SCIENCE Life Learning Objectives€¦ · in the content area of Science . Lesson Timeline 1 2 4 3 5...

Life

Life

Life

LIFELIFESCIENCE

Habitats

TaskActivity from the Book (page 76) and Assessments (pages 81–82)

Summary of Student Learning Activities

Observe two different habitats, and take the assessments .

TaskAfter Reading (page 76)


Use text-based evidence to list the details the author uses to make his points .

TaskDuring Reading (page 75)


Describe how details support points the author makes in the text, and revise paragraph summaries to include more details .

TaskBefore Reading (page 74)


Use details from the book to make predictions .

TaskIntroductory and Lab Activities (page 73)


Create a habitat and answer questions about it .

Learning ObjectivesStudents will: • understand how an author uses details to support

points he makes . • revise paragraph summaries to include more details . • compare plants and animals in different habitats .

Standards • Reading: Describe how reasons support points the author makes in a text . • Writing: With guidance and support from adults and peers, focus on a topic and strengthen

writing as needed by revising and editing . • Content: Make observations of plants and animals to compare the diversity of life in

different habitats . • Language: Communicate information, ideas, and concepts necessary for academic success

in the content area of Science .

Lesson Timeline

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4

3

5

21614—Content and Literacy in Science Grade 2 © Teacher Created Materials72

Life

Life

Life

LIFELIFESCIENCE

Create a habitat and answer questions about it .

Materials • copies of the Habitat

Changes activity sheet (page 77)

• large jars with lids • activated charcoal

• gravel • potting soil • ferns • moss • water

Introductory Activity Engage

Lab Activity Explore & Explain

Before Reading Elaborate

During Reading Elaborate

After Reading Elaborate & Evaluate

1. Write the following words and phrases on the board or on chart paper: bus stop, cave, ocean, house, carpet, pinecone, desk . Ask students to think about whether these are places where things live . Have students discuss their ideas with a partner .

2. Have the class vote on whether living things live in each habitat . Tell students that they will learn more about where things live .






1. Tell students they will make a habitat . Place students in small groups . Distribute large jars with lids, activated charcoal, gravel, potting soil, ferns, and moss to groups .

2. Have students layer the gravel, then charcoal, and then soil in the bottom of the jars . Have them plant the ferns and moss . Then, have students add a small amount of water to their jars . Have them place the lids on their jars and set them in natural, but not direct sunlight .

3. Have students observe the habitats that they created and discuss them in their groups . Ask questions to guide students to the idea that there are living things (plants) inside that would be affected if the environment changed .

➢ What do you observe about your habitat? ➢ What kind of habitat have you created?

➢ What is living inside your habitat? How do you know?

➢ What would happen if something in the habitat changed? Why do you think so?

4. Explain to students that they have created a moist, land-based habitat . Help students brainstorm things that would change their habitats and how that would affect the plants . For example, if the jar were left outside on a hot day, if it were filled with water, or if they put insects inside it .

5. Distribute copies of the Habitat Changes activity sheet (page 77) to students . Read the directions aloud and allow time for students to complete the activity sheet .

1

© Teacher Created Materials 21614—Content and Literacy in Science Grade 2 73

Life

Life

Life

LIFELIFESCIENCE






1. Write vocabulary words and definitions on the board . As a class, create a movement or a gesture to represent each word . For example, students may form a peak over their heads for the word habitat to mimic a house, showing that a habitat is a place where things live . Give students 30 seconds to create each representation . Then, have students practice saying the words while doing the movements .

2. Display the Habitats book for students . Read the title and back cover aloud . Explain to students that a habitat is a place where a plant or an animal lives . Show students a few of the pictures in the book . Have them preview some of the sidebars and captions as well .

3. Explain to students that authors use details to support the points they want to make in a text . Ask students to make predictions based on the details they saw in the pictures and text features . Tell them to use evidence from the book to justify their predictions . List student responses on the board or on chart paper .

4. Distribute copies of the Habitat Predictions activity sheet (page 78) to students . Read the directions aloud . Allow time for students to complete the activity . Review students’ predictions as a class . Tell them that they will read the book to see if their predictions were correct .

Vocabulary Word Bank • climate • energy • habitat • nutrients

• predators • prey • shelter

Use details from the book to make predictions .

