Holyoke Public Schools
Middle School Science
Curriculum Map
Grade 6
Topography and Global Atmospheric Patterns
Unit #1
August 2009
1
Overview of Curriculum Maps
Goals:
1. To ensure that students are exposed to a rigorous curriculum in every school
and every grade
2. To have consistent instruction and assessment district wide
3. To prepare students for the MCAS test
4. to explain what is expected to be covered in each Science unit of study
Expectations:
The district’s expectation is for students to successfully meet the Massachusetts
Science and Technology/Engineering Standards, through the use of the English
Language Proficiency Benchmarks and Outcomes (ELPBO) to support instruction for
English Language Learners (ELLs). Strategies for teaching ELLs are good teaching
practice for all learners. In order to help facilitate this teachers are required to
follow curriculum maps.
Accountable Talk:
To promote learning, explore solutions, and justify reasoning, conversations
between students and students or students and teacher must be accountable –
accountable to the learning community, to the science discipline, and to rigorous
thinking.
Feedback to Students:
Feedback needs to happen daily in the classroom. There are many ways to give
feedback. Conferencing, observations, questions asked during the workshop, and
written responses to students’ work and notebook entries.
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FIVE ESSENTIAL PRACTICES FOR TEACHING ENGLISH LANGUAGE LEARNERS
The five essential practices for teaching English language learners are practices developed by
America’s Choice to support the literacy needs of ELL students. These practices are a result of
current second language acquisition research, literacy development, and effective classroom
practices. (America’s Choice: Teaching English Language Learners: Literacy)
Essential Practice 1
Develop Oral Language through Meaningful
Conversation and Context.
Classroom Applications
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Oral language is the foundation of literacy and
a main tool for learning and interacting in both
academic and social settings. Natural
exposure and planned experiences with oral
language facilitates increases expression and
understanding of the second language. Oral
language also supports vocabulary development
in context, paving the way for better
comprehension and production. Exposure to
rich oral and written language environments is
vital for developing literacy and language
skills.
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Develop oral language through meaningful
conversation by planning language experiences and
building consistent time to engage conversation.
Enunciate and rephrase difficult works allow extra
time for practice and repetition.
Demonstrate and orally explain activities step-by
step. Rephrase difficult instructions
Use think-alouds. Verbally share the comprehension
thought process.
Provide opportunity for practice: allow extra time
for practice and repetition in oral, reading, and
writing activities with appropriate feedback.
Allow students to respond through Turn and Talk
activities, oral, choral reading and re-reading.
Use audio recording of a text to provide extended to
provide extended literacy opportunities where
students listen to the reading of a text
independently while developing fluency, accuracy, and
language acquisition.
Plan daily read-alouds to model literacy strategies
and to scaffold fluency, accuracy, and independent
reading.
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Essential Practice 2
Classroom Applications
Teach Targeted Skills through
Contextualized and Explicit Instruction
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Full literacy is a fluid combination of oral,
reading, and writing skills. These skills must
be taught through explicit and
contextualized instruction that scaffolds
learning. Contextualized instruction
provides students with extra linguistic
clues that support understanding not only
of the content but also of the language
being used in the lesson. Combining
contextualized practices with the
knowledge of phonemic awareness, phonics
skills, language structures and functions,
text patterns, and literary devices such as
metaphors, analogies, figurative language,
and unfamiliar cultural concepts, will aid
students in achieving stronger literacy
skills. Explicit skills give the students the
tools they need to comprehend increasingly
complex literacy demands.
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Use clues of context to make instruction meaningful.
Teach skills and strategies ;using materials, books or
writing that students know and understand
Use Big Books or shared reading to teach phonics,
vocabulary and language features.
Use student or teacher writing models to teach
craft, spelling, and language use conventions.
Teach phonemic awareness within a context. ELL
children must attach meaning and experience to
phonemes they may never have heard before. Teach
phonemic awareness while explicitly teaching
vocabulary, meaning, or within-a-story context.
Understand the linguistic background native language
and address these issues specifically.
Pay special attention to sounds of letters. Languages
have different linguistic features. For example,
while the vowel sounds in English vary, Spanish vowel
sounds are consistent. Students will transfer what
they know about one language and automatically, and
sometimes incorrectly, apply it to English.
Use meaningful activities to teach phonemic
awareness, such as language games, Word Walls,
word banks, songs, poems, and rhymes t ha focus on
particular sounds or letters.
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Essential Practice 3
Build Vocabulary through
Classroom Applications
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Authentic and Meaningful
Experiences with Words
Developing and deepening a
student’s understanding of
new words is essential for
English language learners.
Building vocabulary in the
context of literature,
experiences, and modeled
writing ensures that students
will own the new words they
encounter. Vocabulary building
is a lifelong process and
students must learn ways to
integrate and approach new
and challenging words.
Discussing, playing with, and
using new words allows
students to gain new
vocabulary through
meaningful, and therefore
memorable, experiences.
