Our Environment
Written by Mitchell Miller and Rayette Roberts, 2011
Component 1: Overview
Abstract:
In this unit, students will examine different environmental regions of the world. We will look at
the geographic and climatic phenomena that form the habitats as well as how it affects the plants,
animals, and especially the people of the region. Students will learn about the different natural
resources that come from the environment. We will see the inter-relationship between people and
the land and how it has affected culture and history. The unit will culminate with an
environmental center display created by the students.
Grade Range: 4th or 5th Grade
Big Ideas/Theme: Humans have an inter-relationship with our environment
Essential Questions:



What do the geographic and climatic regions in our world look like?
What impact does nature have on humans and other living things?
How have humans impacted our environment?
Scope:
Content  Social Studies – Geography, mapping, regions, climate, living things, natural events,
human affects, current events
 Science – changes in environments, natural hazards, human hazards, solutions to
environmental issues
 Language Arts – informational text, literary text, creative writing, research, persuasive
writing
Skills –
Informational text, literary text, creative writing, expository writing, functional writing,
persuasive writing, vocabulary, comprehension, analysis, comparison, technology,
research, mapping
Assessments (Summative) –
 Topographic Map Assessment
 Environments Written Test
 Final Assessment – Building an Environment Display
21st Century Skill Themes –
 Civic Literacy and Global Awareness
 Information, Media and Technology Skills
Sequence: Timeline of approximately 5 weeks
* Lesson plan provided
Topic/Main Idea
Lessons
Week 1
Mapping
*Pre-Assessment K-W chart on www.stixy.com
Introduction
Mapping Unit Vocabulary
Longitude/Latitude Practice
*Informational Maps
Population, climate Map Practice
*Comparing Different Kinds of Maps
L.A. – Bite Size Geography
Week 2/3 Landforms and
Landforms Vocabulary
Environmental
Investigation 1 – School Yard Models
Factors
Investigation 2 – Stream Tables
Investigation 3 - Slope
Investigation 4 – Flood
*Investigation 5 – Designing and Investigating Affects
on the Environment
*Soil Erosion
Current Events – Natural disasters
L.A. – Landforms On Our Earth (Bk Reading)
- Anthology Story – Tornadoes
Week 4
Topographic Maps
Environments Webquest
Terrestrial Environments Graphic Organizer
Aquatic Environments Graphic Organizer
*Investigation 6 – Building a Mountain
Profile Maps vs. Topographic Maps
Assessments –
Cookie Maps
Topographic Maps Assessment
L.A. – “My Land” Creative Writing Project
- Landforms Book Reader’s Guide
- Anthology Story – Matthew Hensen (Arctic
Adventure Story)
Week 5
Environment
Brainstorm environments and living things
Research
Research an environment
*Animal Study Graphic Organizers
L.A. – Read stories about Environments
- Note taking lesson (Notebook)
- Fact Cards on an Environment
Week 6
Create Environment Team display creation
Displays
L.A. – Persuasive Letter – Solve an Environmental
Issue
Week 7
Final Environment
Finish displays and complete final assessments
Display Assessment
 Environments Written Test
 Final Assessment – Building an Environment
Display
Component 2: Standards/ Desired Outcomes
4th Grade Standards
Social Studies Standards:
Strand 4: Geography
Concept 1: The World in Spatial Terms
PO 1. Use different types of maps to solve problems (i.e., road maps –distance, resource mapsproducts, historical maps- boundaries, thematic map- climates).
PO 2. Interpret political and physical maps using the following map elements: title, compass
rose (cardinal and intermediate directions), symbols, legend, scale, road map index, grid (latitude
and longitude)
PO 3. Construct maps using symbols to represent human and physical features.
PO 4. Construct charts and graphs to display geographic information.
PO 5. Describe characteristics of human and physical features: physical – (i.e., river, lake,
mountain, range, coast, sea, desert, gulf, bay, strait, plain, valley, volcanoes, isthmus, canyon,
plateau, mesa, oasis, dunes) and human – (i.e., equator, four hemispheres, city, state, country,
harbor, dams, territory, county)
PO 6. Locate physical and human features using maps, illustrations, images, or globes:
physical (i.e., river, lake, mountain range, coast, sea, desert, gulf, bay, strait) and human (i.e.,
equator four hemispheres, city, state, country, roads, railroads)
PO 7. Locate physical and human features in Arizona using maps, illustrations, or images:
physical (e.g., Grand Canyon, Mogollon Rim, Colorado River, Gila River, Salt River) and
human (e.g., Phoenix, Yuma, Flagstaff, Tucson, Prescott, Hoover Dam, Roosevelt Dam)
Concept 2: Places and Regions
PO 3. Locate the landform regions of Arizona (plateau, mountain, desert) on a map.
PO 4 Compare the landform regions of Arizona according to their physical features, plants, and
animals.
PO 5. Describe how regions and places (e.g., Grand Canyon, Colorado River, Casa Grande
Ruin, Canyon de Chelly, Yucatan Peninsula) have distinct characteristics.
Concept 5 : Environment and Society
PO 1. Describe human dependence on the physical environment and natural resources to satisfy
basic needs.
