtodifferentwebsitesaboutbodiesofwater.Makesureeachgroupgets

toscanall9QRcodessotheycanlookatandlearnabouteachbodyofwater.

3. Tomaintainandenhancestudentaccountability,studentscouldreporttoaclassroomteacherortothesciencefellowstoreportonethingthattheylearnedfromvisitingthevariousQRstations.Studentswouldneedtocollectstickersthat

representtheninestationsaddedtoaworksheettocheckthattheyhavevisitedandabsorbedtheinformation

presented.[SP4:Analyzingandinterpretingdata]


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IfQRCodesarenotavailable,Uselandformcardsavailableinthebintocreateaeasteregghuntforthekids.Have

studentssplitintogroupsof4or5andtellthemthateachgroupistofindtwolandformcards,returntotheirdeskand

reviewwiththeirgroupinordertopresenttotherestoftheclassthebodiesofwatertheyfound.Thenhaveeachgroup

presentandprovideasummaryoftheirfindings.

GoogleCardboardExploration+MapExtension1. StudentsshouldbefamiliarwithhowtouseGoogleCardboardfromLesson1.Beforebeginningthisactivity,make

suretoreiteratetheguidelinesandrulesforusingtheGoogleCardboardviewers.Aswehaveonly2Google

Cardboardviewersavailable,thisactivitywillworkintandemwithadifferentactivity.

2. Activity1:GoogleCardboardViewers.Studentswilltaketurnslookingatdifferentexamplesofbodiesofwaterthroughtheviewer.AnotheroptionistohavetheGooglestreetviewopenoniPadsoracomputerwhichwillallow

morestudentstolookatdifferentbodiesofwaterfromdifferentperspectives.HavetheiPadsandviewerssetupat

onetablewhereitwillbeeasytohelpstudents.Belowisthelistofbodiesofwaterstudentswillbeobservingand

thecorrespondinglinkstoviewthem.

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,usethe

projectoranddisplaythewebsitesabovetothewholeclassroom.


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3. StudentsshouldbringtheirScienceJournalstothetechnologytable(unlessusingtheprojectorthentheycanstayintheirseats)andrecordtheirobservations.Questionstoaskstudentsinclude:

a. Whatdoyounoticewhenlookingatthesebodiesofwater?b. Dothebodiesofwaterlookdifferentwhenusingtechnologythenjustlookingataprintedpicture?c. Whichbodiesofwaterhadsolidwater?Whichhadliquidwater?

4. Activity2:MapExtension.Thisactivitywillprovidealinktothenextlesson,whichwillbeonmapping.Createtheperfectisland!Inthisactivity,studentswillbecreatingtheirvisionofa‘perfectisland’.Emphasizethatthisisadraft

thatcanberevisedinthenextlesson.Reviewwhatamapis,amapisatypeofmodel;itservesasarepresentation

ofanareaoflandorwater,oftenincludingphysicalfeatureslikeroadsandlandforms.Asaclass,brainstorm

differentaspectsthatwouldmakeanislandperfect.Then,handoutgraphpaperforstudentstosketchtheirdrafts

foramap.Dependingontheneedsofyourclass,studentscanworkonthisindependentlyorinpairs.Allmaps

shouldincludeatleastonelandformandonebodyofwater.Encouragestudentstolabelthedifferentpartsoftheir

map,includingthelandformsandbodyofwater.[SP2:Developingandusingmodels]

LessonClosingStudentscanworkinpairsorindividuallyonthe“AmericanCrocodiles”and“ProtectingtheWetlands”questions.

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


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Extension1. HoosicRiver:PlanafieldtriptotheHoosicRiverandhavestudentssketch,photographandtakevideosoftheriverand

surroundingarea.

2. Independentresearch/homeworkalternative:havestudentschooseabodyofwatertheywanttolearnmoreabout

3. UsingmapsofMassachusettsandtheUnitedStates,helpstudentsidentifytheriversandoceansonthemap.Havestudentscircleriversandbracketoceans.

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


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Lesson3:AnIntroductiontoLandforms(LiteracyLesson)

BACKGROUND

OverviewoftheLessonInthislesson,studentswillreadarhymingbookaboutlandforms.Studentswillwriteanacrosticpoemforoneofthe

landformsstudied.

FocusStandardLiteracy2.W.7.Participateinsharedresearchandwritingprojects(e.g.readanumberofbooksonasingletopictoproduceareport:recordscienceobservations).

LearningTargetsIwillidentifydifferentlandformsfoundonourplanet.

Iwillbeabletodescribecharacteristicsoflandforms.

AssessmentStudentswillwriteanacrosticpoemfocusingonthecharacteristicsofaspecificlandform,andapplytheirknowledgeof

characteristicsbycreatingaphysicalrepresentationalongsidethepoem.


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KeyVocabularyTier3:Acrostic


1copyperstudent AnIntroductiontoLandformsReaderandQuestions(11pages

total) Binder(teachertomakecopies)

ProjectorandLaptop ClassroomTeacher

“LearningAboutLandforms”

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

Dependenton

studentneed

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

1perstudent ConstructionPaper/Cardboard Bin

Coloredpencils/markers ClassroomTeacher

2tubs AirDryClay Bin


LESSONDETAILSLessonOpening/ActivatorStudentswillwatchthe3-minutelandformvideofromlesson1asarefresher(“LearningAboutLandforms”)

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


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Askstudentstorecalldifferentlandformstheyrememberseeinginthevideoandlistthemontheboard.

DuringtheLesson1. Giveeachstudentacopyofthereader:AnIntroductiontoLandforms,anddivideintogroupsdecidedbyreading

levels,keepingadultsingroupswithslowerreaders.Explaintothestudentsthatthisisarhymingstory,andtopay

closeattentiontotherhymes,italics,aswellastheinformationaboutlandforms.Afteryoureadaboutdifferent

landformsyoucanaddthemtotheliststartedontheboard.Ifyouwanttofocusontheitalics,havestudentscircle

theitalicizedwordsoneachpage.Thesewordsareimportantlandformvocabulary.Givethestudentstohavean

opportunitytoaskaboutthedifferentvocabwords.