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Vocabulary development must be taught intentionally. Since word
knowledge correlates with reading comprehension and meaningmaking strategies used in decoding, it must be a focus for
instruction.
Vocabulary development must be taught in context. Connect word
knowledge with background knowledge and instructional context.
ELL students need both meaning and context to acquire new
vocabulary.
Facilitate and plan activities that support the three main ways
vocabulary is learned:
1. Through meaningful conversations with adults and other students.
2. Listening to adults read at slightly higher levels than the
student’s independent level.
3. Read extensively on their own at their reading level.
Pre-teach vocabulary words, prefixes/suffix, context clues, and
cognates. Build students’ skill box with vocabulary and give them
tools to understand and connect new vocabulary.
Use content Word Walls or word webs. Support cognitive
structuring for ELLs by connecting new vocabulary to themes, ideas,
or generalizations.
Explicitly focus on and teach academic language. Students need to
be consistently exposed to formal or content specific language and
vocabulary.
Explicitly teach the building blocks of language. Students need to
learn the connecting and transition words of the English language
(“however,” “in conclusion”, etc.)Teach them in context and teach
them explicitly.
Focus teaching Tier 2 words, as well as essential Tier 1 words.
Although most explicit vocabulary instruction should focus on Tier 2
words (words with a high frequency in the written language,
example: examine), ELLs need instruction around Tier 1, or basic
spoken words as well.
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Essential Practice 4
Build and Activate Background Knowledge
Learning is based on establishing neural
Classroom Applications
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connections in the brain, drawing on previous
experience, background knowledge, and prior
and current environments. It is both the
teacher’s and the student’s job to facilitate
these connections in order to construct
meaning and understand new ideas and
concepts while expanding on their own world
knowledge. Actively fostering these
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connections will enable students to more
easily interpret their surroundings and assign
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meaning to new concepts while expanding
their own
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Elicit student’s experience and comments. Connect
school, literary and personal events through talking,
writing, and reading.
Consider the cultural background of students when
selecting literacy materials such as books and poems.
Support language development of Ell students by
giving them new English words for experiences that
are close to home. Using materials that represent
their cultural background increases motivation and
supports participation.
Discuss and build language around universal themes.
Connect new language to universal experiences.
Build content-based word banks and webs. Connect
new language to other known words, experiences, and
ideas to support cognitive structuring.
Use native language and value home culture. View
home cultures as a resource, rather thn a liability.
Use hands-on experience based instruction in all
academic areas. Language can be built upon common
classroom experiences.
Encourage students to make connections before,
during and after reading/
Find out what students know, and build on their
experience.
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Essential Practice 5
Teach and Use Meaning-Making Strategies
Intentionally teaching meaning-making
strategies provides students with a toolbox
to approach future learning challenges.
Meaning-making strategies vary from helping
students comprehend text to various
strategies students can use to understand
English-dependent lessons. Modeling
appropriate behaviors to students gives them
the tools to be autonomous learners and
supplies them with options they can use to
interpret environmental input, both
academically and socially.
Classroom Applications
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Explicitly teach student meaning-making
strategies. Model for students how to visualize,
make connections, monitor for meaning, determine
importance, etc.
Provide opportunities for practice. Sustain daily
work periods in reading and writing for students to
practice these strategies.
Systematically assess students and adjust
instruction. Monitor progress and use data to
adjust the focus of mini-lessons, conferences and
small-group instruction.
Model activities and thinking for certain skills.
Students need to see and experience what is
expected of them before they perform a task.
Beginning ELLs need more than just phonics and
English Language Development instruction. EXPOSE
STUDENTS RIGHT AWAY TO COMPREHENSION
STRATEGIES. Waiting to address skills in
chronological order hinders academic growth and
English proficiency.
Teach students how to help themselves in Englishdependent lessons. Model your thinking and how
you approach problems. Build students cognitive
toolbox by explicitly teaching the ways to help
themselves during difficult language situations.
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Resources: FOSS Landforms kit & Prentice Hall Science Explorer 2005 edition
Student Text: Prentice Hall Science Explorer: Earth’s Changing Surface, Student Edition on
Audio CD, Teacher’s Edition, Color Transparencies, All-in-One Teaching Resources
TeacherEXPRESS
• (4 CD-ROM Set) contains lesson management software
Differentiated Instruction
Guided Reading and Study Workbook, Adapted Reading Study Workbook, & Adapted Tests
Teacher Notes:
¾ The key to starting the year school year off right is to establish solid classroom
routines and procedures for everything you expect your students to do. When
setting classroom routines, first ask yourself, what do I expect my students to do and
then how do I expect them to do it? Start by answering the following questions for each
subject: How do I expect my students to line up, raise their hands, get a pencil, use the
lavatory, become quiet, collect and submit their work, hold a book, sit in a chair, collect
and use materials for a project, prepare for dismissal or a fire drill, move around the
classroom...? Anything you expect students to be able to do must have a procedure to
follow. See America’s Choice Science Handbook, page 69 to 72.