PO 2 Describe the impact of natural events (e.g., soil erosion, floods, earthquakes, droughts)
have on human and physical environments.
PO 3. Describe the impact of human modifications (e.g., dams, mining, air conditioning,
irrigation, agricultural) on the physical environment and ecosystems.
Concept 6: Geographic Applications
PO 1. Describe the impact of geographic features (e.g., rivers, mountains, resources, deserts,
climate) on migration and the location of human activities (e.g., exploration, mining,
transportation routes, settlement patterns).
PO 2. Discuss geographic knowledge and skills related to current events.
PO 3. Use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find
solutions for local, state or national problems (e.g., shortage or abundance of natural resources).
Science Standards:
Strand 3: Science in Personal and Social Perspectives
Concept 1: Changes in Environments
PO 1. Describe how natural events and human activities have positive and negative impacts on
environments (e.g., fire, floods, pollution, dams).
PO 2. Evaluate the consequences of environmental occurrences that happen either rapidly (e.g.,
fire, flood, tornado) or over a long period of time (e.g., drought, melting ice caps, the
greenhouse effect, erosion).
Strand 4: Life Science
Concept 1: Characteristics of Organisms
PO 1. Compare structures in plants (e.g., roots, stems, leaves, flowers) and animals (e.g.,
muscles, bones, nerves) that serve different functions in growth and survival.
PO 2. Classify animals by identifiable group characteristics:
 vertebrates – mammals, birds, fish, reptiles, amphibians
 invertebrates – insects, arachnids
Concept 3: Organisms and Environments
PO 1. Describe ways various resources (e.g., air, water, plants, animals, soil) are utilized to meet
the needs of a population.
PO 2. Differentiate renewable resources from nonrenewable resources.
PO 3. Analyze the effect that limited resources (e.g., natural gas, minerals) may have on an
environment.
PO 4. Describe ways in which resources can be conserved (e.g., by reducing, reusing, recycling,
finding substitutes).
5th Grade Standards
Social Studies Standards:
Strand 4 Geography
Concept 1: The World in Spatial Terms
PO 1. Interpret information from a variety of maps: contour, population density, natural
resource, historical maps
PO 2. Locate features in the world (e.g., continents, waterways, mountain ranges, cities) on a
map using latitude and longitude.
PO 3. Identify the location of significant geographic features from content studied on a physical
or political map.
PO 4. Locate physical and human features (e.g., gulf, delta, isthmus, strait, bay, canyon, swamp,
peninsula, province, cape, tree line) in the United States and world on an appropriate type
of map.
PO 6. Construct maps, charts, and graphs to display geographic information.
Concept 5: Environment and Society
PO 2. Describe the impact that natural events (e.g., soil erosion, floods, earthquakes, droughts)
have on human and physical environments.
Science Standards:
Strand 3 Personal/Social Perspectives
Concept 1: Changes in Environments
PO 1. Explain the impacts of natural hazards on habitats (e.g., global warming, floods, asteroid
or large meteor impacts).
PO 2. Propose a solution, resource, or product that addresses a specific human, animal, or
habitat need.
PO 3. Evaluate the possible strengths and weaknesses of a proposed solution to a specific
problem relevant to human, animal, or habitat needs.
Component 3: Lesson Plans
Lesson 1: Physical vs. Political Maps
Lesson 2: Informational Maps
Lesson 3: Investigation 5 – Designing and Investigating Affects on the Environment
Lesson 4: Soil Erosion
Lesson 5: Investigation 6 – Building a Mountain
Lesson 6: Animal Study Graphic Organizers
Examples of instructional strategies for differentiation:
READINESS
INTEREST
Varied texts/supplements
Tiered product
Literature circles
Choice of topic
Varying organizers
Independent study
Jigsaw
Web quests
Partner work
Learning goals
Centers
LEARNING STYLE
Multiple intelligence
Varied seating
Varied groupings
Varied prompts
Assignment choices
21st Century Skills/Themes:
 Global Awareness – Students will investigate environmental factors in our world.
 Civic Literacy – Students will suggest plans for helping our environment with both
human and natural disasters.
 Creativity and Innovation – Students will brainstorm, identify environmental factors and
create a display of an environment.
 Critical Thinking and Problem Solving - Students will develop persuasive arguments,
analyze parts of our environments and compare different maps.
 Information Literacy – Students will critically evaluate information about the
environment issues and discuss ways to solve these problems.
 ICT (Information, Communications and Technology) Literacy – Students will conduct
research, use Stixy.com, experience Webquests and use Youtube.com to further their
learning.
 Leadership and Responsibility – Students will show leadership and responsibility in
individual research and meeting group time lines for projects.
Topic: Pre-assessment
What do you know about
the world we live on?
Grade Range:
5th Grade
Time Frame:
45 minute period
Common Core Standards:
Social Studies Strand 4 Geography
Concept 1: The World in Spatial Terms
PO 1. Interpret information from a variety of maps: contour, population, natural
resource, historical maps