Materials • Habitats books • copies of the Habitat Predictions activity sheet (page 78)

Habitats (cont.)

2


Life

Life

Life

LIFELIFESCIENCE

Describe how details support points the author makes in the text, and revise paragraph summaries to include more details .

Materials • Habitats books • copies of the Revise It! activity sheet (page 79)






1. Distribute the Habitats books to students . For the first reading, read the book aloud as students follow along . Pause periodically to point out how the author uses details to support the points he makes . When you come to the lab activity, remind students about the activity that they completed earlier . Have students summarize what they learned . Then, ask students whether their predictions were correct .

➢ You may choose to display the Interactiv-eBook for a more digitally enhanced experience .

2. For the second reading, have students read in pairs . Instruct students to take turns reading pages aloud with their partners . Ask them to review how the author explains why each habitat is good for the animals mentioned .

➢ For below-level learners and English language learners, you may choose to play the audio recording as students follow along to serve as a model of fluent reading . This may be done in small groups or at a listening station . The recording will help struggling readers practice fluency and aid in comprehension .

3. Distribute copies of the Revise It! activity sheet (page 79) to students . Read the directions aloud . Model for students how to use information from the text to add details . Encourage students to reference the book as needed .

➢ Have below-level learners and English language learners draw and label pictures to illustrate details from the text .

➢ Challenge above-level learners to turn their summaries into comic strips about habitats .

3


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LIFELIFESCIENCE

Habitats (cont.)






1. Briefly review the movements or gestures students created for the vocabulary words in the Before Reading activity . Challenge students to do the movements as you rapidly call out vocabulary words . Award points for speed and accuracy .

2. Distribute the Habitats books to students . Have students work with a partner to find an animal in the book that interests them . Instruct students to review the pages about this animal and discuss how the author uses details to support the points he makes in the text .

3. Distribute copies of the Make Your Point activity sheet (page 80) to students . Read the directions aloud . Complete the first example together . Have students work with their partner to complete the activity sheet .

➢ Have below-level learners and English language learners point to the details in the book that support the author’s point . Or, you could have them use the highlighter function in the Interactiv-eBook .

1. A short posttest, Habitats Quiz (page 81), is provided to assess student learning from the book .

2. A data analysis activity, What Will I See Next? (page 82), is provided to assess students’ understanding of how to analyze scientific data . Read the directions aloud . Note: You may wish to preteach the skills of reading tally marks and predicting outcomes before giving this assessment .

3. The Interactiv-eBook activities may be used as a form of assessment (optional) .

Use text-based evidence to list the details the author uses to make his points . Observe two different habitats, and take the assessments .

Materials • Habitats book • copies of the Make Your Point, Habitats Quiz, and

What Will I See Next? activity sheets (pages 80–82)

4 5

Activity from the Book

Read the Your Turn! prompt aloud from page 32 of the Habitats book . Have students explore outside to find two different habitats . Have them draw the two habitats and compare and constrast them .


Life

Life

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LIFELIFESCIENCE

Name: _____________________________________ Date: ______________

Habitat ChangesDirections: Draw your habitat in the jar below. Then, answer the questions.

1 What is living inside your habitat?

_____________________________________________________________

_____________________________________________________________

2 What is one way you could change your habitat?

_____________________________________________________________

_____________________________________________________________

3 How would that affect the things that live in your habitat?

_____________________________________________________________

_____________________________________________________________


Life

Life

Life

LIFELIFESCIENCE

Name: ________________________________________________________ Date: _____________________

Habitat PredictionsDirections: List two predictions you have about the book. Then, draw a picture to go with your predictions.

1 _____________________________________________________________

_____________________________________________________________

2 _____________________________________________________________

_____________________________________________________________


Life

Life

Life

LIFELIFESCIENCE

Name: _____________________________________ Date: ______________

Revise It!Directions: Use the book to help you complete the two summaries below.

1 Oceans make good habitats for lobsters and brain corals.

Lobsters live ____________________________. They eat _____________

_______________________________. Brain corals like ocean water that is

_________________________________. They eat when __________________

_____________________________________________________________

2 Predators are important to habitats. __________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


Life

Life

Life

LIFELIFESCIENCE

Name: ________________________________________________________ Date: _____________________

Make Your PointDirections: Write a detail the author uses to support each point below.

