Unit Overview
Content Area: Science
Unit Title: Earth and Its Resources
Unit: 3
Target Course/Grade Level: Earth Science, Fifth
Timeline: 4-5 Weeks
Unit Summary
This unit provides students with knowledge of the Earth’s surface and the many changes it undergoes.
Through modeling students will learn how the plates of the crust (which lay on top of the semi-solid
mantle) undergo three kinds of force: shear, compression, and tension. The results of these movements are
landforms such as volcanoes, faults, and mountains. A variety of hands-on activities with substances such
as ice, sand, and water demonstrate the processes of erosion, chemical and mechanical weathering, and
sediment deposition. By the end of the unit the students can correctly identify which forces are
constructive and which are destructive. Student observations of different types of rock will teach them
that a rock goes through a cycle and can change from one form to another by heat, cold, pressure, and
erosion. The unit culminates with a “Rock Cycle Comic” where the students act as a rock and describe
their transformation through the rock cycle.
Primary interdisciplinary connections: Art, Language Arts, Technology, 21st Century Life and Careers
21st century themes and skills: Physical manipulation of authentic substances, Use of Technology,
Global awareness, Environmental Literacy
Unit Rationale
“Today, more than ever before, science holds the key to our survival as a planet and our security and
prosperity as a nation.” (Obama, 2008)
Students live in a world where the land is constantly changing. The changes in the land such as volcanoes
and earthquakes which are caused by plate movement affect people all over the world. In conclusion,
students will understand the forces that shape the Earth so they can live economically and environmentally
responsible lives.
Learning Targets
Standards
5.1 Science Practices
All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices
strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
A. Understand Scientific Explanations: Students understand core concepts and principals of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
B. Generating Scientific Evidence Through Active Investigations: Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.4 Earth Systems Science
All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems,
and is a part of the all-encompassing system of the universe.
B. History of the Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has
been evolving as a result of geologic, biological, physical, and chemical processes.
C. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar
system, and provides us with the raw resources needed to sustain life.
D. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar
system, and provides us with the raw resources needed to sustain life.
9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Content Statements
 Evidence is generated and evaluated as part of building and refining models and explanations.
 Scientific reasoning is used to support scientific conclusions.
 Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.
 Science involves practicing productive social interactions with peers, such as partner talk, wholegroup discussions, and small-group work.
 Instruments of measurement can be used to safely gather accurate information for making
scientific comparisons of objects and events.
 Successive layers of sedimentary rock and the fossils contained in them tell the factual story of the
age, history, changing life forms, and geology of Earth.
 Earth’s current structure has been influenced by both sporadic and gradual events. Changes caused
by earthquakes and volcanic eruptions can be observed on a human time scale, but many
geological processes, such as mountain building and the shifting of continents, are observed on a
geologic time scale.
 Moving water, wind, and ice continually shapes Earth’s surface by eroding rock and soil in some
areas and depositing them in other areas.
 Soil attributes/properties affect the soil’s ability to support animal life and grow plants.
 The rock cycle is a model of creation and transformation of rocks from one form (sedimentary,
igneous, or metamorphic) to another. Rock families are determined by the origin and
transformations of the rock.
 Earth’s landforms are created through constructive (deposition) and destructive (erosion)
processes.
 Collaboration and teamwork enable individuals or groups to achieve common goals with greater
efficiency.
 Digital media are 21st-century tools used for local and global communication.
 The nature of the 21st-century workplace has shifted, demanding greater individual accountability,
productivity, and collaboration.
CPI #
Cumulative Progress Indicator (CPI)
Use
scientific principles and models to frame and synthesize scientific arguments and pose
5.1.8.A.3
theories.
5.1.8.B.1
Design investigations and use scientific instrumentation to collect, analyze, and evaluate
evidence as part of building and revising models and explanations.
5.1.8.B.4
5.1.8.C.1
5.1.8.D.1
5.1.8.D.3
Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
Monitor one’s own thinking as understandings of scientific concepts are refined.
Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
Demonstrate how to safely use tools, instruments, and supplies.
5.4.6.B.1
Interpret a representation of a rock layer sequence to establish oldest and youngest layers,
geologic events, and changing life forms.
5.4.6.B.2
Examine Earth’s surface features and identify those created on a scale of human life or on
a geologic time scale.
5.4.6.B.3
Determine if landforms were created by processes of erosion (e.g., wind, water, and/or ice)
based on evidence in pictures, video, and/or maps.
5.4.6.C.1
Predict the types of ecosystems that unknown soil samples could support based on soil
properties.
5.4.6.C.2
Distinguish physical properties of sedimentary, igneous, or metamorphic rocks and explain
how one kind of rock could eventually become a different kind of rock.
5.4.6.D.2
Locate areas that are being created (deposition) and destroyed (erosion) using maps and
satellite images.
9.1.8.C.1
Determine an individual’s responsibility for personal actions and contributions to group
activities.