PO 2. Locate features in the world (e.g., continents, waterways, mountain ranges,
cities) on a map using latitude and longitude.
PO 3. Identify the location of significant geographic features from content studied on
a physical or political map.
PO 4. Locate physical and human features (e.g., gulf, delta, isthmus, strait, bay,
canyon, swamp, peninsula, province, cape, tree line) in the United States and
world on an appropriate type of map.
PO 6. Construct maps, charts, and graphs to display geographic information.
Concept 5: Environment and Society
PO 2. Describe the impact that natural events (e.g., soil erosion, floods, earthquakes,
droughts) have on human and physical environments.
Science Strand 3 Personal/Social Perspectives
Concept 1: Changes in Environments
PO 1. Explain the impacts of natural hazards on habitats (e.g., global warming, floods,
asteroid or large meteor impacts).
PO 2. Propose a solution, resource, or product that addresses a specific human,
animal, or habitat need.
PO 3. Evaluate the possible strengths and weaknesses of a proposed solution to a
specific problem relevant to human, animal, or habitat needs.
Learning Objective/Outcome:
This is a pre-assessment to see what students know about the world we live on. Students will volunteer
the facts they know about maps, geographic features, natural events, human impacts both positive and
negative on the world. They will also ask questions on what they would like to find out about our world.
Key Vocabulary:
See above in standard
description
Materials:
www.stixy.com sign up for an account – it’s free, safe
and easy or chart paper and markers
Lesson Activities:
Building Background/Motivation
Look around you outside. Think about places you have been outside of the city. What do you see? Look at a map
(teacher provide any map). What would the land look like if you were standing at different places on the map?
Presentation:
Show students stixy.com. Explain that this is a site where they can make a virtual bulletin board of their ideas. Show
other examples on stixy
Tell students we are going to make a stixy wall based on what they know about the world around them.
Lesson Activities Continued:
Student Activities:
Give each table a large piece of chart paper and a set of markers. In a predetermined set time (5 minutes?) ask them to
brainstorm and write down everything they know about maps, the land we live on, natural events and how humans
impact the world.
Open Stixy. After the time is up, have each table or group tell you one event. Make that a note on your stixy wall. Keep
going around until all tables are done.
Repeat for “what you want to know”
Save your stixy wall or you can post it to a blog or web page. It can remain open to add more as your unit progresses.
Review and Assessment: (Review of objectives and vocabulary, assess learning, measurement tools…)
Check table charts to see which students brainstormed the most events-perhaps each student in the group could have a
different color marker.
Compare stixy wall to standard description terms – how many standards were covered? What do you need to teach?
Interventions/Extensions: (How are you reaching every learner?)
Group work
All students engaged during brainstorming
Stixy wall is posted so all students can add to it from home or class/lab computers
Lesson 1: Physical vs. Political Maps
Topic:
Physical vs. Political Maps
Grade Range:
4th or 5th Grade
Time Frame:
50 minutes
Common Core Standards:
4th Grade Strand 4 Geography Concept 1: The World in Spatial Terms
PO 2. Interpret political and physical maps using the following map elements: title, compass
rose (cardinal and intermediate directions), symbols, legend, scale, road map index, grid (latitude
and longitude)
PO 3. Construct maps using symbols to represent human and physical features.
PO 5. Describe characteristics of human and physical features: physical – (i.e., river, lake,
mountain, range, coast, sea, desert, gulf, bay, strait, plain, valley, volcanoes, isthmus, canyon,
plateau, mesa, oasis, dunes) and human – (i.e., equator, four hemispheres, city, state, country,
harbor, dams, territory, county)
5th Grade Strand 4 Geography Concept 1: The World in Spatial Terms
PO 1. Interpret information from a variety of maps.
PO 2. Locate features in the world (e.g., continents, waterways, mountain ranges, cities) on a
map using latitude and longitude.
PO 3. Identify the location of significant geographic features from content studied on a physical
or political map.
PO 4. Locate physical features (e.g., gulf, delta, isthmus, strait, bay, canyon, swamp, peninsula,
province, cape, tree line) in the United States and world on an appropriate type of map.
PO 6. Construct maps, charts, and graphs to display geographic information.
Learning Objective/Outcome:
Students will interpret physical and political features on maps as specified in the standards and
create their own map.
Key Vocabulary:
Focus on geographic terms
found in any text book or atlas
to match your standards
Materials:
Text book or atlas with physical and political maps, list of
physical features or the following form “Landform
Vocabulary”
Higher Order Questions:
How are these same places different on the different maps?
What is a political map for?
What is a physical map for?
Lesson Activities:
Building Background/Motivation: Students should have learned about longitude and latitude
already. Have them find a place using the longitude and latitude lines on a political map then the
same place on the physical map. How are these same places different on the different maps?
Presentation:
Have students work in pairs with each student making their own T-chart. Have one partner label
5 things they find on a political map and the other partner label 5 things they find on a physical
map. Students will share, compare, and write their partners findings on their own paper, then
work together to add more to their T-chart. Keep these close by as you present a list of
geographic terms from documents or a text book focusing on your standards. Have students add
new terms to their T-chart.
Student Activities:
Students will look at political and physical maps.
Students will make a T-chart of the features for each map.
Students will read and identify new terms for other features on the map.
Students will summarize what each kind of map is for.
Review and Assessment:
Have students compare their T-chart with another pair using new terms. Then have each student
independently write what a political and a physical map is for.
Students will turn in their T-chart for assessment.
Interventions/Extensions:
Partnering, visuals, writing, individual support where needed,
Lesson 2: Comparing different kinds of maps
Topic:
Informational Maps
Grade Range:
4th or 5th Grade
Time Frame:
50 minutes
Common Core Standards:
4th Grade Standards
Social Studies Standards:
Strand 4: Geography
Concept 1: The World in Spatial Terms
PO 1. Use different types of maps to solve problems (i.e., road maps –distance, resource
maps-products, historical maps- boundaries, thematic map- climates).
5th Grade Standards
Social Studies Standards:
Strand 4 Geography
Concept 1: The World in Spatial Terms
PO 1. Interpret information from a variety of maps: contour, population density, natural
resource, historical maps
Learning Objective/Outcome:
Students will compare and contrast different types of maps to determine how the southwest
region is similar to other regions of North America.
Key Vocabulary:
Precipitation
Climate
Desertification
Acid rain
Gross Domestic Product (GDP)
Resources
Population
Vegetation
Regions
Materials:
Map PowerPoint
https://docs.google.com/present/view?id=dcnxzhzb_134s4wksrc5
Venn Diagram
Higher Order Questions:
How is Tucson different from other cities or regions on the different maps?
Who would be interested in these different types of maps?
What physical features affect the resources, climate, acid rain, etc. of a region?
Lesson Activities:
Building Background/Motivation: Students should have learned about physical and political
maps already. How are these maps different from physical and political maps?
Locate Tucson, Arizona (or any site of your choice)on a map in the powerpoint. Ask various
questions such as “How much precipitation does Tucson get?” or “What resources are in the
Tucson area?”
Presentation:
Teacher will present the powerpoint presentation to the class. The teacher will demonstrate
how Tucson differs from other regions. The teacher will demonstrate how to complete a Venn
Diagram.
Student Activities:
Have students work in pairs with each team making their own Venn Diagram. Have each team
choose a region besides Tucson and complete a Venn Diagram comparing and contrasting
Tucson with the other region. Students will share their findings with the class. The diagrams
can be displayed in the classroom.
Review and Assessment:
Have students compare their Venn Diagram with another team’s similar region, if possible.
Writing opportunities could include prompts such as:
 A compare/contast essay of the two regions
 When and where or for whom is this information important?
Students will turn in their Venn Diagram for assessment.
Interventions/Extensions:
Partnering, visuals, writing, individual support where needed
Students can put together a presentation similar to
http://turfmutt.discoveryeducation.com/misc/downloads/Beisert_Industry.pdf
http://turfmutt.discoveryeducation.com/misc/downloads/Raieta_Norristown.pdf
http://turfmutt.discoveryeducation.com/misc/downloads/Tang_BloomfieldHills_web.pdf
about Tucson or another area they have researched.
Lesson 3: Investigation 5 – Designing and Investigating Affects on the Environment
Topic:
Grade Range:
Time Frame:
Investigation 5 – Investigating 4th or 5th Grade
50 minutes
Human Affects
Common Core Standards:
4th Grade Social Studies Standards: Strand 4: Geography
Concept 5 : Environment and Society
PO 1. Describe human dependence on the physical environment and natural resources to satisfy
basic needs.
PO 2 Describe the impact of natural events (e.g., soil erosion, floods, earthquakes, droughts)
have on human and physical environments.
PO 3. Describe the impact of human modifications (e.g., dams, mining, air conditioning,
irrigation, agricultural) on the physical environment and ecosystems.
4th Grade Science Standards: Strand 3: Science in Personal and Social Perspectives
Concept 1: Changes in Environments
PO 1. Describe how natural events and human activities have positive and negative impacts on
environments (e.g., fire, floods, pollution, dams).
5th Grade Social Studies Standards: Strand 4 Geography
Concept 5: Environment and Society