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

questionitrefersto.Discussanyquestionsormisconceptionsthatmaycomeupinthemultiplechoicesection.

3. AcrosticExplainwhatanAcrosticpoemis.Inthesamegroupsyouhadfromreadingcomeupwithanlandformforeach

grouptowriteabout.ThenhaveeachstudentcomeupwithasentencesforeachletterYoushouldgiveanexample

beforethestudentsbegin.

Example:D-dryland

E-extremelyhot

S-sweepingsand


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E-empty

R-raysofsun

T-tumbleweed

4. ArtintegrationTocomplimenttheacrosticpoems,studentswilleachcreateanartdepictionoftheirchosenlandform/bodyofwater

(frompoem).Givestudentsoptiontocreatecollage/2Dor3Dmodelrepresentationoflandform/bodyofwater.

Instructstudentsexplicitlytodrawontheadjectivestheyjustgeneratedfortheirpoeminordertocreateamodelof

thelandform/bodyofwaterthatfitscharacteristics--forexample,“Howcanyoushowthatthedesertisreallyhotand

dry?”

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

LessonClosingGivestudentsachancetosharetheirpoemsorartprojectswitheachother.Afterclean-up,facilitatediscussionabouthow

theirworktodaycreatingpoemsandmodels/drawingsarejustmorewaysthattheselandforms/bodiesofwatercanbe

represented(inadditiontomaps,etc.thatwediscussedinpreviouslessons).

AssessmentStudentswillwriteanacrosticpoemfocusingonthecharacteristicsofaspecificlandform,andapplytheirknowledgeof

characteristicsbycreatingaphysicalrepresentationalongsidethepoem.


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Lesson4:Mapping

BACKGROUND

OverviewoftheLessonInthislesson,studentswilllearnbasicinformationinordertounderstandmaps.Studentswilllearnhowtoreadmapsand

thenhowtouseknowledgetocreateandimproveoriginalmaps.Thestudentsshouldincorporateinformationabout

landformsandbodiesofwaterintotheirmap-making.NOTE:Thislessonrequiressomeprepworkbeforebeginning.ThislessonalsoincludestheuseofiPads.




● 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,physical

features,planatrip,etc.;).

Icancreateamapthatrepresentslandformsorbodiesofwater.

AssessmentStudentswillbeassessedontheiranswersandobservationsmadeintheirsciencejournalsduringthemapstations.

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


1 Treasure Bin 1 There’saMaponMyLap!ByDr.Seuss Bin iPads ClassroomTeacher 5 Dryerasemarkers ClassroomTeacher 2copiesofeach LaminatedMaps:(BerkshireCounty,Massachusetts,United Bin


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States)2 Globe ClassroomTeacher/Bin ProjectorandLaptop MapofMassachusettsfrom:

http://www.worldatlas.com/webimage/countrys/printpage/pri

ntpage.php?l=/img/areamap/758a6d72b3af3bdb6711863997c

9b613.gif

ClassroomTeacher

Accesstothefollowingactivity:

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

4-5containers PlayDoh Bin1perstudent Flatsquarepiecesofcardboard Bin1perstudent “SevenLargeLands”ReadingandQuestions Binder

1perstudent “TheDifferenceBetweenMapsandGlobes”Readingand

Questions

Binder


1perstudent Whitepaper ClassroomTeacher

ColoredPencils/Markers ClassroomTeacher



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LESSONDETAILSLessonOpening/ActivatorTreasureHunting!NOTE:Beforebeginningthisactivity,choosea“treasure”tohidesomewhereintheclassroomorintheplayground.Itshouldbesmall,andlabeledas“treasure”.Thisactivitycanbedoneintheclassroomoroutside.Forsimplicity’ssake,thelocationoftheactivitywillbereferencedasthe

“classroom”.Chooseastudentwhowillserveasthetreasurehunter.Havethemstandinthefrontoftheclassroomandclose

theireyes.Withtherestoftheclasswatching,theteachershouldhidethe“treasure”.Oncethe“treasure”ishidden,thechosen

studentcanopentheireyes.Goinginacircle,alloweachstudenttogiveonedirection(andonlyonedirection).Theywillbe

thetreasurehunter’sguides.Examplesofdirectionsare:“Take2stepsforward”or“Turnright.”Giveexamplesofbeneficial

directionstothestudentsbeforebeginningtheactivity.Oncethe“treasure”isfound,leadadiscussionwiththestudents.Was

iteasyordifficulttogivedirectionstothetreasurehunter?Wasiteasyordifficultforthetreasurehuntertofollowthese

directions?Whatwouldmakeiteasiertofindthetreasure?Ifitisnotbroughtup,mentiontheuseofmapstohelpguidethe

treasurehunter.Particularly,treasuremaps.Whatarethedifferentwayswecanusemaps?Differentmaps,ofcourse,serve

differentusesandarenotperfectbecauseitisdifficulttodrawaflatmapthatiscompletelyaccurate.

UsesofMaps:● To“find”treasure● Finddirections● Followhikingandbikingpaths● Planroadtrips● Planconstructionofbuildingsorroads


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● 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,studentswillrotatebetweenthreestationswheretheywillworkwithdifferenttypesofmaps.StudentswillusetheirScienceJournalstorecordobservations.Makesuretogivestudents

instructionsandexpectationsforeachstation.

a. FlatMaps:StudentswilllookatmapsoftheUnitedStates,Massachusetts,andtheBerkshires.Usingdryerasemarkers,studentsshouldunderlinethetitle,drawaboxonthelegend,circlethescale,anddrawatriangleon

thecompass.Intheirsciencejournals,studentsshouldwritethenamesoftwobodiesofwaterandone

landform.Studentsmayneedhelpidentifyinglandformsonamap.

b. Globe:Studentswilltouchandlookatglobes.Intheirsciencejournals,theywillrespondtothefollowing

questions:Howdoglobesdifferfromflatmaps?(Globesare3dimensional,havebumps,arespherical).Whatare

twoexamplesofmajorbodiesofwater?Canyouseeanylandformsontheglobe?

c. GoogleMaps/StreetView:UsingtheiPadsoracomputer,studentswillcompletethefollowingactivitiesin


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Googlemaps:i. Typeyourhomeaddressintothesearchbar.Howlongdoesittaketogettoyourhomefromschool?