1 Things that live on land need the right kind of soil.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2 Living things also need the right kind of food.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3 Living things evolve to live in certain climates.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

4 Raccoons have learned to live many places.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


Life

Life

Life

LIFELIFESCIENCE

Name: _____________________________________ Date: ______________

Habitats QuizDirections: Read each question. Choose the best answer. Fill in the bubble for the answer you have chosen.

1 What is a habitat?

A a place where plants and animals live

B a place where people work

C a place where people ride bikes

D a faraway land

4 What detail supports the point that plants and animals need the right kind of water in a habitat?

A Plants need water to grow.

B Animals drink water.

C Some plants and animals need saltwater to live.

D Plants need sunlight to live.

2 What do plants need in their habitat?

A the right shelter for animals

B other plants

C people to take care of them

D the right nutrients in the soil

5 Why are predators important?

A They eat dead plants and animals.

B They make sure there are not too many of any one animal.

C They keep the soil wet so more plants can grow.

D They make sure plants have sunlight.

3 Why can’t a polar bear live in a desert?

A It is too windy in the desert.

B It is not the right climate.

C Polar bears are white.

D Polar bears like the sun.

6 Animals need the right kind of land. They use this land for _______.

A food

B water

C shelter

D energy


Life

Life

Life

LIFELIFESCIENCE

Name: ________________________________________________________ Date: _____________________

What Will I See Next? Directions: Ben used tally marks to show the number of birds he saw in the woods. Use his tally marks to answer the questions below.

Birds I Saw Today

robin blue jay cardinal

1 Which type of bird did Ben see most often? How do you know?

_____________________________________________________________

_____________________________________________________________

2 Which two types of birds did Ben see the same number of?

_____________________________________________________________

_____________________________________________________________

3 If Ben were to come back to the woods tomorrow, which bird do you think he would most likely see first? Why?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


Earth

Space

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hEARTH and SPACEEARTH and SPACE

SCIENCE People and the Planet



Make a poster about community efforts to save the environment, and take the assessments.



Identify the main idea and key details of the whole book.



Identify the main idea and key details in sections of the text, and write and revise a paragraph describing how people can affect Earth.



Preview the book to predict the main idea.



Discover how trees prevent soil erosion.

Learning ObjectivesStudents will: • explain how key details support the main idea of the book. • write and revise a paragraph describing how people can

affect Earth. • understand how people can change environments and the

effects these changes have.

Standards • Reading: Determine the main idea of a text; recount the key details, and explain how they

support the main idea. • Writing: With guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, and editing. • Content: Know that all organisms cause changes in their environments, and these changes can

be beneficial or detrimental. • Language: Communicate information, ideas, and concepts necessary for academic success in

the content area of Science.

Lesson Timeline

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EARTH and SPACEEARTH and SPACESCIENCE

Discover how trees prevent soil erosion.






1. Before the lesson, find an outdoor location with open space where students can complete the activity. Note: Allow time for cleanup after the activity. You may wish to provide clipboards for students to use while recording observations.

2. Take students outside to the location. Place students in small groups. Distribute damp sand, small blocks, trays, twigs, and grass to groups. Have students pack the damp sand into the tray and make sure it is level.

3. Have students prop up one end of the tray on a block, and carve a curvy line in the sand with their finger. Have students place twigs and grass along the curved line to represent trees.

4. Distribute water and copies of the Changing Landscape activity sheet (page 187) to students. Have students slowly pour water into the higher end of the curvy line, and record their observations on the activity sheet.

5. Ask questions to guide students to the idea that plants and trees can prevent erosion.

➢ What happened to the sand? Why? ➢ How did the grass and twigs affect the

sand? ➢ What happens when you add more twigs

and grass? What happens when you remove the twigs and grass?

➢ Based on your observations, how can people affect an environment?

6. Bring the class together for instruction. Clarify misconceptions by having students explain their understandings using logic and evidence to support their ideas.

Materials • copies of the Changing

Landscape activity sheet (page 187)

• picture of trees that have been cut down

• damp sand • small blocks • trays • twigs and grass • water






1. Show students a picture where many trees have been cut down, such as page 7 of the People and the Planet book. Ask students to describe what they see.

