Unit: Earth Science

Fifth Grade
TIme Allotment: 5 weeks; 2 days; 60 Minute Lesson
*Adaptations for ELL students are highlighted

Science Benchmark: (what students need to know for EOY testing)

The Earths surface is constantly changing. Some changes happen very slowly over
long periods of time, such as weathering erosion and uplift. Other changes happen
abruptly, such as landslides, volcanic eruptions and earthquakes. All around us, we see
the visible effects of the building up and breaking down of Earths surface.

Overall Unit (5 Weeks)

Standard Two:

Students will understand that volcanoes, earthquakes, uplift weathering and erosion
reshape Earths surface.

Domain Specific Vocabulary

ttps://quizlet.com/129851985/earth-science-vocabulary-5th-grade-flash-cards/
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(includes pictures for ELL students)

Earthquakes: shaking or trembling of the earth caused by movement along a

fault
Erode: to wear away
Erosion, noun: removal of rocks and dirty by wind, water and ice
Faults: a break of fracture in the crust of the Earth
Uplift: upward movement of Earths crust
Volcanoes: vents in Earths crust that lava and steam can travel through
Weathering: the process of breaking down rock and other materials into smaller
pieces
Buttes: a steep, flat-topped hill created by erosion
Arches: an arching landform created by weathering and erosion
Glaciers: slow-moving masses of snow and ice that carry rock and dirt
Geological: having to do with geology, the study of earth
Deposition: the process of layering sediments
Weathering, noun: destructive force that breaks down rocks into smaller pieces
 Sediment, noun: small pieces of rock

First day of the unit, make an anchor chart (with large paper) and continually add to
throughout describing the changes that happen very slowly over long periods of time
and changes that happen abruptly.

Example:

Have students make an ABC chart of anything they know about Earth Science

As well as start a KWL to help activate background knowledge.

Students will keep an individual interactive notebook throughout the entire unit that
includes cut and paste sheets of:
Earths layers
How are landforms formed
Canyon vocabulary
Weathering, erosion and deposition sequencing with a triangle fold up
WInd, water, waves and ice
Volcano web
Fossil labels
Weathering and climate venn diagram

Week One: (Chapter Six/Lesson two: How is Earths Surface is Worn Down?)
Two Days
Objective One:

Describe how weathering and erosion change Earths surface.

- Identify the objects, processes or forces that weather and erode Earths surface
(ice, plants, animals, abrasion, gravity water, wind)
- Describe how geological features (valleys, canyons buttes, arches are changed
through erosion (waves, wind, glaciers, gravity, running water)
- Explain the relationship between time and specific geological changes.

Lesson Description:

Essential Question: What are some ways by which Earth might be worn down? (p. C12)

Content Objective: SWBAT describe weathering and erosion and how each change
Earths surface.

Language Objective: SWBAT compare and contrast weathering and erosion, by

drawing or writing, after reading and working in small groups for science experiments.

Peak students interest by setting up three molds of sand, soil, and soil and sand.
Introduce that they are going to learn different ways earths surface breaks down. But
first read, Wearing down Earths Surface (p. C14) whole group instruction. After having
students read this have them make predictions in small groups, which mold will break
down the fastest by water. Then do the demonstration.

Science Experiment:
http://www.theowlteacher.com/2016/05/weathering-and-erosion.html

Explain to students that this was a form of mechanical weathering which water is the
main cause.

The next lesson, start a venn diagram of weathering; chemical and mechanical. Using
what was learned in the previous lesson and reading passage fill out the mechanical
circle. Finish reading the article, then group students into a chemical science
experiment. Groups will need to be heterogeneous to help support ELL students. Give
each group, a rock, piece of chalk and small cup. Ask the class which object will be
affected if we add vinegar into the cup. One at a time, drop each object into the cup of
vinegar. Ask what this activity demonstrates (chemical weathering).
Have students fill out cut and paste activities into their interactive notebook and add
weathering into anchor chart (over time).

Before starting the next lesson assess students by using How is Earths Surface Worn
Down worksheet. (p. C14).

Week Two: (Chapter Six/Lesson two: How is Earths Surface is Worn Down?)
Two Days

Objective One:

Describe how weathering and erosion change Earths surface.

- Identify the objects, processes or forces that weather and erode Earths surface
(ice, plants, animals, abrasion, gravity water, wind)
- Describe how geological features (valleys, canyons buttes, arches are changed
through erosion (waves, wind, glaciers, gravity, running water)
- Explain the relationship between time and specific geological changes.

Essential Question: Based on what you have learned, how are various geological
features are formed?

Content Objective: SWBAT identify the relationship between weathering and geological
features.

Language Objective: SWBAT will be able to restate, or read aloud, how three major
geological features are formed.

Lesson Description/Reinforcing:

Finish reading Wearing Down Earths Surface (p. C14).

Break the misconception: Glaciers are not icebergs. Icebergs are large chunks of
floating ice. Glaciers are a sheet of ice that grow and shrink, and alters landscape. (p.
C16) Then set up the nine erosion stations.

Allot ten minutes per station. Regroup for clarification on anything.

The next day fill out anchor chart and work in interactive notebooks. Assist students
individually on misunderstandings and allow 30-60 minutes for solo or in pair work in
interactive notebooks.