¾ Students should regularly write about science. Their notebooks should be filled with
observations, descriptions, and data from investigations, reflections on lesson content,
drawings, diagrams, and illustrations. Students create a table of contents in their
journals/notebooks. The table of contents is filled out as the student progresses
through the year. See America’s Choice Science Handbook, page 69 to 72.
¾ Establish classroom rituals and routines about using materials for lab activities. Have
students sign a student contract.
¾ Establish Table Captains responsibilities for gathering needed materials and putting
away materials at the end of the class. Table captains should be assigned by the teacher.
¾ Pair ELLs with proficient bilingual students for all class activities.
¾ Students should make notebook entries (words, definitions, and illustrations) as words
are introduced lesson by lesson. In addition, a word wall should be created in the
classroom for students to refer to when needed as they speak, read, and write.
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Unit Project
Students create an accurate topographic map. Students present their
topographic maps to the class. This project should be completed at the end of
the section about landforms & topographic maps.
Big Idea: Recognize Landforms
Massachusetts Science and Technology/Engineering Standards
ESS # 1. Recognize, interpret, and be able to create models of the earth’s common physical
features in various mapping representations, including contour maps.
Inquiry # 4. Present and explain data and findings using multiple representations, including
tables, graphs, mathematical and physical models, and demonstrations.
MCAS item analysis (what do students need to be able to do?)
9 How to read maps (use features such as scales, key, compass)
9 How to read a topographic map, be able to explain how contour lines and elevation are
used to represent features
Guiding Question: What kinds of information are found on maps?/ ¿Qué tipo de información
se encuentran en los mapas?
Vocabulary: topography/ topografía, elevation/altitud, relief/ relieve, landform, plain/ llano,
mountain/ montaña, plateau/ meseta, valley/ valle, canyon/ cañón
*S.1.5. Employ vocabulary essential for grade-level content learning.
*S.12.a. Identify cognates in printed, grade-level, academic content vocabulary
terms.
*From the Massachusetts English Language Proficiency and Outcomes for
English Language Learners (ELPBO)
Week 1
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Engage: “Looking at Maps”. Students are presented with an assortment of maps (see
appendix for some maps). Make sure to have different scales, different locations, and
different types of maps (some hand made maps, some topographic maps, some old maps,
some up to date maps, etc.). Be sure to include a collection of maps about the Holyoke
area. Also include maps of Puerto Rico. In their notebooks students will answer the
following questions (which should be written on the board or chart paper for students to
refer to). Have students copy down the questions in their journals. What are maps used
for? Why do people create maps? Compare and contrast the different maps, be specific
and refer to specific maps when making comparisons. All maps should be labeled by the
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teacher. After students have had enough time to look at the maps and write in their
journals, have a classroom discussion about what students learned about maps.
*W.2.9.b. Write to compare, contrast, and analyze articles on a given topic in
newspapers, journals, television, and radio broadcast.
*W.2.7.a. Write short accounts of personal or familiar experiences, including
academic topics.
*From the Massachusetts English Language Proficiency and Outcomes for
English Language Learners (ELPBO)
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Explore: Students look at a variety of different types of maps and identify landforms
(page 10, Figure 3 in Prentice Hall Science Explorer: Earth’s Changing Surface textbook).
Students should answer teacher designed questions about interpreting maps. This
activity should be connected to the previous activity. Which maps reveal different
landforms?
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level
content learning, using pictures, actions, and/or objects.
*S.3.8. Demonstrate comprehension of oral questions on academic content that
require short answers.
*R.5.10.a. Locate and identify graphic features in text (such as charts, maps,
timelines, tables, diagrams, captions, illustrations).
Read out loud: Maps and How They Are Made, pages 1 to 6 in FOSS Science Stories
Landforms. Discuss how there are many different types of maps. Also discuss the use of
Global Positioning System (GPS) with students.
*R.2.11.a. Respond to stories and informational texts that are heard.
*S.3.22. Make predictions or inferences based on a story or information that has
been heard.
Evaluate: Quick Write: In their journals, students write about some of the different
types of maps they have seen and used. Also students write about what a GPS unit is
used for.
Websites with Maps:
Interactive Look Park map
http://www.lookpark.org/parkmap.html
Topographic Trail Maps of Massachusetts State Parks
http://www.mass.gov/dcr/parks/trails.htm#GL
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Week 2
Guiding Question: What kinds of landforms are represented on maps?/ ¿Qué tipos de
formaciones terrestres están representados en los mapas?
o
Engage: Using maps of the United States that shows topographical features, discuss
with students regions where different landforms occur. Students create a table that
includes different types of landforms and a description of each landform.
*R.5.11.c. Identify classification structure in text.
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Explore: Students use clay or play dough to create different types of landforms, as
seen in Figure 2, p 8 to 9, in Prentice Hall Science Explorer: Earth’s Changing Surface
textbook. Students make drawings with labels of their models in their notebooks.
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level
content learning, using pictures, actions, and/or objects.
o
Discuss with students landforms in the Holyoke area. Discuss with students that they
live in the Pioneer Valley which is a section of the Connecticut River Valley.