Howmanymilesawayisit?

ii. Alsopullupthiswebaddressonanothertab

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

6d72b3af3bdb6711863997c9b613.gif)forastillcaptureofMassachusetts.Askthestudents:What

doyouthinkthegreencolorrepresents?Whatdoyouthinkthegreycolorrepresents?Theblue

color?Theyellowandwhitecolors?

iii. Askthestudentswhatisalandformorbodyofwaterthattheysee.Writetheexamplesinyour

ScienceJournal.

d. Oncestudentshavefinishedtheactivity,studentsshouldThink-PairwithastudentnotintheirgroupandSharetheirthoughtsaboutthedifferenttypesofmapsweused.Writequestionsontheboardforstudentstodiscuss,

suchas“whatmapswerehardestoreasiesttouse?Whatwerethedifferencesinthemaps?Doesonemaptell

yousomethingthatanothercan’t?”

2. RevisitPerfectIslandProject:Havestudentstakeouttheirfirstdraftoftheirperfectislandfromapreviouslesson.Askthemmakeafinaldraftofitbyaddinginthefeaturesofmapsthattheylearnedtoday(key/legend,title,scale,

compassetc.)Givethemideasofwhatcouldberepresentedintheirmapssuchascities,trees,mountains,and

buildings.Eachitemcanberepresentedbysimpleshapessuchastrianglesformountains,squaresfor

houses/buildings,starsforcities.Oncethestudentsfinished,askifanyonewouldliketopresenttheirislandtothe

class.[SP2:Developingandusingmodels]


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PairedTextPassagesInsmallgroupsorindividually,studentswillreadandcompletethequestionsforthepairedtextpassages“SevenLarge

Lands”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,wheretheydidthetreasurehuntingactivityandaskstudentstodrawwheretheywould

hidethetreasure,andthendrawalinefromastartingpointtothetreasure,creatingamap.

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

examplesoflandmarksmightberoads,trees,streetsigns,parks,pools,parkinglots,etc.

c. Option3:Thestudentscouldjustbeprovidedwithamazeexercise,e.g.helpingthemousefindthecheese,theendproductofwhichwouldbeamapforthemousefromitsstartinglocationtoitstreasure.


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Lesson5:ShapingtheLand

BACKGROUND

OverviewoftheLesson Inthislesson,studentswillbelearningabouterosionandhowwindandwatercanchangetheshapeoftheland.Studentswill

conductexperimentstodiscoverhowwatercauseserosion.Studentwillalsowatchavideoonglacialerosionandlearnabout

howglaciersshapedBerkshireCounty.Studentswillthenconductaninvestigationusingbowls,straws,andsandtoseehow

windcauseserosion.Finally,studentswillcompleteapairedtextactivityonthetopicsofErosionandAvalanches.Note:Theactivitiesinthislessonmaybesplitamongmultipledaysifneeded.Theerosiontraysmustbesavedforthenextlesson(howeveranywetsandorsoilcanbethrownout).Theicecubeextensiontotheglacieractivityrequiresteacherset-upatleast1dayinadvance.

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

LearningTargetsIcandefineerosion

Icanexplainhowwatershapestheland

Icanexplainhowwindshapestheland


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AssessmentStudentswillbeassessedonparticipationintheerosionpresentationandclassdiscussions,aswellastheaccuracyoftheir

answerstothepairedtextquestions.

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


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.be

GrandCanyonVideohttps://youtu.be/t8_AclTA0pw

GlacierVideohttps://youtu.be/lTNnw0btcLI

V-ShapedValley

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

U-ShapedValley

https://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


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?How

couldyoucreateamodelofariver?Doyouknowanyriverlocatedinyourtownorcommunity?Haveafewstudents

sharetheirresponseandthentalkaboutwhatstudentsknowabouttheHoosicRiver.Howdoesariverdifferfroman

ocean?Whatdoyouthinkofwhenyouimagineariveroranocean?Dotheylookdifferent?Isthewaterinariver

differentfromthatinanocean?

2. ErosioninaTrayNote:Helpfromotheradultsishighlyrecommendedduringthisactivity.Pleasesaveallmaterialsfromthisactivity(exceptanywetsoilorsand)forthenextlesson.Inthisactivitystudentswillbeworkinginfourgroupstoperformself-directedexplorationonwatererosion.Afterthestudentshavehadtheopportunitytoexploretheirtypeof

erosion,theywillperformanexperimentinfrontoftheclasstoteachothersabouttheirtopic.Thestudentsinthe

audienceshouldfillouttheirWaterErosionDatasheetwheretheywilldrawbeforeandafterpicturesofthetraysand

writeasentencedescribingwhathappened.[SP2:Developingandusingmodels]

Thisactivityrequiresthesetupofaluminumbakingtrayspriortothelesson.Threegroupswillgetsoiltraysandonewillgetasandtray.Thesoiltrayswilluseacakepanthatshouldbefilledabout¾thewayfullwithsoil.Pickone

sideofthetrayandcuthalfwaydownalongtherightandleftside.Folddowntheflapyoucutandpositionthetrayona

slightangle(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.Tellstudentsthat

todaytheywillbescientistswhoareinvestigatinghowtheirformofwatercauseserosion.Dependingonthe

availabilityofadultsintheclassroom,adultsmaybeassignedtoeachgroup,orcanmovearoundtheclassroom

providingsupport.Adultsshouldserveasguidestokeepstudentsontrackwhenconductingtheirinvestigationsbut

shouldalsogivestudentsfreedomtotestouttheirideas.