2. Ask students what effect they think this will have on other plants and animals in the area. Discuss what students think may happen if it rains. Tell students they will learn about how people can change environments.

1


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SCIENCE

Vocabulary Word Bank • atmosphere • carbon dioxide • climate

• erosion • greenhouse effect • natural resources

Preview the book to predict the main idea.






1. Write the vocabulary words on the board and explain their meanings. Divide the class into six groups, and assign each group a vocabulary word. On a sheet of paper, have students write the word and draw pictures that relate to the word. Have groups share their work. As a class, create student-friendly definitions of the words. Use the People and the Planet book, as needed. Display these definitions in the room, and refer to them throughout the lesson to support comprehension.

2. Display the People and the Planet book for students. Show them the table of contents. Ask students what they think the main idea of the book is, based on the title and chapter headings in the table of contents. Distribute copies of the Making Predictions activity sheet (page 188) to students. Have students complete the first part of the activity sheet. Have students share their answers with the class.

3. Take a picture walk through the book, and have students discuss what they observe. Have students explain how the images support the main idea of the text. Have students complete the second part of the activity sheet. Once they are finished, have students share their answers with the class.

➢ You may wish to have students digitally annotate the PDF of the text.

➢ Support below-level learners and English language learners by creating a KWL chart for environmental issues. Complete the K and W sections with students. Help them complete the L section after they read the book.

Materials • People and the Planet books • copies of the Making Predictions activity sheet (page 188)

People and the Planet (cont.)

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Materials • People and the Planet books • copies of the Changing Our World activity sheet (page 189)






1. Distribute the People and the Planet books to students. Think aloud as you read the book to students. Focus on the main idea of the sections as you read. After each page spread, pause and model how to paraphrase the main idea. For example, after reading pages 4–5 of the book, tell students that the main idea is that the way we live affects Earth. Discuss key details in the text and in the images.

➢ You may choose to display the Interactiv-eBook for a more digitally enhanced reading experience.

2. For the second reading of the book, have students read in small groups. Have students pause and identify the main idea and key details on each page spread as they read.

➢ For below-level learners and English language learners, you may choose to play the audio recording as students follow along to serve as a model of fluent reading. This may be done in small groups or at a listening station. The recording will help struggling readers practice fluency and aid in comprehension.

3. Distribute copies of the Changing Our World activity sheet (page 189) to students. Tell them that they will write a paragraph describing how deforestation, desertification, or pollution affects Earth. Have students use the activity sheet to plan their writing. Tell students to use details from the book to support their main idea.

➢ Challenge above-level learners to compare and contrast two of the topics in their paragraphs.

4. Once finished, place students in pairs. Have partners take turns reading each other’s paragraphs to find ways they could be further developed or strengthened. Tell students to look for a strong main idea that is supported with details. Note: You may wish to provide a writing rubric for students to use while writing and editing.

5. Have students revise their paragraphs on a separate sheet of paper. Display their finished paragraphs around the room.

Identify the main idea and key details in sections of the text, and write and revise a paragraph describing how people can affect Earth.

3


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SCIENCE People and the Planet (cont.)






1. Write the vocabulary words on the board, and discuss the definition of each. Model for students how to use words in meaningful sentences that provide context clues for the definition of the word. For example, “The erosion of the riverbed expanded the width of the river a little more each day.” Have students work in groups to write meaningful sentences for each word.

2. Distribute the People and the Planet books to students. Ask students to recall the main ideas of each section or page spread that they discussed in the During Reading activity. Explain to students that each section can have a main idea and that those main ideas are also the details that support the main idea of the entire text.

3. Ask students to predict the main idea of the book. Then, ask students to identify the key details in the book that support the main idea.

4. Distribute copies of the Supporting Details activity sheet (page 190) to students. Once students have finished, discuss the answers as a class.

1. A short posttest, People and the Planet Quiz (page 191), is provided to assess student learning from the book.

2. A data analysis activity, Recycled Goods (page 192), is provided to assess students’ understanding of how to analyze scientific data. Explain to students that the line plot shows how much of each material Carlos recycled in one week.

3. The Interactiv-eBook activities may be used as a form of assessment (optional).

Identify the main idea and key details of the whole book. Make a poster about community efforts to save the environment, and take the assessments.