9.1.8.E.1
Explain how technology has strengthened the role of digital media in the global society.
9.1.8.F.1
Demonstrate how productivity and accountability contribute to realizing individual or
group work goals within or outside the classroom.
Unit Essential Questions
 What forces act on the Earth and cause its crust
to move?
 How do erosion and weathering change the
Earth’s surface?
 How do rocks transform from one kind to
another through the rock cycle?
 What are the different layers of the soil?
 How do we build and refine models that describe
and explain the natural and designed world?
 What constitutes useful scientific evidence?
Unit Enduring Understandings
 The Earth’s crust is the outermost layer of the
planet and is composed of many plates. These
plates lay on top of the Earth’s mantle which is
solid but can still flow like a hard liquid.
Movement in the mantle causes the plates to move.
The plates can go through compression, tension,
and shear movements. These movements can
cause volcanoes and earthquakes.
 Weathering breaks down materials of the Earth’s
crust into smaller pieces. It can “eat away” at rock
and create landforms such as caverns. Erosion is
the process of picking up and carrying away of
pieces of rock. Erosion can create landforms such
as deltas and can destroy parts of the land such as a
large boulder.
 Rocks transform between three types,
sedimentary, igneous, and metamorphic. These
changes occur due to erosion, temperature change,
water, and pressure.
 The Earth’s soil is composed of four layers. The A
horizon is the topmost layer and contains nutrients
for plants, decaying plant matter, and debris. The
next layer is the B horizon which contains large
rocks and harder soil. The C horizon contains
larger rocks than the B horizon. The last layer of
the soil is bedrock which is composed of layers of
solid rock.
 Measurement and observation tools are used to
categorize, represent and interpret the natural
world.
 Evidence is used for building, refining, and/or
critiquing scientific explanations.
Unit Learning Targets
Students will ...
 Identify the plates that compose Earth’s crust.
 Compare the three forces that act on Earth’s crust and relate these forces to the creation of different
landforms on the Earth.
 Define constructive force and recognize that crustal deformation, volcanic eruptions, and sediment
deposition are all constructive forces.
 Recognize that moving water, wind, and ice continually shape the Earth’s surface by weathering or
eroding rock and soil in some areas and depositing is in other areas.
 Illustrate the effects of erosion and weathering on elements of the Earth’s crust.
 Summarize the process involved in the rock cycle and describe the characteristics of the rocks involved.
Evidence of Learning
Summative Assessment
The students will be given two separate summative assessments. After learning about the sedimentary,
metamorphic, and igneous rocks in the rock cycle, the students will use their knowledge to create a comic
strip about a rock’s transformation through this cycle. The second will assess the students’ knowledge of
the forces that change the Earth’s land and how those changes affect the lives of people around the world.
They will research major geological events such as landslides, volcanoes, and earthquakes and create a
poster presentation based on the information found. The presentation must include the cause of these
events, including the specific plate movement, how this event changed the Earth’s surface, and its affect
on the people living in that area.
Equipment needed: Teacher computer, SMARTBoard, and laptops
Teacher Instructional Resources: Discovery Education Website
http://www.discoveryeducation.com
Science Explorer: Inside Earth Textbook and Supplements
Formative Assessments
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Unit Quizzes
Crustal Plate Puzzle Diagram
“Motion of the Crust”
Slip, Slide, Collide
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Unit Test
Evaluation Questions
“What Makes the Crust Move?”
Weathering and Erosion Venn Diagram
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Plate Interactions Challenge
“What Forces Act on the Crust?”
Constructive and Destructive Force Paragraph
Lab Write-Ups
 Erosion Center Observation Sheets
 Rock Type Outline
 “Where Does Soil Come From?”
Integration of Technology: The students will use laptops to research volcanoes and earthquakes and use
the information to create a presentation. The laptops will also be used to allow students to interactively
observe plate movements and rock form changes.
Technology Resources:
Click the links below to access additional resources used to design this unit:
Discovery Education
http://www.discoveryeducation.com
Interactive Dynamic Earth
http://www.learner.org/interactives/dynamicearth/
Opportunities for Differentiation This unit caters to students of all learning styles (i.e., kinesthetic,
auditory, visually and tactile instruction). Students are given the opportunity to use a variety of skills such
as reading comprehension to answer questions and create outlines, create a comic strip based on their
knowledge of the rock cycle, complete formal assessments such as tests, quizzes, lab write-ups, as well as
conducting many hands-on experiments to explore erosion, mechanical and chemical weathering, and
sediment deposition. Students work individually, with partners, and in groups throughout the unit. The
partners and group members change consistently.
Teacher Notes:
If computer or internet access is not available students can use non-fictional texts to perform research for
the summative assessment. Silly Putty, as well as blocks, can be used to demonstrate the three different
types of plate movement if Interactive Dynamic Earth is unavailable.