Afterstudentshavecollectedthedata/finishedworksheet,teachercanprovideguidingquestionsforthestudentsto

exploretheirowncuriosities:“Whathappensifyouchangethelandformslightlyinthisarea?Whatwouldhappenif

thewatercamefromadifferentspot?“Explicitlytellthemtheyhaveopportunitytotryoutdifferentideas.[SP3:Planningandcarryingoutinvestigations]

Adescriptionofsuggestedproceduresforeachgroupiswrittenbelow.

a. RainErosionProcedure:Thisgroupwillreceiveonesoiltrayandaspraybottlefilledwithwater.Spraythesoilwithwater

tosimulaterain.

b. FloodErosionProcedure:Thisgroupwillreceiveonesoiltrayandaplasticcupfullofwater.Dumptheentirecupdownthe

soil-whichshouldbeformedintoamound.

c. WaveErosionProcedure:Thisgroupwillreceivethesandtrayandanemptyplasticbottle.Filltheemptysideofthetray

withwater.Placetheemptybottleinthewaterandslowlyandgentlyuseyourfingerstobobitupanddown

creatingsmallwaves.Next,bobitupanddownmorequicklytocreatelargerwaves(beingcarefulnotto

splashwateroutofthetray).


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d. RiverErosionProcedure:Thisgroupwillreceiveonesoiltray,apencil,andacupofwater.Usingthepencil,carveadeep

andnarrow“riverbed”intothesoil.Slowlypourthecupofwaterdowntheriver,pouringonlyfromthetop

ofthesoiltrayifpossible.Ifthewaterdoesnotflowdownwell,eithermaketheriverbeddeeperorpour

waterfromslightlybelowthetopofthesoiltray.

PassontheErosionDataSheettoeachstudentandinstructthemtosketchthetraybeforetheexperimentandafter

theexperiment.Inaddition,havethemwriteasentencedescribingwhathappened.Letthestudentslookovertheir

materialsandgivethemtimetoexperimentandmakediscoveries.Onceeachgrouphashadtimetofillintheirdata

sheetfortheirerosionstationtheyarereadytopresent.

Thegroupsshouldtaketurnscominguptothefrontoftheroomanddemonstratingtheirerosionprocess(This

maybedoneunderELMOsostudentsgetabetterview).Dependingontheconditionofthesoilandsand,youmay

needtorefillthetraysbeforethedemonstrations.Afterthedemonstration,studentsshouldsharetheir

observationsfromtheexperiment(whatweretheirresults)andteachtheirclassmatesabouthowtheirtypeof

erosionworks(whydidtheyobtainthoseresults).Sampleexplanationsarewrittenbelow.Ifstudentsarehavinga

difficulttimewiththeexplanation,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_AclTA0pwbutifnothave

teacherorsciencefellowsshowthestudentsapictureoftheGrandCanyonandexplainthattheGrandCanyonwas

formedbyRivererosion.

(Ifthislessonneedstobesplitintotwolessons,Aftertheactivityabovewouldbethebestrecommendedtimetosplit.After

finishingtheactivityaboveskipdowntothelessonclosingandreadthepassagetitled“Erosion”andsavethepassage

“Avalanche!”untilafteryouteachtheremainderofthelesson)

3. GlacialErosionTellthestudentstheywillbelearningaboutanotherformoferosioncalledglacialerosion.Glaciersaregiant,slow

movingsheetsofice.AlthoughmostglaciersarenowfoundnearAntarcticaortheArctic,BerkshireCountywas

coveredbyaglacier14,000yearsago.Whenglaciersmove,theycarveoutvalleys,shapehillsandmountains,andform

lakes.Whenaglaciermelts,itcanformalargefloodofwaterthatcanwashthelandaway.

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

b. PutthetopographicmapofNorthernBerkshireCountyontheELMOandpassoutonetoeachstudent.Remind


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studentsthattheylearnedaboutmapsinthepreviouslessonandhowtheycanrepresentaparticulararea.

Explainthatthistypeofmapshowsusthelocationofmountainsandvalleys.Itmaybehelpfultoputastaron

NorthAdamstoshowstudentswheretheylive.ExplainthatastheglaciermovedthroughtheBerkshiresit

carvedoutthevalley.

c. Useacoloredmarkertotracethevalleyandhavestudentsdothesametotheircopy.Explaintostudentsthatmosthouses,schools,andbusinessesarelocatedinthevalley.Howmightthisareabedifferentiftheglacier

hadn’terodedtheland?StudentsmaypastethesemapsintotheirScienceJournals.

OptionalGlacierExtension:Adaptedfrom:http://eu.montana.edu/pdf/outreach/msuscizone28.pdf

Note:Thisextensionrequiresteachersetupatleastone-dayprior.Inthisactivity,studentswillbemakingtheirownglaciersandseeinghowglacierserodetheland.Forsetup,theClassroomTeachershouldaddaspoonfulofsoil

androckstoeachcompartmentoftheicecubetraysandthenaddwaterandfreezeovernight.Thereshouldbeoneice

cubeperstudent.Duringthelesson,passoutoneicecubeandasmallamountofsandtoeachstudent.Tellthestudents

thattheicecubesareglaciersandthesandistheland.Allowtheicecubestomeltforafewminutessothesoil/rocks

becomeexposed.Tellthestudentsthattheywillbemovingtheirglaciers(rock/soilsidedown)throughthelandtosee

howerosionhappens.Havestudentsgentlypushdownontheicecube.Askstudents,“Howdidtheglacierchangethe

surfaceoftheland?Diditformthevalleyintoaparticularshape(maybeintheshapeofaparticularletter)?”“Didthe

glacierleaveanythingbehind?”[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.Providestudentswithoneworksheeteachtobeputin

theirsciencejournalorfolderwhencompleted.

i. Firstaskthestudentswhatlandformthetwopicturesdepict(valley),writethisdownasthetitleoftheworksheet.Thenaskthemwhichalphabetlettereachvalley’sshapelookslike,andtellthemtowritethe

letternexttotheword‘shape’ineachsideoftheVenndiagram.

ii. Askthestudentstoraisetheirhandstoanswerthequestion:WhatbodyofwatermighthavecausedthevalleyshapeofImageA/B?Writetheanswerdownontheboardandtellstudentstodothesame,nextto

theword‘cause.’