Materials • People and the Planet books • copies of the Supporting Details, People and the

Planet Quiz, and Recycled Goods activity sheets (pages 190–192)

4 5


Read the Your Turn! prompt aloud from page 32 of the People and the Planet book. Have students make a poster listing 10 things their community is doing to save the environment.


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Name: _____________________________________ Date: ______________

Changing Landscape Directions: Draw a picture that shows what happened when you poured water on your landscape. Then, write about your drawing.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


Earth

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SCIENCE

Name: _____________________________________ Date: ______________

Making PredictionsDirections: Answer the questions based on what you see in the book.

1 What do you predict the main idea of the book will be? What makes you think that?

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

2 How do you think the images will support the main idea of the text? What makes you think that?

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________


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Name: _____________________________________ Date: ______________

Changing Our WorldDirections: Circle a topic from the list below. Plan a paragraph about how it is affecting Earth.

deforestation desertification pollution

Main Idea

Detail Detail Detail

Conclusion


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SCIENCE

Name: _____________________________________ Date: ______________

Su

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Det

ails

Dir

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ons:

Wri

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Pag

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____

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age

____

___

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____

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age

____

___


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Name: _____________________________________ Date: ______________

People and the Planet QuizDirections: Read each question. Choose the best answer. Fill in the bubble for the answer you have chosen.

1 Which sentence best describes the main idea of the book?

A People’s actions affect the planet.

B Deforestation is a problem.

C Conservationists work to protect Earth.

D Many places are suffering from desertification.

4 How does terracing change Earth in a positive way?

A Rice is grown on terraces.

B Terraces slow down erosion.

C There are rice terraces in the Philippines.

D Farmers have built terraces in East and Southeast Asia.

2 Which detail supports the idea that deforestation changes Earth?

A Recycling can help stop pollution.

B Loss of plant and animal homes can lead to extinction.

C People breathe out carbon dioxide.

D Pollution is making land, air, and water dirty.

5 Which detail supports the idea that the greenhouse effect is natural?

A Burning fossil fuels puts more carbon dioxide in the air.

B Most cars use fossil fuels.

C Animals breathe out carbon dioxide.

D Coal is a fossil fuel.

3 Which of the following is NOT a cause of desertification?

A dry soil

B overgrazing

C lack of plants

D floods

6 _______ work to protect Earth from pollution and other threats.

A Farmers

B Droughts

C Environmentalists

D Factories


Earth

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SCIENCE

Name: _____________________________________ Date: ______________

X

X

X

X

X

X

X

X

X

X

X

X

X

X X

X

X

X

X

newspaper plastic bottles metal cans glass bottles boxes

1 Which item did Carlos recycle the most? _____________________________

How many did he recycle? ________________________________________

2 Which items did he recycle more than three times?

______________________________________________________________

3 Which item did he recycle the least? Why do you think this item was not recycled as often?

______________________________________________________________

______________________________________________________________

______________________________________________________________

Recycled Goods Directions: Carlos plotted the number of items he recycled in one week on the line plot below. Use this data to answer the questions.


Earth

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SCIENCE Weathering and Erosion



Look for evidence of weathering and erosion, and take the assessments .



Compare and contrast two causes of weathering and erosion .



Discuss how Earth’s processes are similar and different, and add examples to strengthen writing .



Make predictions and ask questions about the text .



Create a model to show how flowing water changes a landscape .

Learning ObjectivesStudents will: • compare and contrast different forces that change Earth . • revise paragraph summaries to include examples of

weathering and erosion . • observe how water changes the shape of the land .

Standards • Reading: Describe the connection between a series of historical events, scientific ideas or

concepts, or steps in technical procedures in a text . • Writing: With guidance and support from adults and peers, focus on a topic and strengthen

writing as needed by revising and editing . • Content: Compare multiple solutions designed to slow or prevent wind or water from

changing the shape of the land . • Language: Communicate information, ideas, and concepts necessary for academic success in

the content area of Science .

Lesson Timeline

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Create a model to show how flowing water changes a landscape .






1. Place students in small groups . Distribute a cup, a straw, and clay to each group . Show students how to use a pencil to carefully make a hole in the side of the cup near the bottom . Then, have students place a straw in the hole and use the clay to seal the hole .