PO 2. Describe the impact that natural events (e.g., soil erosion, floods, earthquakes, droughts)
have on human and physical environments.
th
5 Grade Science Standards: Strand 3 Personal/Social Perspectives
Concept 1: Changes in Environments
PO 1. Explain the impacts of natural hazards on habitats (e.g., global warming, floods, asteroid
or large meteor impacts).
PO 2. Propose a solution, resource, or product that addresses a specific human, animal, or
habitat need.
Learning Objective/Outcome: The students will discover how changes in a stream change an
environment and apply this to other situations to evaluate the impact of human and natural events
on environments.
Key Vocabulary:
See Landform Word Bank
Materials:
Investigation 5 direction sheet, Stream Table Plan form, Stream
Table Map form, Stream Table set up materials (refer to
Investigations 1-4 for materials) 1 green tray,1 bag of earth
materials, 2 wood angles, 4 craft sticks, 25 gram pieces, 2
overlay grids/2 markers, Newspaper
Higher Order Questions:
How does a stream change the land?
Why would someone want to build a home next to or near a river? What would be the benefits
and problems with living near a river?
How have people and natural events have changed rivers and streams? How could each of theses
changes affect erosion and deposition?
What solution, resource, or product might you create to address negative impacts that change the
environment?
Lesson Activities:
Building Background/Motivation: Investigations 1-4 taught students about stream tables,
floods, deposition, etc. Ask students how a stream changes the land around it.
Presentation: Provide all the materials for a stream table at a materials station as directed in
Investigations 1-4. Follow the direction sheet for Investigation 5 with students as they work
together in groups. In step 5, check students’ plans for completeness.
Student Activities:
Students will connect with past learning about stream tables.
Students will brainstorm real life ideas.
Students will plan and conduct an investigation to find out how changes in a stream change
erosion and deposition.
Students will describe the impact that human changes or natural events like soil erosion, floods,
earthquakes, or droughts have on human and physical environments. Positive and negative
Students will be a problem solver and identify a solution, resource, or product that might address
negative impacts that change the environment.
Review and Assessment: Students should review their ideas in Step 8 within their group. Have
some students share their problem solving ideas.
Interventions/Extensions:
Partner work, support from previous notes, teacher checks, extension activity page = Go with the
flow
Investigation 5 Direction Sheet
Designing and Investigating Affects on the Environment
Step l: In your journal explain how a stream changes the land. Include the ideas
about the materials, its slope, how much water, and how fast the water flows
through a channel. Use landform vocabulary.
Step 2: Brainstorm with your group and write ideas in your journal about why someone
would want to build a home next to or near a river. What would be the benefits and
problems with living near a river?
Step 3: Brainstorm with your group and write ideas in your journal about how people
and natural events have changed rivers and streams. How could each of theses changes
affect erosion and deposition?
Step 4: Plan an investigation to find out how changes in a stream change erosion and
deposition. Complete the stream table plan with your group. You will only conduct one
investigation. Be sure to list all of the materials you think you will need.
Step 5: When your plan is complete have everyone in your group raise their hands and
preview the questions in Step 8 while you wait quietly. The teacher will check your plan.
Step 6: After the teacher approves your plan, get the materials you listed. You will have
15 minutes to conduct your investigation. Be sure to complete the stream table map to
show the important events that happened in your stream table.
Step 7: When everyone in your group has completed their stream table map, drain your
stream table into a basin and put away all your supplies neat and clean.
Step 8: Record your learning: Use your notes to write a summary of how changes in
streams change the environment (land). Then explain your ideas about the following:
 Describe the impact that human changes or natural events like soil erosion,
floods, earthquakes, or droughts have on human and physical environments.
Positive and negative
 Be a problem solver. What solution, resource, or product might you create
to address negative impacts that change the environment?
Remember to use scientific words and be ready to share!
canyon
channel
delta
valley
deposition
erosion
Extension Sheet
Lesson 4: Soil
Erosion and Runoff
Grade Level: 3-5
Lesson Overview:
In this lesson, students will investigate the role plants, grasses and trees have in preventing soil erosion.
Soil erosion can be damaging because soil, chemicals and other particles travel into water sources. After
students discover that planted material can help keep soil in place, they will extend their understanding of
run-off by exploring ways that people in their community can keep chemicals and dangerous substances
out of our streams, rivers, and oceans.
Learning Objectives:
Students will be able to:



Identify some causes and effects of soil erosion.
Observe erosion results made with different materials and draw conclusions about the best ways
to reduce erosion.
Explain how planting grass and other plants can reduce erosion and run-off.
Arizona State Standards
5th Grade Social Studies Strand 4
Geography
Concept 5: Environment and Society
Human and environmental interactions are interdependent upon one another. Humans interact
with the environment – they depend upon it, they modify it, and they adapt to it. The health and
well-being of all humans depends upon an understanding of the interconnections and
interdependence of human and physical systems.
PO 2. Describe the impact of extreme natural events (e.g., fires, volcanoes, floods, droughts) on human
and physical environments.
PO 3. Describe the impact of human modifications (e.g., dams, mining, air conditioning, irrigation,
agricultural) on the physical environment and ecosystems.
5th Grade Science Strand 3
Science in Personal and Social Perspectives
Concept 1: Changes in Environments
Describe the interactions between human populations, natural hazards, and the environment.
PO 2. Propose a solution, resource, or product that addresses a specific
human, animal, or habitat need.
PO 3. Evaluate the possible strengths and weaknesses of a proposed solution to a specific problem
relevant to human, animal, or habitat needs.
Time Frame:
Two forty-five minute sessions plus one extension and one assessment
session
Materials for the teacher:

Dirt/Soil (clean, dry soil is best for this exercise)

Plastic cover sheet for a table

Small table fan (only needed as a prop)

Garden hose (small section will suffice)

Photographs (included in this lesson)

Computer with projection device
Materials for students:

Aluminum baking pans (at least 5cm deep and 40cm – 50 cm long)

Empty 2 liter bottle with cap (prepare cap by drilling small holes so that water comes out evenly)

Water supply

Large blocks or other means to raise one end of the pan so that it has a slope

Small blocks of wood (5cm – 20cm long, should fit easily within the pan)

Large plastic tubs to catch runoff

Computers with internet connection

Small plants, may be seedlings or tufts of grass with the roots attached (keep the roots moist)

Craft sticks or other sticks that can be planted in the soil

Plastic wrap or other materials that students can experiment with in controlling soil erosion

Science notebook or other means for recording ideas, data and conclusions.

Optional: inexpensive digital camera to record the erosion test
Classroom Activities:
Session 1
Engage
1.
Show students a small pile of loose dirt on a table in the classroom, as well as an oscillating fan
and a garden hose or bucket of water. Ask students to predict what might happen if either of the
items were used on this pile of dirt.
2.
Use the computer and projection device to show students the images of erosion. Ask what might
have shaped the rocks. What happened to this car? Why are the tufts of grass sticking out above
the rest of the land? Record students’ thinking on a piece of chart paper. You will want to keep
these comments and come back to the images once students have studied erosion more closely.
3.
Ask students the following essential questions:
a.
What events in nature might cause dirt or soil to be moved from one place to another?
b.
Why is it important for dirt or soil to stay in its place in our natural environment?
c.
What things can be done to help keep soil in its place?
4.
You may wish to have students record their thinking in science notebooks or record their
responses on chart paper.
Explore
1.
This hands-on investigation is usually best done outdoors. (Indoors requires a plastic tarp to
handle spills. Using a tarp is usually a good technique for outside investigation as well.) There are a
few different options for this exploration, depending on what resources are available to you. The
ideal exploration would take place outdoors either on a paved slope or sidewalk. If this is not
available, a sloped plot of land where you can temporarily remove the grass material would be a
good alternative. If neither of these situations are possible, this exploration can be done with a large
aluminum baking pan filled with dirt and propped up to create a slope.
a.
Divide students into groups of three or four and ask students to predict what will happen
to the soil if they pour the water down the slope.
b.
Now guide students in using the bottles with perforated caps to pour 2 liters of water onto
the sloped surface mimicking rain, and observe the results.
c.
Students should sketch the soil conditions before, during and after the activity in their
science notebooks and label the parts. (Optional: Use the digital cameras to photograph
before, during and after. Students can download the images and add text to them for labels.
The images can be projected so that all students can view the data.)
Explain
1.
2.
Have students share the images they collected/drew.
They should refer back to the essential questions you gave them and develop answers for the
first two. They will be asked to share their ideas about how to prevent erosion during Session 2.
Extend
1.
If time allows, you may wish to have students look around the school grounds or their
neighborhood for signs of erosion. They should look for erosion, as well as steep hills where
erosion is not taking place. Encourage them to think about what is keeping erosion from happening
on those hills.
Session 2
Explore
1.
Today, students will try out some ideas for stopping or slowing erosion. They will repeat the soil
erosion test, but this time make a different environment on the soil.
2.
Provide them with the variety of materials to try planted grass tufts, mulch on top of soil, soil with
small plants. Have them predict how the different environments will withstand erosion and then
instruct them to run their tests and record their results in their science journals.
3.
Be sure to have them repeat their data collection. If it is possible to use a digital camera, repeat
the same camera angle and location for the photos so that they can be compared side by side with
the base line test from day 1.
4.
Students can share the results from their group with the whole class. Then, the class can
compare the different materials used and determine the best environment for the least amount of
soil erosion.
Beyond Day 2
Extend
1.
To explore the difference between porous and impervious materials and how they may affect soil
erosion runoff, repeat the hands-on investigation using sand or sawdust.
2.
Give students a definition of each term, and ask them to name and draw three examples of each
type of material. Allow students to choose a website to explore:
http://www.oceansidecleanwaterprogram.org/kids.asp
http://www.epa.gov/owow_keep/NPS/index.html
Students can pair up with a classmate who read information from the other website and compare
the information they found.
3.
Use Google Earth to show areas of the Southwest United States where erosion has formed the
landscape. Canyon areas in Arizona, Utah, and Oregon are good locations. You may wish to have
them compare these to a delta, such as the Mississippi delta. Have students look for vegetation in
each area.
Explain
1.
http://www.epa.gov/owow/NPS/kids/whatwrng.html
Ask students to choose one area that was “wrong” from the picture and explain why it’s wrong in ten
words or less. Then, using the Jigsaw strategy, form groups of students who chose different areas
of the picture to share their findings with their classmates.
Evaluate
1.
2.
Students can identify erosion control opportunities around their school or house and present a
proposal to their school principal or parents. Students will be graded on the following criteria:
a.
Did the student identify and describe an area where erosion was a problem?
b.
Did the student draw or take photographs of the area?
c.
Did the student identify two possible solutions to the problem area?
Students can create a “Do and Don’t” list for a school newsletter demonstrating their ideas about
drainage and soil erosion to provide suggestions for preventing erosion to people in the community.
Students will be graded on the following criteria:
a.
Did the student create a title and explain the purpose of the list?
b.
Did the student include at least 3 do’s and 3 don’ts in the list?
c.
Did the student make suggestions of how community members can make a difference for
the environment?
Images of erosion and erosion damage:
Images of erosion and erosion damage:
(right click (or control-click on Apple) to save image to desktop)
1.
2.
3.
4.
Back to Top
National Science Education Standards Addressed:
4DESS3.1
The surface of the earth changes. Some changes are due to slow processes, such as erosion
and weathering, and some changes are due to rapid processes, such as landslides, volcanic
eruptions, and earthquakes.
4FSPSP4.2
Changes in environments can be natural or influenced by humans. Some changes are good,
some are bad, and some are neither good nor bad. Pollution is a change in the environment that
can influence the health, survival, or activities of organisms, including humans.
4FSPSP4.3
Some environmental changes occur slowly, and others occur rapidly. Students should understand
the different consequences of changing environments in small increments over long periods as
compared with changing environments in large increments over short periods.
4EST1.2
Propose a solution. Students should make proposals to build something or get something to work
better; they should be able to describe and communicate their ideas. Students should recognize
that designing a solution might have constraints, such as cost, materials, time, space, or safety.
4EST1.4
Evaluate a product or design. Students should evaluate their own results or solutions to