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

iv. Last,askthestudentstoformgroupsof3-4tothinkofsomeofthesimilaritiesbetweenglacier-formedvalleysandriver-formedvalleys.Reconveneasaclassandaskstudentswhattheycameupwithintheir

groups,writethesuggestionsontheboard.

- Someexamplesofsimilaritiesinclude:bothbeingcausedbybodiesofwater,bothoccuroververy


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longperiodsoftime,andbothinvolvetheshapingofthelandbyerosion.

v. Maketheconnectiontotheglaciererosionandrivererosionexperimentsbyaskingstudentstogobacktothebeforeandaftersketchesintheirsciencejournalstoseeiftheycanseethedifferenceoftheshapes.

4. WindErosionBowls

Windcauseserosionbypickingupdust,dirt,soil,andotherparticlesandcarryingthemelsewhere.Explainto

studentsthattheywillbeconductinganexperimenttoseehowwindcauseserosion.Giveeachstudentastrawand

abowlwithenoughsandtocoverthebottom.Tellstudentsthatnowtheywillpretendtobethewind.Givethema

fewminutestoexperimentusingthestrawstoblowaroundthesand.Whathappenstothesandiftheyblowlightly?

Whathappensiftheyblowharder?Remindthestudentsthatanymesstheymakeduringtheexperiment,itistheir

jobtocleanitup.

LessonClosingHavestudentscompleteapairedtextactivity.Inthisactivity,studentswillreadtwopassagesandanswertheaccompanying

questions.Studentswillread“Erosion”and“Avalanche!”youmaychoosetoreadthepassagesasaclassorhavestudentsread

independently.

AssessmentStudentswillbeassessedonparticipationintheerosionpresentationandclassdiscussions,aswellastheaccuracyoftheir

answerstothepairedtextquestions.


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Lesson6:CrackingUp—AStoryAboutErosion(LiteracyLesson)

BACKGROUND

OverviewoftheLessonInthislesson,studentswillreadabouterosionandthenpredicttheoutcomeofacookieerosionactivitythatwilltakeplace

overthenextweekorso.

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

ClarificationStatements:● Solutionstobecomparedcouldincludedifferentdesignsofdikesandwindbreakstoholdbackwindandwater,and

differentdesignsforusingshrubs,grass,andtreestoholdbacktheland.

● Solutionscanbegeneratedorprovided.


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LearningTargetsIcanexplaintheprocessoferosionfromaclifftosand.

Icanpredicttheoutcomeofthecookieerosionactivity.

AssessmentStudentswillbeassessedontheirparticipationandtheirsciencejournalentry.

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


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


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

LESSONDETAILSLessonOpening/ActivatorTheteacherwillshowtheclassapictureofacliffandthenapictureofasandybeach.Afterthestudentshavehadtimetothink

aboutthepictures,askwhatstudentsknowaboutthem.Theteachercouldalsoaskifthereisaconnectionbetweenthetwo

pictures.Intheirsciencejournals,studentswillwriteasentenceortwotellingwhattheyknowfromthepictures.

DuringtheLesson1. CrackingUp-AStoryAboutErosion:Theteacherwillreadthebookoutloudtotheclassasawhole.

Inthisstorytheclassshouldfollowstepbystepastohowaclifferodesintosand.Theteachershouldtaketimeoneach

pagediscussingthenewvocabularyterms.Herearesomediscussionquestionsteacherscoulduse:(page6)Howlong

hasthecliffbeenthere?Whendidtheerosionstart?(page7)Howdidtherootshelpthesoil?(page8)Whathappensto

waterwhenitfreezes?Whatwillthisdotothecracks?(page10)What4thingscauseerosion?(page16)Whatarerocks

madeof?(page19)Areallrocksthesame?Whatistheconnectionbetweenthepictureofthecliffandthesand?

2. CookieErosionActivityGiveeachstudentacookiethattheycaneatattheendofthediscussion.Inaplasticsee-throughcontainer(jar)putin4

chocolatechipcookies.Askthestudentswhattheythinkwillhappenifyoushakethecontainer2-3timesaday.Shake

cookiesinajardailytoshowkidsthechangefromrockstosand/dirt,mimickingerosion.Youcanalsosprinklesome


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waterintothecontainer.Havestudentsrecordtheresultsintheirsciencejournals.

LessonClosingIntheirScienceJournals,studentsshouldrecord2-4factsthattheylearnedinthelesson,encouragethestudentstodraw

picturesoftheclifforcookieerosionactivity.

Extension:ErosionPuppetshow.PickacouplevolunteerstoreadthepartsofRickyRock,BillyBoulder,RushingRiver,Wind,TinyBillyBoulder,andTinyRickyRock.Asktheclassifthey’dprefertoperforminfrontoftheclassorjustreadfrom

theirseats.Afterreadingtheplay,asksomequestionssuchas:Howlongdoyouthinkittakesabouldertoerodeintodirt?

Whoaretheagentsofoferosion?Whathelpstopreventerosion?Whataretheeffectsoferosion?Theycanlookbackinthe

textifneeded.

AssessmentStudentswillbeassessedontheirparticipationandtheirsciencejournalentry.

PrepforNextLessonPlantryegrassseedsinanaluminumfoilcakepanandwatereveryotherday.Thiswillbeforthedemonstrationofhowplantroothelpstopreventerosion.