S.3.43. Participate in classroom discussions and activities, when frequent
clarification is given.
o
Evaluate: Quick Write. Students write in their journals about places they have seen
different types of landforms.
*W.2.7.a. Write short accounts of personal or familiar experiences, including
academic topics.
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Extend: Students create a data table comparing the elevation of the various
landforms (see Elevations of Various Landforms on next page). The teacher may wish to
provide the students with a sheet of landforms and their elevations. The sheet should
be organized randomly so the students can practice organizing data. Teachers may wish
have the students organize the landforms into the following data table or make their
own. The point of this activity is for students to realize that mountains do not
necessarily have the highest elevations. This should lead to an interesting classroom
discussion. How can this be true?
Landform Type
Mountain
Plain
Plateau
Canyon
Valley
Elevation
*R.5.12.a. Identify and represent graphically main ideas, supporting ideas, and
supporting details in text.
*S.3.43. Participate in classroom discussions and activities, when frequent
clarification is given.
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Elevations of Various Landforms
Mount Norwottuck
337 meters
1106 feet
Mount Tom
366 meters
1200 feet
Mount Nonotuck
252 meters
827 feet
Mount Everest
8,848 meters
29,029 feet
Pioneer Valley
200 meters
656 feet
Appalachian Plateau
2,000 meters
6561 feet
Mount Mitchell
2,037 meters
6683 feet
Death Valley
-86 meters
-282 feet
Mount Greylock
1,064
3491 feet
K2 mountain
8,611 meters
28,251 feet
Grand Canyon (riverbed)
670 meters
2,198 feet
Great Plains
1000-300 meters
984-3,281 feet
Rocky Mountains (Mount Elbert)
4,401 meters
14,439 feet
The Berkshire Mountains
600-730 meters
1,968-2,395 feet
Yosemite Valley
1200 meters
4000 feet
13
o
ELL Strategy-The teacher uses a Dictoglos with the students by reading the
information about plains, mountains and plateaus found on pages 8-9 of the Prentice Hall
Science Explorer: Earth’s Changing Surface.
*S.3.10. Demonstrate comprehension of simple sentences, including statements,
questions, and commands, when spoken slowly, and with repetitions as needed.
Dictoglos
Interactive Reading Comprehension Strategy for ELLs
What is it?
Students listen to several readings of a text. They record as much of what they hear as
possible, and then work with peers to reconstruct the original text.
Why use it?
This activity provides opportunities for interaction among students and focuses student
attention on listening to, recognizing, and remembering good language models.
How to use it:
1. The teacher selects a text related to a topic the students have read about or discussed.
Part of a chapter or a short chapter may also be used.
2. The teacher reads the text aloud to students at a normal pace. During this reading
students just listen.
3. The teacher reads the text two more times. As she reads, students jot down words and
phrases to capture the content and the language.
4. Students work in pairs to try to recreate the original text as closely as possible.
5. Two pairs join to create a foursome. This group works together to compare and refine
their drafts and to create one draft as close to original as possible.
6. One member of each foursome reads the group’s draft to the whole class.
7. The teacher share the original either orally again or via an overhead transparency.
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Week 3
Guiding Question: How are landforms represented on topographic maps?/ ¿Cómo se
terrestres representados en los mapas topográficos?
o
Engage: On-line Activity. (Use a Smart Board if possible and do as a whole class or
students may use computers if available) Topographic Map activity. The Web Code is in
the textbook on page 27. Students see how making changes to the mountain affect the
topographic map.
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level
content learning, using pictures, actions, and/or objects.
o
Quick write: Students write in their journals. What happens to contour lines as a
mountain get steeper?
*W.2.7.a. Write short accounts of personal or familiar experiences, including
academic topics.
o
On-line Activity: Students find out characteristics of World Landforms. Students copy
the characteristics of each landform and examples of each landform in their notebooks.
http://www.geocities.com/monte7dco/index.htm
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level
content learning, using pictures, actions, and/or objects.
o
Quick write: In their journals, students name several different types of landforms, and
give examples of each different type of landform.
*W.2.7.a. Write short accounts of personal or familiar experiences, including
academic topics.
o
Classroom Conversation: Discuss with students how they think different landforms were
formed (elicit prior knowledge). Chart students’ thoughts and save for later in the year.
We will be studying the formation of different landforms later this school year; this is
an opportunity to start the conversation.
*S.3.8. Demonstrate comprehension of oral questions on academic content that
require short answers.
*S.3.43. Participate in classroom discussions and activities, when frequent
clarification is given.
o
ELL Strategy-Students create a Word Web with the vocabulary words from this
section. Focus the students into a self-directed word web that they create. Teacher
may wish to create a student word wall in the class to help the students begin to
understand how the word web works.
*S.3.8. Demonstrate comprehension of oral questions on academic content that
require short answers.
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Big Idea: Reading Maps
Massachusetts Science and Technology/Engineering Standards
ESS # 1. Recognize, interpret, and be able to create models of the earth’s common physical
features in various mapping representations, including contour maps.