Week Three: (Chapter Six/Lesson Three)

2 Days

Objective Three: Relate the build up and breaking down of Earths surface over time to
various physical land features.
- Explain how layers of exposed rock, such as those observed in the Grand
Canyon, are the result of natural processes acting over long periods of time.
- Describe the role of deposition in the processes that change Earths Surface.
- Use time to identify the sequence of time required for building and breaking down
of geological features on earth.
- Describe and justify how the surface of Earth would appear if there were no
mountain uplift, weathering or erosion.

Essential Question: What is deposition and how does it relate to changing Earths
surface?

Content Objective: SWBAT recognize the two ways surface features can be built up in:
by adding material to an existing surface or by pushing up an existing surface from
below.

Language Objective: SWBAT participate in group discussions involving deposition

experiments.

Lesson Description:

For the first lesson, focus on deposition. Define deposition explicitly and relate
deposition to weathering and erosion. Ask students if they can think of any real life
examples of deposition. Have the deposition experiment setup and group students into
5-6. Each student has a role in the team. Materials manager, facilitator, participant,
director and technician. Half of the teams will Set up a streaming slope (p. C23)
experiment in which students use a paint tray, soil and water to make a slope and pour
water down it to observe what happens. The other half of the teams will set up a mini
ocean with sand and water to observe how waves affect sediments. Students will write
or draw their predictions, observations and conclusions in their interactive notebooks.
http://www.scientificamerican.com/article/bring-science-home-beach-erosion/

Fill out a KWL chart and Read Building Up Earths Surface as a whole class (p. C24).
Finish the KWL chart afterwards.

The next day, review the KWL chart and have students fill out the Cause and Effect
chart of Earths Surface Built Up (p. C24, first two pages). Have students complete cut
and pastes in their interactive notebooks.

Week Four: Chapter Six/Lesson Three

2 Days

Objective Three: Relate the build up and breaking down of Earths surface over time to
various physical land features.
- Explain how layers of exposed rock, such as those observed in the Grand
Canyon, are the result of natural processes acting over long periods of time.
- Describe the role of deposition in the processes that change Earths Surface.
- Use time to identify the sequence of time required for building and breaking down
of geological features on earth.
- Describe and justify how the surface of Earth would appear if there were no
mountain uplift, weathering or erosion.

Essential Question: What destructive forces build up or break down Earths surface
features?

Content Objective: SWBAT recognize the two ways surface features can be built up in:
by adding material to an existing surface or by pushing up an existing surface from
below.

Language Objective: SWBAT explain, verbally, how long periods of time affect earths
surface change.

Lesson Description:

Finish reading Building Up Earths Surface (p. C26). Focus on how magma can push up
on the crust to form mountains (example: Mauna Loa) and how mountains can be
formed when huge sections of the Earth are pushed into each other (example: the
Himalayas).
Provide a demonstration with two students. Gather multiple colored towels (representing
layers of the earth) and two blocks (representing the sections that can push together).
Have each student push the blocks towards each other to form a mountain with layers
on towels.

Ask students if this is a rapid change or a change that happens slowly after time? And
fill out the anchor chart.

The second day of the lesson Read the Masterpiece of Erosion to tie everything
together (p. C30).Have ELL students RE-read Masterpiece of Erosion. For on level
students, use task cards for assessment with students.

Week Five: Chapter Seven/Lesson Two

3 Days

Objective Two: Explain how volcanoes, earthquakes and uplift affect Earths Surface.
- Identify specific geological features created by volcanoes, earthquakes and uplift.
- Give examples of different landforms that are formed by volcanoes, earthquakes and
uplift (mountains, valleys, new lakes, canyons).
-Describe how volcanoes, earthquakes and uplift change landforms.
-Cite examples of how technology is used to predict volcanoes and earthquakes.

Essential Question: Where do most volcanoes and earthquakes occur? Is there a

pattern?

Content Objective: SWBAT will locate where different landforms are that are formed by
volcanoes and earthquakes.

Language Objective: SWBAT will be able to describe how volcanoes and earthquakes
affect us.

Lesson Description:

Read Earthquakes and Volcanoes (p. C52) . Have students fill out study guide while
reading the passage. (p. C52).

Read an actual article on how an earthquake has changed earths surface:

http://www.bbc.com/news/world-asia-32701385. (or use scholastic news nepal
earthquake) Talk about how Mount Everest topography was significantly changed
because of an earthquake. Ask students what type of fault caused it and describe the
seismograph report that recorded it. For the rest of the day have the earthquake monitor
on so students can see actual earthquakes happening and where they are happening
(boundaries). http://quakes.globalincidentmap.com/. Encourage students to monitor any
changes at home and have them report back at school if extreme changes occur.

The next day (my class only) have students make a newscast about an earthquake.
Divide the class into groups, assign roles accordingly to help support ELL levels, of
reports, anchors and eyewitnesses. Students need to make a report about the levels of
damage and changes in the Earths surface caused by the Earthquake.

Last day of the unit, have groups of three powernote information on distinct volcanoes,
where they, if they are inactive, etc. Use the chromebooks for students to do research
on their volcano Chromebooks allow for google translation. Have mini presentations on
the volcanos.

Top ten Volcanoes:

http://content.time.com/time/specials/packages/completelist/0,29569,2014572,00.html

Have students finish their interactive notebook by labeling the volcano web.

Finish the anchor chart and have students take an end of unit test (approx. one week
after finishing the unit so students can practice having to remember information for
SAGE).