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Lesson7:PreventingErosionBACKGROUND

OverviewoftheLesson Inthislesson,studentswilllearnhowhumanspreventerosionandwhattypesofstructuresareused.Studentswillviewan

interactivePowerPointaboutthedifferenttypesofbarrierstructures.Thenstudentswillgoonascavengerhuntonschool

propertytolookforexamplesoferosionandbarriers.Theteacherwillalsoperformademonstrationonhowplantsprevent

erosionbygrowingryegrassinanerosiontray.Finally,studentswillusetheknowledgetheyhaveacquiredtoworkingroups

andbuildandtesttheirownbarriers.Note:Activity2includestheoptionaluseofiPads.Ifyouwouldliketohavetheseforuse,pleasereservethemforthelesson.Activity4requirestheclassroomteachertogrowtheryegrassatleast1weekpriortoteachingthelesson.

FocusStandard2-ESS2-1.Investigateandcomparetheeffectivenessofmultiplesolutionsdesignedtosloworpreventwindorwaterfromchangingtheshapeoftheland.

ClarificationStatements:

● Solutionstobecomparedcouldincludedifferentdesignsofdikesandwindbreakstoholdbackwindandwater,and

differentdesignsforusingshrubs,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/xbyTIw0bQ0oThumbdrive

iPads(optional) ClassroomTeacher

1perstudent ScienceJournals ClassroomTeacher

1perstudent BarriersandErosionPictureSheet Binder

1perstudent PreventingErosion:ErosionBarriers(3pagestotal) Binder


1perstudent Gluesticks ClassroomTeacher

3 Aluminumfoilcakepans(fromlesson4) Bin

4 Aluminumfoiltrays(3fromlesson4) Bin

1packet Ryegrassseed Bin

1largebag Soil Bin

1largebag Sand Bin

2 PlasticCups(fromlesson4) Bin


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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?HavestudentsThinkabout

theiranswers,Pairupwithanotherstudentanddiscussthetopic,andthenSharetheirthoughtswiththeclass.

Tellstudentsthattodaytheywillbelearningabouthowhumanspreventerosionusingbarriers.Barriersaredifferent


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structuresthatpreventwaterandwindfromcomingintocontactwithareasthathumanswanttoprotect.

DuringtheLesson1. ErosionBarriersPowerPoint

ShowyourclasstheerosionbarriersPowerPoint(notesforthePowerPointcanbeseenunderthenotespanelofthe

presentation.Slides2-8runthroughexamplesofdifferentnaturalandmanmadebarriers.Whileshowingtheseslides,

askstudentswhetherthestructuresshowninthepicturesarenaturalormanmade.Slides9-12showsomeimageswith

barriersandsomewithout.Askstudentswhetherabarrierispresentineachimage.Ifitis,askstudentshowthe

barrierpreventserosion?Ifnobarrierispresent,askhowisthelocationatriskforerosion?

2. ErosionScavengerHuntInthisactivity,studentswillbegoingonascavengerhunttolookforexamplesoferosionandbarrierstoerosion.

Beforegoingoutside,tellstudentsthattodaytheyaresciencedetectivesandwillexplorethesurroundingareatolook

forerosionanderosionbarriers.HavestudentsbringtheirScienceJournalsandtheirpencilsoutsidesotheycanrecord

theirfindings.Walkstudentsaroundtheschoolgroundsfor10-15minutes.Somegoodareastoobserveincludethe

playgroundandparkinglot.Examplesoferosionevidenceincludechannelsinthegroundfromrunoffandsediment

depositedintheparkinglot.Examplesofbarriersincludestormdrains,parkinglotcurbs,andstructuresholdingmulch

ontheplayground.Ifstudentsarehavingadifficulttime,itmaybehelpfultopointoutsomeoftheseexamples.

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

youdotomakeitbetter?

TechnologyIntegration:AllowstudentstobringiPadsoutside,insteadofScienceJournalsandinstructstudentsto


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takepicturestodocumenttheexamplestheyfind.

Aftercomingbacktotheclassroom,createaclasslistoftheexamplesoferosionandbarriersthatwerefound,and

waysthatstudentsthinktheycouldbeimproved.

(Ifweatherdoesnotpermitoutsideactivity,thenpostponethisactivityorskipit)

3. ErosionBarriersPacketHavestudentscompletetheErosionBarrierspacket/worksheet.Studentswillcutoutapictureofthebarrierfromthe

BarrierPicturesWorksheet,andpasteitintotheappropriatespot,whichliststhenameofthebarrier.Thisisan

importantstudentresourceforthePreventingErosionDesignsactivity.Studentsmayreferencethesepacketswhen

brainstormingideasfortheirdesigns.

4. PlantBarrierDemonstrationNote:Thisactivityrequiresteachersetupatleast1weekprior.Plantryegrassseedsinanaluminumfoilcakepan.Watereveryotherday.Thisactivityisateacherdemonstrationonhowplantspreventsoilerosion.Onthedayofthelesson,setuptheryegrasspanandadrainagetray,justliketheerosiontraysfromthepriorlesson.Setupan

additionalerosiontrayandfillthecakepanwithsoil.Fill2plasticcupswithwater.Tellstudentsthatwewillbe

pouringwaterdownbothhills.Whichtraydotheythinkwilllosethemostsoil?Why?Slowlypourthecupofwater

downeachtray.Havestudentsnotehowmuchsoilisineachcollectiontray.Whathappened?Why?Therootsofthe

grasshelpedanchorthesoil,whichpreventederosion,solesssoilwascollectedinthetraybeneaththeplant.[SP3:Planningandcarryingoutinvestigations&SP6:Constructingexplanationsanddesigningsolutions]

5. PreventingErosionDesigns


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Inthisactivity,studentswillbeusinginformationpreviouslyacquiredabouterosionandbarrierstotesttheirown

structures.Studentswillbedividedintofourgroupsandeachgroupwillreceiveonesetoferosiontrayscorresponding

tothetypesofwatererosionusedinthepreviouslesson(3soiland1sand).Givestudentsaccesstopopsiclesticks,q-

tips,smallrocks,tape,string,glue,straws,aluminumfoil(allinthebin)andanyothermaterialsfromtheclassroomyou

wouldlikethestudentstouse.