Inquiry # 4. Present and explain data and findings using multiple representations, including
tables, graphs, mathematical and physical models, and demonstrations.
MCAS item analysis (what do students need to be able to do?)
9 How to read maps (use features such as scales, key, compass)
9 How to read a topographic map, be able to explain how contour lines and elevation are
used to represent features
Guiding Question: How do we use a map to find a location?/ ¿Cómo utilizar un mapa para
encontrar una ubicación?
Vocabulary: map/mapa, globe/ globo, scale/ escala, symbol/ símbolo, key/ clave, degree/ grado,
equator/ecaudor, hemisphere/ hemisferio, topographic map/ mapa topográfico, contour line/
línea de contorno, contour interval/ intervalo de contorno, index contour/ índice de contorno
*S.1.5. Employ vocabulary essential for grade-level content learning
Week 4
o
Engage: Students do a “Grid Mapping” Activity (see next page). Students use a grid map
with clues to figure out a location.
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level content
learning, using pictures, actions, and/or objects.
o
Explore: Students create a map of the classroom, with a key, scale and a bird’s eye view.
Suggestion: Use the ceiling tiles as a grid. Cut the classroom into sections and have
different groups map different sections. The teacher should create a grid that all
students use (this will make sure that students all use the same scale). Tell students
where North, East, South, and West locations are in reference to the classroom. The
teacher should label the ceiling tiles grid with a letter for one direction and a number for
the other direction.
*R.6.2.c. Visually represent data gathered through research (such as in a graph,
chart, timeline).
o
ELL Strategy-Students complete a Carousel Brainstorm activity using the vocabulary
from this section (see appendix).
*S.3.8. Demonstrate comprehension of oral questions on academic content that
require short answers.
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Name Date Grid Mapping HAHA! I have finally stolen $10,000,000 in diamonds! Try to catch me. Follow the clues to find me and the diamonds!! I am strolling along an avenue in B4. Where am I? You blew your cover by whistling too loud! Go to Joe's Ice Cream to meet an informant that sells disguises. What three squares will you have to stake out? You bought a clown suit and are going to the park to look for clues but first you need to go to Cloe's for some large shoes. What avenue do you need to take? You stroll out of Cloe's looking like a great clown when suddenly you are hit by a water balloon from across the street. What is the building across the street? What four squares is it in? You rushed into the Town Hall but. . . . . . . Haha! I escaped out the side door and have made my way to the “Building of Books.” Where am I? What are the squares the building is in? Maybe you are smarter than I thought. I have left you a message in the fiction section. In the cover of a book you find this secret message. Unscramble it to find where you go next. EHT IANRT TAIONTS What avenue do you cross to get to me? Where are you going? 17
You find a message on a seat in the lounge. It reads, “I took a short ride to A6”. Where am I now? As you look at a shirt in the sale rack, I sneak through the ceiling where I shoot a rope to the building in C7 to escape. Where am I now? Ok. Time for a swim with the ducks. What four squares can I swim in? Whew! All that swimming made me hungry. I am headed to Millie's. What two roads should I take to get there? What directions do they run in? I am enjoying my food when you plop down in the seat across from me exhausted from all that chasing. “Good job,” I say. “Maybe next time I'll let you come on the heist.” “Here is one diamond.” Give the grid location of a place you want to spend it and why. 18
Week 5
Guiding Question: How can we make a map that depicts different elevations?/ ¿Cómo
podemos hacer un mapa que muestra las diferentes alturas?
o
Engage: Students will be challenged to develop a method of creating an accurate
topographic map. Teacher shows a topographic map to the class and challenges the
students to develop a topographic map of a model clay mountain. Students are given the
following supplies: clay, small clear plastic cup, piece of transparency, erasable
transparency marker, and a ruler. Students propose their method of making their
topographic map to the class with the use of an overhead sheet and projector.
**Teacher demonstrates the correct way to make the topographic map later in the unit
(see America’s Choice Science Handbook page 134 to 136). After completing the content
of the topographic map lessons students will demonstrate their understanding by making
a more accurate topographic map.
*R.6.2.c. Visually represent data gathered through research (such as in a graph,
chart, timeline).
o
Explore: Students work in small groups to complete the Investigation: Using a
Topographic Map, in All-in-One, p 84 to 87. Students use clues and a topographic map to
locate a canister. Students record their observations in their notebooks.
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level content
learning, using pictures, actions, and/or objects.
o
Evaluate: Quick Write. In their journals, students explain how maps are helpful.
o
Explore: Students work in small groups to complete Investigation 4, part 1: Making a
Topographic Map (FOSS Landforms kit). Students build a model mountain by stacking and
orienting six foam layers. They trace outlines of the six pieces onto paper, creating a
topographic map of the mountain.
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level content
learning, using pictures, actions, and/or objects.
o
Add new words to the class word wall: base, contour line, contour interval, elevation, peak,
sea level, and topographic map/ base de línea de contorno, contorno intervalo, altitud,
pico, el nivel del mar, y el mapa topográfico.
