Science SCI.V.1.1 Grade: 6 Strand V: Using Scientific Knowledge in Earth Science Standard 1: Geosphere - All students will describe the earth’s surface Benchmark 1: Describe and Identify surface features using maps. Constructing and Reflecting: SCI.I.1.1 - Generate scientific questions about the world based on observation. • Construct questions for each of the investigations suggested below to guide the design of the investigation. SCI.I.1.4 - Use metric measurement devices to provide consistency in an investigation. SCI.I.1.5 - Use sources of information in support of scientific investigations. SCI.II.1.1 - Evaluate the strengths and weaknesses of claims, arguments, or data. SCI.II.1.3 - Show how common themes of science, mathematics, and technology apply in real-world contexts. SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world. Vocabulary / Key Concepts Context Land forms: • plains • deserts • plateaus • basins Maps showing local and regional surface features: • Great Lakes • local topography Landforms: • plains • deserts • plateaus • basin • Great Lakes • rivers • continental divide • mountains • mountain range • mountain chain Tools: Maps- relief, topographic, elevation Maps showing global surface features: • continents • ocean floors Knowledge and Skills • • • Students will recognize and interpret diverse local and global landforms, considering landforms found on the continents, as well as those found on the ocean floor (plateaus, mountains, plains, etc.). Students will examine and identify these features using a variety of maps and other materials. Students will Interpret different kinds of maps to identify local and regional landforms. Maps are just one of the tools that scientists use to identify surface features of the Earth. Depending on the type of map, information given in the map’s key can be used to describe the Earth’s surface features. Resources Coloma Resources US Raised Relief Maps US Relief Maps Michigan Relief Maps Microsoft Encarta on Laptops under “Maps” icon Other Resources: • Earth and Moon Viewer • Topozone – topographic maps • National Geographic – Maps and Geography • National Geographic – Map Links – Maps, Atlases and Globes • Michigan Teacher Network Resources • Landform Identification - Cerritos College Department of Earth Science On-Line Tutorial Center • Satellite Image of Michigan • National Atlas – Make your own maps • Tapestry of Time and Terrain - USGS Videoconferences Available For more information, see www.remc11.k12.mi.us/dl or call Janine Lim 471-7725x101 or email [email protected] V.1.MS.1 Reading Topography from the Indiana State Museum The Ocean Floor from the Ocean Institute Ice Age from the Cranbrook Institute of Science 6th Grade Science Curriculum Technology Resources V.1.MS.1 Describe and Identify surface features using maps. Instruction Assessment Focus Question: How do different types of maps help us identify surface features? Using topographical and ocean floor maps, students create a model of a specific geographical area focusing on existing surface features and the surrounding area. Students orally communicate their model and interpret how the model correlates to the map. Students turn in their model and the maps they used to create the model. (See instructional example) Students communicate in writing, their personal definition of “surface features.” Students work together to develop one common definition. The teacher should be sure that the definition includes both features of the ocean floor and traditional above ground features. Students may not automatically consider the midocean ridge a surface feature. Once a community definition of surface feature is complete, the class could brainstorm specific surface features and their locations in the world. Working in groups, students will use a variety of maps (i.e. satellite imaging, topographical, physical, and relief) to compare and contrast a designated area anywhere in the world. The teacher will pose the question, “If you were going to create a 3-D model, which map would you use?” Each student will choose a specific geographical area and focus on a surface feature to research. Students will show an in-depth understanding of their selected surface feature by presenting the information to the class. In the presentation, students will describe in detail the characteristics of the surface feature and the uniqueness of their selected surface feature compared to other surface features. After all presentations, students will show an understanding of the variety of surface features by identifying different features from stations of topographical maps. (See assessment) Scoring Rubric (Give students rubric before activity.) Criteria: Accuracy of model: Apprentice - Transfers few map features to a model correctly. Basic - Transfers some map features to a model correctly. Meets - Transfers many map features to a model correctly. Exceeds - Transfers all map features to a model correctly. Criteria: Correctness of labels: Apprentice - Model illustrates at least two correctly labeled surface features. Basic - Model illustrates at least four correctly labeled surface features. Meets - Model illustrates at least five correctly labeled surface features. Exceeds - Model illustrates six or more correctly labeled surface features. Criteria: Presentation of model: Apprentice - Presents information that explains the correlation between at least two surface features Basic - Presents information that explains the correlation between at least four surface features. Meets - Presents information that explains the correlation between at least five surface features. Exceeds - Presents information that explains the correlation between six or more surface features. Teacher Notes: Land forms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion. Focus Question • How do different types of maps help us identify surface features of the Earth?