Starttheactivitywitha5-10minutebrainstormingperiodwherestudentswilldiscusswhatstructurestheymaybe

abletobuildusingthematerials.Handoutbrainstormworksheettohelpdrawouttheirthinkingprocess.Students

shouldbeabletoexplainanddefenddecisionsforcreation.EncouragestudentstolookbackattheirErosionStructures

Packettoreviewwhatstructurestheylearnedabout.Next,givestudents15-20minutestobuildtheirstructure,have

studentspileuptheirsandorsoilatoneendofthetray-thisiswhatthewaterwillbepoureddown.Whenallgroups

haveconstructedtheirmodel,haveeachgroupcometothefrontoftheroom,explainwhattheybuilttotheir

classmates,andtestitoutbyeitherpouringwaterdownthehill,sprayingwateratthehill,orcreatingwaves.[SP3:Planningandcarryingoutinvestigations]

LessonClosingInScienceJournals,havestudentssketchapictureofthestructurethattheybuilt.Thentheyshouldwriteafewsentencesthat

addressesthefollowing:Whydidtheychoosethisdesign?Howdiditworkandhowdoyouknow?Whatwouldtheydo

differentlynexttime?[SP7:Engaginginargumentfromevidence]

AssessmentStudentswillbeassessedontheirparticipationanddiscussioninallactivitiesandthewrittenworkintheirScienceJournals.


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Lesson8:ResearchProjectBACKGROUND

OverviewoftheLessonNote:Theseactivitiescanbespreadovermultipledays,asnottooverwhelmstudentsandteacherswiththisproject.Inthislesson,studentswillbedoingaresearchprojectonlandformsandbodiesofwateringroupsof2-3.Studentswillfilloutaninfosheetontheirtopic,firstdoingguidedresearchandthenmovingtoindependentresearch.Nextstudents

willindependentlywriteoneparagraphabouttheirtopicandproduceacreativedepiction.Finally,studentswillregroupto

makePowerPoints(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


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.This

brainstormingwillhelpstudentsthinkbacktowhatwelearnedinthefirstfewlessons.Havestudentsfirsttrytocomeupwith

thingsfrommemory,butiftheygetstucktheymaylookbackoveranymaterialstheyhavesaved.

DuringtheLessonNote:Theseactivitiescanbespreadovermultipledays,asnottooverwhelmstudentsandteacherswiththisproject.Inthislesson,studentswillbedoingaresearchprojectonlandformsandbodiesofwateringroupsof2-3.Theresearchoptionsforlandformsare:canyons,peninsulas,volcanoes,plateaus,hills,valleys,mountains,andislands.Theresearchoptions

forbodiesofwaterare:lakes,ponds,rivers,wetlands,ocean,andglaciers.Oneoptionistoallowstudentstoselecttheir

landformorbodyofwater,however,youmayassignstudentsifthatiseasier.Thelandformswiththeeasiestarticlesare

canyons,mountains,peninsulas,andvolcanoes,whilestudentslookingforachallengemightpickislands,valleys,rivers,and

wetlands.Oncestudentsareintheirgroups,youshouldoutlinetheproject.Studentswillfilloutaninfosheetontheir

landformorbodyofwater,firstdoingguidedresearchandthenmovingtoindependentresearch.Nextstudentswill

independentlywriteoneparagraphabouttheirtopicandproduceacreativedepiction.Finallystudentswillregrouptomake

PowerPoints,whichtheywillthenpresenttotheclass,alongwiththeircreativedepictions.


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1. GuidedResearchThestudentswillbegintheprojectbydoingguidedresearchusingtheresourcesonlandformsandbodiesofwater

locatedinthebinandsupplementedbytheteacherfromclassroomand/orschoollibrary.Passoutaninfosheetto

eachstudent;makesurethatstudentsgeteithertheLandformcopyortheBodyofWatercopy,dependingontheir

researchfocus.Giveeachgroupofstudentstheirresearchresourcesandhavethemreadthroughthemwhiletheyfillin

theirinfosheets.Withthevarietyofmaterials,studentsshouldbeabletofilloutmost,ifnotalloftheirinfosheet[SP4:Analyzingandinterpretingdata].

2. IndependentResearchNext,studentswillmoveontotheindividualresearchcomponentusinglaptops.Studentscanusethisasan

opportunitytofillinanyquestionstheyaremissingandtoaddanynewfacts.Ifyouhaveneverdonearesearchproject

withyourclassbeforeyoushouldinstructthemonhowtofindinformation.Putsomewebsitesontheboardthatare

goodresourcesforstudentstolearnabouttheirtopics.ExamplesincludeEnchantedLearning,NationalGeographic

Kids,http://www.harcourtschool.com/activity/types_of_land_2/index.html,and

http://www.buzzle.com/articles/types-of-landforms.html.Ifyoufeelstudentsmaygetofftrack,itmaybehelpfulto

establishatimeforstudentstoreadarticlesandatimetowatchYouTubevideos.

3. WritingStudentswillbetakingtheinformationtheylearnedfromtheirresearchandindependentlywritingaparagraphabout

theirlandformorbodyofwater.ThiscanbedoneineithertheirScienceJournalsoronlinedpaper.Encouragestudents

toinformationfromtheirinfosheetquestions,aswellassomeofthefunfactstheylearned.


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4. CreativeDepictionForthisactivity,studentswillbemakingacreativedepictionoftheirlandformorbodyofwater.Youcaneitherhave

studentsworkindependentlyoringroups.Thedepthofthisactivitywilldependontheamountoftimeyouhaveand

materialsavailableintheclassroom.Asimpledepictionwouldbehavingstudentsmakedrawingsoftheirlandformor

bodyofwater.Ifyouwanttogoalittlemorein-depth,havestudentsmakeasketchandthencovertheirdrawingwith

artsupplieslikescrapbookpaper,pompoms,beads,andpopsiclesticks.Ifyouwanttospendevenmoretime,students

couldcreate3Dmodelsusingclayorpapermache,ortheycouldmakevideosusingiPads.