*S.1.5. Employ vocabulary essential for grade-level content learning.
o
Read out loud and discuss the story called The Story of Mount Shasta, page 22-24, in
FOSS Science Stories Landforms. Ask students what descriptions gave them the
feeling for what it might have been to be on the mountain.
*R.2.11.a. Respond to stories and informational text that are heard.
*S.1.5. Employ vocabulary essential for grade-level content learning.
19
o
Evaluate: Quick Write. Students write in their journals about how Muir and his
companion Fey survived the storm described in The Story of Mount Shasta.
*W.2.7.a. Write short accounts of personal or familiar experiences, including
academic topics.
Week 6
Guiding Question: How do we interpret topographic maps?/ ¿Cómo interpretar los mapas
topográficos?
o
o
Explore: Students work in small groups to complete Investigation 4, part 2: Drawing a
profile (FOSS Landforms kit). Students use their topographic maps to produce twodimensional profiles, or cross-sections, of their foam mountains.
*R.6.2.c. Visually represent data gathered through research (such as in a graph,
chart, timeline).
Read out loud and discuss the FOSS Science Stories Landforms called Topographic Maps,
Have students compare the topographic maps they made from the Mt. Shasta model to
the one shown in the story. How are they alike? How are they different?
*R.2.11.a. Respond to stories and informational text that are heard.
*S.1.5. Employ vocabulary essential for grade-level content learning.
*S.3.21. Compare and contrast information orally.
o
Evaluate: Quick Write. Have students write in their journals about the kind of
information that is provided by topographic maps.
*W.2.7.a. Write short accounts of personal or familiar experiences, including
academic topics.
o
Explore: Students work in small groups to complete Investigation 4, part 3: Foss Creek
Topography (FOSS Landforms kit). Students apply what they have learned to interpret a
topographic map that describes the landforms in the Foss Creek area. Students compare
the FOSS Creek profiles with the Mt. Shasta profiles.
*R.5.10.a. Locate and identify graphic features in text (such as charts, maps,
timelines, tables, diagrams, captions, illustrations).
*S.3.21. Compare and contrast information orally.
o
Math Activity: Students work in small groups to complete: Mapping Elevation Data, on
page 29 in the Earth’s Changing Surface textbook. Students interpret data about
elevation. Students record their observations in their notebooks.
*R.5.10.a. Locate and identify graphic features in text (such as charts, maps,
timelines, tables, diagrams, captions, illustrations).
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Week 7
Guiding Question: How do we create a representation of the elevation along a hiking trip?/
¿Cómo podemos crear una representación de la elevación a lo largo de un viaje de excursión?
o
Engage: Graphing to interpret data (see appendix). Provide the students with a data
table of time and elevation points that represent a hiking trip. Have the students graph
the data points to show the side view of the topography during the hike. The teacher
may wish to make the pattern of the elevation points into a high low pattern to show
rolling hills or extreme high low to show variations on mountains and valleys. After the
students graph the data, they should identify the types of landforms and make
inferences about the difficulty of the hike. The teacher can create other questions or
assessments for this activity.
*R.6.2.c. Visually represent data gathered through research (such as in a graph,
chart, timeline).
The following table shows the distance traveled and elevation change during a hike. Plot
the distance on the x axis and the elevation on the y axis of a graph. The resulting graph
will show you the profile of the topography covered in the hike.
Table 1. Distance an elevation change on a hike.
Dis tanc e (m eters )
40
80
120
160
200
240
280
320
360
400
440
480
520
560
600
640
680
720
760
E levation (m eters )
1050
1000
1200
1285
1378
1425
1452
1402
1356
1320
1423
1493
1598
1657
1780
1650
1523
1456
1324
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o
o
Explore: Students work in small groups to complete Investigation 5, Part 1: Mt. Shasta
Topographic Map (FOSS Landforms kit). Students work with topographic maps of Mt.
Shasta, learning how to read the map’s symbols and language. They compare their foam
mountains to the maps and challenge each other to find mystery locations on the map.
*S.3.21. Compare and contrast information orally.
Read out loud and discuss the story called Aerial Photography, page 35-36, in the FOSS
Science Stories Landforms. Have students compare and contrast the features in the
aerial photos that accompany the story.
*R.2.11.a. Respond to stories and informational text that are heard.
*S.1.5. Employ vocabulary essential for grade-level content learning.
o
Evaluate: Quick Write. Have students write in their journals about the advantages and
disadvantages of aerial photos that are taken at high altitudes and those taken at lower
altitudes?
*W.2.7.a. Write short accounts of personal or familiar experiences, including
academic topics.
o
Explore: Students work in small groups to complete Investigation 5, Part 2: Mt. Shasta
Topographic Map (FOSS Landforms kit). Students compare an aerial photograph of Mt.
Shasta to the topographic map and foam mountain. Discuss with students the kinds of
information you can get from an aerial photograph.