2. Take students outside and distribute cardboard and dirt to groups . Model for students how to elevate one end of the cardboard with a mound of dirt . Then, have students cover the cardboard with a thin layer of dirt .

3. Show students how to hold water in the cup by placing a finger over the end of the straw . Fill up each group’s cup with water, and have them pour the water over their cardboard by lifting their fingers off the straws .

4. Ask questions to guide students to the idea that moving water changes the land .

➢ What happened when the water touched the dirt?

➢ What happened to the dirt once the water started flowing?

➢ When and where do we see this in nature? ➢ Do you think there is any way to stop the

dirt from moving with the water? Explain your thinking.

5. Return to the classroom . Explain to students that this activity was a model of erosion . Tell students that erosion is the movement of weathered rock and sediment . Distribute copies of the Land Erosion activity sheet (page 187) to students . Read the directions aloud . Provide time for students to complete the activity sheet .

Materials • copies of the Land Erosion

activity sheet (page 187) • sand • tray • foam cups • straws cut in half

• clay • pencils • cardboard • dirt • water






1. Show students a mound of sand on top of a tray . Ask students what you can do to change how the mound looks . Follow students’ suggestions, or have students demonstrate their own suggestions .

2. After each change, help students relate the model to something that takes place in nature . For example, blowing the sand would represent wind . Pushing the sand would represent moving the land to build something . Bumping the tray would represent an earthquake .

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SCIENCE

Vocabulary Word Bank • acid rain • chemicals • erosion

• sediment • sinkholes • weathering

Make predictions and ask questions about the text .






1. List the vocabulary words and their definitions on the board . Review the words as a class . Have students secretly choose a vocabulary word . Explain that they will walk around the room and give each other clues about the words they chose . For example, “Hello, I am very small pieces of rock .” The other student should try to guess the word . Tell students to visit at least five classmates before returning to their seats .

2. Distribute the Weathering and Erosion books to students . Ask students to describe what they see on the front cover . Have students flip through the book and compare and contrast the images . Have students share their findings with the class .

3. Distribute copies of the Changing Earth activity sheet (page 188) to students . Read the directions aloud . Provide time for students to complete the activity sheet . As a class, review students’ predictions and questions . Tell students that they will read the book to learn more about how Earth changes .

➢ Create sentence stems for below-level learners and English language learners to use on their activity sheets, such as I think the book will be about _______, I think _______ because _______, Why does _______?, What _______?, I wonder _______.

Materials • Weathering and Erosion books • copies of the Changing Earth activity sheet (page 188)

Weathering and Erosion (cont.)

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Materials • Weathering and Erosion books • copies of the Adding Examples activity sheet (page 189)






1. Distribute the Weathering and Erosion books to students . For the first reading, read the book aloud as students follow along . Pause periodically to discuss and compare the processes that change Earth and their effects .

➢ You may choose to display the Interactiv-eBook for a more digitally enhanced experience .

2. For the second reading, have students read in pairs . Have students take turns reading pages with their partners . After they finish, ask students to list all of the processes mentioned in the book that change Earth and discuss how they are similar and different .

➢ For below-level learners and English language learners, you may choose to play the audio recording as students follow along to serve as a model of fluent reading . This may be done in small groups or at a listening station . The recording will help struggling readers practice fluency and aid in comprehension .

3. Distribute copies of the Adding Examples activity sheet (page 189) to students . Read the directions aloud . Model for students how to use information from the text to add examples to a summary . Allow time for students to complete the activity sheet . Encourage students to use information from the book to add details and examples to their summaries .

➢ Challenge above-level learners to create a comic strip to illustrate the processes outlined on the activity sheet .

➢ You may wish to have students use the highlight functionality of the Interactiv-eBook to highlight details and examples to use in their summaries .

Discuss how Earth’s processes are similar and different, and add examples to strengthen writing .

3


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SCIENCE Weathering and Erosion (cont.)






1. Write the vocabulary words on the board and review their definitions . Divide the class into small groups . Have groups organize the words into categories and record their groupings on a sheet of paper . Challenge them to sort the words into at least three categories .

2. Have students explain the reasoning behind each category . Discuss the words’ similarities and differences .

3. Distribute the Weathering and Erosion books to students . As a class, discuss how weathering and erosion are related .