5. PowerPointStudentswillgetbackintotheirgroupstocreateaPowerPointpresentationontheirtopic.Eachgroupcansharea

laptop.Usingtheirinfosheets,theyshouldaimtocreate3-5slidesandincludebothtextandimages.Encourage

studentstousetheinformationfromtheirinfosheet,aswellassomeofthefunfactstheylearned,andtoformatthe

textintobulletpoints[SP8:Obtaining,evaluating,andcommunicatinginformation].

LessonClosingHaveeachgrouppresenttheirPowerPointstotheclass.Encouragestudentsintheaudiencetoaskquestionsattheendofeach

presentation.

Assessment(s)● Participationingroupresearch● ThecontentinthePowerPointpresentationsandthewrittenparagraphs


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ListofUnitResourcesLesson1


1 ProjectorandComputer

ClassroomTeacher

LearningAboutLandforms:

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

Thumbdrive


LandformPictures Bin


LargeWordsforLandformMatching Bin

1perstudent LandformPictures Binder

1perstudent TypesofLandformsWorksheet Binder

1 LandformPowerPoint ThumbDrive


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1perstudent Graphpaper Bin


1perstudent Glue ClassroomTeacher

2-3 GoogleCardboard Bin

2 Smartphone ClassroomTeacher

1perstudent “TheRockyMountains”ReadingandQuestions Binder

1perstudent “TheGreatLakes”ReadingandQuestions Binder


Lesson2


2perstudent PieceofPaper ClassroomTeacher

ProjectorandComputer ClassroomTeacher

1 TheWaterBodies: Thumbdrive


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

1perstudent BodiesofWaterPictureSheet Bin

1perstudent DefinitionCards Bin

1perstudent Gluestick ClassroomTeacher


1pergroupof3-

4iPads ClassroomTeacher

QRCodesheets(9totalQRcodes) Thumbdrive

TheClassroomTeacherwillneedtoprintthesepriortothelesson

9perstudent Stickers Bin

1perstudent PieceofPaperorlabeledworksheetforstickerchart ClassroomTeacher

10(1pertypeoflandform)

Laminatedimagesofbodiesofwater Bin

2-3 GoogleCardboard Bin


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1or2per

studentGraphpaper ClassroomTeacher

1perstudent “AmericanCrocodiles”ReadingandQuestions Binder

1perstudent “ProtectingtheWetlands”ReadingandQuestions Binder

Lesson3


1copyperstudent AnIntroductiontoLandformsReaderandQuestions(11pages

total)

Binder(teachertomakecopies)

ProjectorandLaptop ClassroomTeacher

“LearningAboutLandforms”

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

Thumbdrive

Dependenton

studentneed

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

1perstudent ConstructionPaper/Cardboard Bin


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Coloredpencils/markers ClassroomTeacher

2tubs AirDryClay Bin

Lesson4


1 Treasure Bin

1 There’saMaponMyLap!ByDr.Seuss Bin

iPads ClassroomTeacher

5 Dryerasemarkers ClassroomTeacher

2copiesofeach LaminatedMaps:(BerkshireCounty,Massachusetts,UnitedStates)

Bin

2 Globe ClassroomTeacher/Bin

ProjectorandLaptop


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MapofMassachusettsfrom:

http://www.worldatlas.com/webimage/countrys/printpage/pri

ntpage.php?l=/img/areamap/758a6d72b3af3bdb6711863997c

9b613.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”Readingand

Questions

Binder


1perstudent Whitepaper ClassroomTeacher

ColoredPencils/Markers ClassroomTeacher


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Lesson5



1perstudent PlasticStraw Bin

1perstudent PlasticBowl Bin

1 SprayBottle Bin

2 PlasticCups Bin

1 Emptyplasticbottle(10-20oz.) Bin


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1Largebag Sand Bin

1Largebag Soil Bin

3 Aluminumfoilcakepan Bin

4 Aluminumfoilsheettray(atleast3inchesdeep) Bin

Pencils ClassroomTeacher

1perstudent ErosionDataSheet Binder


“WhyDoRiversCurve?”

https://www.youtube.com/watch?v=8a3r-

cG8Wic&feature=youtu.be

GrandCanyonVideohttps://youtu.be/t8_AclTA0pw

Thumbdrive


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GlacierVideohttps://youtu.be/lTNnw0btcLI

V-ShapedValley

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

U-ShapedValley

https://www.youtube.com/watch?v=prf7Xon0hJQ

1perstudent BerkshireTopographicMap Bin

Lesson6



1 CrackingUp-AStoryAboutErosion Bin

ProjectorandComputer ClassroomTeacher

1 Largeclearglassjar Bin

1package Chocolatechipcookies Bin


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1 Sand&cliffimage Bin

1set Laminatedcharactercardsonpopsiclesticks Bin

Lesson7


1 ErosionBarriersPowerPoint Thumbdrive


1 NatureScenesVideo(optional)

https://youtu.be/xbyTIw0bQ0oThumbdrive

iPads(optional) ClassroomTeacher



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1perstudent BarriersandErosionPictureSheet Binder

1perstudent PreventingErosion:ErosionBarriers(3pagestotal) Binder


1perstudent Gluesticks ClassroomTeacher

3 Aluminumfoilcakepans(fromlesson4) Bin

4 Aluminumfoiltrays(3fromlesson4) Bin

1packet Ryegrassseed Bin

1largebag Soil Bin

1largebag Sand Bin

2 PlasticCups(fromlesson4) Bin


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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


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Lesson8


1setpergroup BodiesofWaterResearchResources BinandClassroomTeacher

1setpergroup LandformsResearchResources BinandClassroomTeacher

1perwaterstudent BodiesofWaterDataCollectionSheets(2total) Binder(teachertomakecopies)

1perlandformstudent LandformsDataCollectionSheets(2total) Binder(teachertomakecopies

1perstudent Laptops ClassroomTeacher


Choiceofmaterialsforcreativedepictions(tissuepaper,coloredpaper,crayons,miscellaneousart

Bin


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supplies,clay)

1 Projectorforpresentations ClassroomTeacher

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