*S.3.43. Participate in classroom discussions and activities, when frequent
clarification is given.
o
Read out loud and discuss the story called National Parks page 37-42, in the FOSS
Science Stories Landforms. Discuss with students whether or not they think it is
important to preserve natural areas.
*R.2.11.a. Respond to stories and informational text that are heard.
*S.1.5. Employ vocabulary essential for grade-level content learning.
o
Evaluate: Quick Write. Students write in their journals about which park they would like
to visit and why.
*W.2.7.a. Write short accounts of personal or familiar experiences, including
academic topics.
22
o
Evaluate: Formative Assessment: (released MCAS questions)
*R.5.5.a. Identify facts in a text to answer the reader’s or other questions.
Q. An engineer is analyzing which areas in a city might become flooded if there are heavy
rains. Which of the following maps is best to use for this analysis?
A. a map showing the routes of city buses
B. a map showing the locations of streets
C. a map showing the locations of houses
D. a map showing the elevations of ground surfaces
Q. Sal is looking at a map of Massachusetts. He has measured the distance, in inches,
from Boston to Salem on the map. He wants to know how many actual miles the inches
represent.
What feature of the map should he look for?
A. key
B. scale
C. legend
D. compass
o
Evaluate: Formative Assessment: Individually students answer the NAEP questions
about topographic maps (see page 24). After students answer the questions have them
review with peers their answers and discuss the strategies they used to answer the
questions.
*R.5.5.a. Identify facts in a text to answer the reader’s or other questions.
o
Evaluate: Summative Assessment: Students create an accurate topographic map.
Students present their topographic maps to the class. See Rubric on page 25 for scoring
student work.
*R.6.2.c. Visually represent data gathered through research (such as in a graph,
chart, timeline).
23
The following questions refer to the topographic map below, which shows Willow Hill (elevation
312 feet) and Hobbes Creek. On the map, each contour line represents 20 feet of elevation.
1. What is the elevation at point X ?
A) 240 feet
B) 250 feet
C) 280 feet
D) 300 feet
2. In which general direction does Hobbes Creek flow?
A)
B)
C)
D)
To the north
To the east
To the south
To the west
3. Which side of Willow Hill has the most gradual slope?
A) North side
B) East side
C) South side
D) West side
24
Making a Topographic Map Rubric
Student Name:
CATEGORY
Contour
Interval
Explanation
Contour Lines
________________________________________
3
1. The contour
interval is shown
on the map. 2. The
contour interval
was made on the
side of the plastic
cup by using the
ruler to evenly
space the contour
lines.
1. The group
provides a written
explanation that
completely
explains the
contour interval
tells the distance
between contour
lines. The writing
has examples from
the student's map.
2. They detail how
they used the
materials to
complete the map.
3. They explain the
importance of
contour lines that
never touch each
other on a
topographic map
and that the lines
tell elevation.
2
1. The contour
interval is shown
on the map. 2.
The contour
interval may be
uneven on the
side of the cup
but was still
made with the
ruler.
1. The group
provides a
written
explanation that
completely
explains the
contour interval
tells the distance
between contour
lines. The writing
has examples
from the
student's map. 2.
They explain the
importance of
contour lines that
never touch each
other on a
topographic map
and that the lines
tell elevation.
1
1. There is a
contour interval on
the map. 2. The
contour interval is
not spaced evenly
on the cup and was
not made with the
ruler.
0
No contour interval
is shown.
The group writes
that the contour
lines on the map
show the elevation
There is little to no
explanation about
the project.
1. The contour
lines are created
by tracing the
outline of the water
around the clay
model. 2. Every
fifth contour line is
labeled with a
contour interval. 3.
No contour lines on
the map are
touching.
1. The contour
lines are created
by tracing the
outline of the
water around the
clay model. 2.
No contour lines
on the map are
touching.
Some contour lines
on the map are
touching and the
contour lines were
not traced using
the water.
The map does not
have contour lines.
25
Big Idea: Global Weather Patterns/ Los patrones del clima global
Massachusetts Science and Technology/Engineering Standards
ESS#4. Explain the relationship among the energy provided by the sun, the global patterns
of atmospheric movement, and the temperature differences among water, land, and
atmosphere.
MCAS item analysis (What do students need to be able to do?)
9 Know that the Sun is the source of energy for all weather
9 Be able to read and interpret Global atmospheric movement
9 Understand cloud formation
9 Understand that ozone protects us from UV radiation
9 Understand that water changes temperature more slowly than land
9 Understand what causes different coastal wind patterns during the daytime and
nighttime
Week 8
Guiding Questions: Why does hot air rise? What cause cloud formation?/ ¿Por qué el
aumento de aire caliente? ¿Qué causa la formación de nubes?
o
Engage: Teacher Demonstration. Fill up a big plastic bag, such as a trash bag or dry
cleaners bag with hot air using a hair blow dryer. Discuss with students why the bag
rises (hot air rises). As well as being the main process behind hot air balloons, the
movement of air according to its temperature is a critical factor with the weather.