4. Distribute copies of the Making Connections activity sheet (page 190) to students . Read the directions aloud . Have students use the book to complete the activity sheet . Review students’ diagrams as time allows .

1. A short posttest, Weathering and Erosion Quiz (page 191), is provided to assess student learning from the book .

2. A data analysis activity, Slowing Erosion (page 192), is provided to assess students’ understanding of how to analyze scientific data . Read the directions aloud . Explain to students that the graph shows how much land was lost due to erosion each month . Note: You may need to preteach the skill of reading bar graphs before giving this assessment .

3. The Interactiv-eBook activities may be used as a form of assessment (optional) .

Compare and contrast two causes of weathering and erosion . Look for evidence of weathering and erosion, and take the assessments .

Materials • Weathering and Erosion books • copies of the Making Connections, Weathering and

Erosion Quiz, and Slowing Erosion activity sheets (pages 190–192)

4 5


Read the Your Turn! prompt aloud from page 32 of the Weathering and Erosion book . Have students look for evidence of weathering and erosion at school or in their neighborhoods .


Earth

Space

Eart

h


Name: _____________________________________ Date: ______________

Land ErosionDirections: Draw a picture of your model. Then, draw a picture of your model after you poured water on it. Use your observations to answer the questions below.

Land Before Water

Land After Water

1 What happened to the dirt when the water touched it?

_____________________________________________________________

_____________________________________________________________

2 How is your model similar to land and water in the real world?

_____________________________________________________________

_____________________________________________________________


Earth

Space

Eart


SCIENCE

Name: _____________________________________ Date: ______________

Changing EarthDirections: Answer the questions below.

1 What do you think the book will be about?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2 What makes you think this?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3 Write two questions you have about the book.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


Earth

Space

Eart

h


Name: _____________________________________ Date: ______________

Adding ExamplesDirections: Write an example for each detail. Then, write another main idea, detail, and example about weathering and erosion.

Main Idea: Wind and water break down and wear away Earth.

Detail: Sediment gets carried away by wind and water. This makes new landforms.

Example: _________________________________________________________

___________________________________________________________________

Main Idea: Ice splits rocks into pieces.

Detail: The water melts. It carries away the pieces of rocks.

Example: _________________________________________________________

___________________________________________________________________

Main Idea: ________________________________________________________

Detail: ____________________________________________________________

___________________________________________________________________

Example: _________________________________________________________

___________________________________________________________________


Earth

Space

Eart


SCIENCE

Name: _____________________________________ Date: ______________

Making ConnectionsDirections: Choose two things that shape the land from the Word Bank. Write them on the lines. Complete the Venn diagram to show how they are similar and different.

Word Bank

wind water ice sun plants and animals chemicals people

____________________________ ____________________________


Earth

Space

Eart

h


Name: _____________________________________ Date: ______________

Weathering and Erosion QuizDirections: Read each question. Choose the best answer. Fill in the bubble for the answer you have chosen.

1 What is an example of weathering?

A rain wearing down a mountain

B ocean wave carrying away sand

C people moving dirt

D rivers carrying away sediment

4 How do wind and rain work together to change Earth?

A They use sunlight.

B They break down rock and move sediment.

C They make mountains taller.

D They kill plants and animals.

2 How do plants reduce erosion?

A They use sunlight to make their own food.

B They give homes to animals.

C They grow tall in the forest.

D Their roots hold soil in place.

5 How are weathering and erosion similar?

A They change Earth.

B They carry water.

C They use the sun for energy.

D They need people to help them.

3 What is an example of erosion?

A rocks are broken down by rain

B ice splits large rocks into smaller rocks

C sediment is carried away by water

D people cut their lawns

6 If a river gets wider in one place, this might be an example of _______.

A pollution

B erosion

C sediment

D valleys


Earth

Space

Eart


SCIENCE

Name: _____________________________________ Date: ______________L

and

Lo

st (

cm)

Land Lost Over Time

February March April May

Month

1 In which month was the most land lost?

_____________________________________________________________

2 In which month was the least land lost?

_____________________________________________________________

3 How much more land was lost in April than in February? How do you know?

_____________________________________________________________

_____________________________________________________________

Slowing Erosion Directions: Marco observed erosion at the beach. He measured how much land was lost four months in a row. Use Marco’s graph to answer the questions below.

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