Hot air is less dense than cold air. Heat accelerates the motion of air molecules
causing fewer molecules to occupy the same space as a much greater number of
molecules do at a lower temperature. See lesson plan in appendix.
*S.3.43. Participate in classroom discussions and activities, when frequent
clarification is given.
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level
content learning, using pictures, actions, and/or objects.
http://ezinearticles.com/?Why-Does-Cold-Air-Fall-and-Warm-Air-Rise?&id=302338
o
Create a model using students to show the expansion of molecules as heat is added.
Have all students stand up as close as possible to each other (this represents a solid,
they can move a little in place), add heat in the form of a flashlight and tell students
to move a little further apart (arms length at most, they can move around a little bit
more but most stay within arms length from others, now this represents a liquid with
molecules further apart), add more heat and tell students to walk further out again
(this time they should keep moving around but take up all the available space in the
room, now this represents a gas with molecules the farthest apart). Remind students
that they did this activity if they went on the 5th grade fieldtrip to Hazen Paper.
*S.3.43. Participate in classroom discussions and activities, when frequent
clarification is given.
26
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level
content learning, using pictures, actions, and/or objects.
o
Classroom Conversation: Ask students to discuss what causes rain? As warm air
rises, it expands and cools. Cold air cannot hold as much water and some is forced
out, creating clouds and rain.
*S.3.43. Participate in classroom discussions and activities, when frequent
clarification is given.
http://www.weatherwizkids.com/Rain.htm
o
Evaluate: Formative Assessment. (released MCAS question)
*R.5.5.a. Identify facts in a text to answer the reader’s or other questions.
What is the primary energy source that drives all weather events, including
precipitation, hurricanes, and tornados?
A. the Sun
B. the Moon
C. Earth’s gravity
D. Earth’s rotation
o
Extend: If heat rises, how come snow accumulates on mountains? Why is it colder up
there instead of down here?
*R.5.5.a. Identify facts in a text to answer the reader’s or other questions.
http://www.howeverythingworks.org/page1.php?QNum=756
Guiding Question: What happens to different earth materials when they are placed in
sunshine and then in shade?/ ¿Qué sucede con los diferentes materiales terrestres
cuando se colocan en el sol y luego en la sombra?
o
Explore: Inquiry-based Activity. Students work in small groups to design and
conduct investigations to learn about what happens to different earth materials
when the sun shines on them. Provide students with sand, soil, water, small plastic
containers and thermometers. Teachers may refer to the FOSS Weather and
Water kit: Investigation #4: Heat Transfer, page 113 to 130. If available, teachers
may use heat lamps instead of going outside and using real sunshine.
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level
content learning, using pictures, actions, and/or objects.
*S.3.22. Make predictions or inferences based on a story or information that
has been heard.
27
Guiding Question: What is UV radiation? How does ozone protect us from UV
radiation?/ ¿Qué es la radiación UV? ¿Cómo funciona la capa de ozono nos protege de la
radiación UV?
o
Engage: On-line Activity. What is Ozone? Billions of human-made chemical particles,
once used to power spray cans and still common in air conditioners and refrigerators,
have worked their way into the atmosphere. And they're destroying the ozone layer,
the natural "sunscreen" that shields us from harmful sunlight.
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level
content learning, using pictures, actions, and/or objects.
http://ecohealth101.org/zone/index.html
o
Explore: UV beads change color when exposed to UV radiation. Have students use UV
beads to detect UV radiation in different places. Students make a chart or table to
record their observations. Make a class chart. Discuss the data with students. (see
websites or appendix for lesson plans).
*R.6.2.c. Visually represent data gathered through research (such as in a
graph, chart, timeline).
http://www.rainbowsymphony.com/teacherlesson2.htm
http://cse.ssl.berkeley.edu/SegwayEd/lessons/spectra_fr_space/ultra_activity.html
http://www-istp.gsfc.nasa.gov/istp/outreach/solar_observation.pdf
o
On-line Activity: Students investigates UV radiation and some of its potential
effects on human health. The more we are in the sun, the greater the amount of
DNA mutation. That lessens the chances that enzymes will be able to repair all the
damage. So the DNA gets disrupted, which can set off a chain reaction that results
in the uncontrolled growth of cancer cells.
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level
content learning, using pictures, actions, and/or objects.
http://www.lpb.org/education/classroom/itv/envirotacklebox/modules/m1uv.htm
o
Evaluate: Quick Write: In their journals, students write about the harmful effects
to UV radiation on human health.
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level
content learning, using pictures, actions, and/or objects.
*W.2.7.a. Write short accounts of personal or familiar experiences, including
academic topics.
o
Extend: On-line Activity: Using data sets from MY NASA DATA, students will
produce graphs comparing monthly and yearly ozone averages of several U.S. cities.
*S.1.3. Demonstrate comprehension of vocabulary essential for grade-level
content learning, using pictures, actions, and/or objects.
http://mynasadata.larc.nasa.gov/preview_lesson.php?&passid=15
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30
31
32
33
34
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