problems, as well as those of other children, by considering how well a product or design met the
challenge to solve a problem. When possible, students should use measurements and include
constraints and other criteria in their evaluations. They should modify designs based on the
results of evaluations.
Do not conduct any activity without adult supervision. This content is provided for informational purposes only.
Discovery Education and the Outdoor Power Equipment Institute assume no liability for your use of the information.
Published by Discovery Education. © 2011. All rights reserved.
Lesson 5: Investigation 6 – Building a Mountain
Topic:
Grade Range:
Building a Mountain
5th Grade
Time Frame:
50 minutes
Common Core Standards:
Strand 4 Geography
Concept 1: The World in Spatial Terms
PO 1. Interpret information from a variety of maps: a. contour
PO 4. Locate physical features on an appropriate type of map.
PO 6. Construct maps, charts, and graphs to display geographic information.
Learning Objective/Outcome:
Students will build a model mountain and analyze the parts of a contour map.
Key Vocabulary:
Materials:
Base, contour line, contour
Build a mountain direction and answer sheets, Landforms
interval, elevation, peak, sea
FOSS kit or 6 teacher made foam mountain pieces for each
level, topographic
group(use the Foam Mountain Topographic Map template to
cut out) , wooden dowel for each group
Higher Order Questions:
How might we make a map that shows different heights of a mountain?
How is our mountain model different and the same as a real mountain?
What do you notice about the spacing of the contour lines on the steeper side of the mountain?
Lesson Activities:
Building Background/Motivation: What physical features do you see around us? What other
physical features do you know about? Look at a physical map and name different geographic
features around our world. How might we make a map that shows different heights of a
mountain?
Presentation:
Follow the steps on the direction sheet guiding students in small groups to read every step then
complete the direction carefully.
After step 4 review vocabulary using think-pair-share to tell what these new words look like for
each student.
Help students calculate the contour intervals using subtraction in step 5.
Student Activities:
Students read one step at a time.
Students will discuss their thinking and then write on their answer sheet.
Students will build a foam mountain and calculate the contour intervals in a group.
Students will make a contour map, label the parts and answer questions about the map.
Review and Assessment:
Have students compare their contour map with other groups or with a new partner and use their
new vocabulary to describe the parts of the mountain.
Students will turn in their answer sheet for assessment.
Interventions/Extensions:
Partnering, visuals, writing, hand on, individual support where needed, option to add other
features from previous lessons or by doing independent research to their map or add creativity by
naming their mountain or writing a creative story about their mountain.
Lessons/Assessment to follow:
Cookie Maps – Have students bring in sugar cookies, frosting, chocolate chips, and other
decorations to simulate a landform. Have students create their own land (on paper) using 5 or
more geographic features including a mountain and using contour lines to show the elevation.
Then make a map key using the cookie decorations to represent the different geographic features.
The prize for demonstrating their new learning is to make a cookie to represent their land. How
close can they make their cookie look to their map?
Language Arts Follow up – “My Land” Creative Writing Project – Have students use the
writing process to write a creative story about their land. Have them include the 5 geographic
features from their cookie in their story and any other new terms they learned. What kind of
adventures might happen in this imaginary land?
Topographic Maps Assessment – written assessment attached
Building a Mountain Directions and Information
Step 1: Discuss with your group how we might make a map that shows
different heights of a mountain. Write your thoughts on the answer sheet.
Step 2: You will be making a model of a mountain today using a packet of 6 foam
pieces and a dowel. The dowel is to be placed through the hole near the center of
each foam piece. Pick up your materials.
Step 3: Each person in your group should take a turn with a piece of the mountain.
Begin with the lowest number, which is the lowest part of your mountain. Then
build your mountain up to the highest number. Align the notches carefully.
Step 4: On your answer sheet write how our model mountain is different and
similar to a real mountain.
Information
The base of the mountain is the bottom layer. The peak of the mountain is the top
layer. If you were hiking to the top you would climb in elevation. Elevation is
vertical (up) distance, or height, above sea level. Each line around an elevation
map is called a contour line. They are imaginary lines that follow the surface of
the mountain at a precise elevation. The contour interval is the difference in
elevation between one layer and the next.
Step 5: On your answer sheet calculate the difference in elevation between the top
of the first layer and the top of the second layer. Then calculate the difference
between each layer to the bottom. Answer the questions on your answer sheet.
Step 6: On the back of your answer sheet, trace around the edge of the bottom
layer. Be sure to mark the circle in the center to keep each layer in the correct
spot. Continue to trace each layer one at a time as you go up your mountain.
Label each layer with the elevation above sea level. This is called a contour or
topographic map.
Step 7: Answer the questions about your foam mountain on the answer sheet.
Step 8: On your answer sheet write the definitions in your own words for the
following terms:
Base, contour line, contour interval, elevation, peak, sea level, topographic.
Building a Mountain Answer Sheet
1. How might we make a map that shows different heights of a mountain?
2. How is our mountain model different and the same as a real mountain?
Different
Same
3. Calculate the difference (subtract) in elevation between each layer. (TOP to
BOTTOM)
Elevations
subtract Elevations
difference
Layer 1 =
Layer 2 =
=
Layer 2 =
Layer 3 =
=
Layer 3 =
Layer 4 =
=
Layer 4 =
Layer 5 =
=
Layer 5 =
Layer 6 =
=
Is the vertical (up) distance from the top of any one layer to the top of the next
layer always the same?
What is your contour interval?
4.
Which is the steeper side of the foam mountain?
5.
How do you know?
6.
What do you notice about the spacing of the contour lines on the steeper side
of the mountain?
7.
If a topographic map has many contour lines spaced close together, what does
that tell you about the land’s surface in that area?
8. Write a definition in your own words for each of the following.
Base
contour line
contour interval
elevation
peak
sea level
topographic
Lesson 6: Animal Study Graphic Organizers
Topic:
Grade Range:
Exploring four facets of
animals (basic facts, animal
babies, interaction with
others, and habitats).
4-5
Time Frame:
45 minute period
Common Core Standards:
Strand 4: Life Science
Concept 1: Characteristics of Organisms
PO 1. Compare structures in plants (e.g., roots, stems, leaves, flowers) and animals
(e.g., muscles, bones, nerves) that serve different functions in growth and
survival.
PO 2. Classify animals by identifiable group characteristics:
Learning Objective/Outcome: (What do you want students to know and be able to do? What is
the intended learning?)
Students will use an inquiry method to research different facets of animals and their habitats.
Practice research skills by using both print and online sources
Organize and synthesize facts from research
Key Vocabulary:
Habitat
Interaction
Adaptation
Environment
Materials:
Animal Interaction Cards
http://www.readwritethink.org
/files/resources/interactives
/animal-inquiry/
Lesson Activities:
Building Background/Motivation: (Hook?
Why are students learning this material? What is the real-
world connection?)
Share a fiction book about animals, such as The Three Bears or The Three Little Pigs,
with the class .Ask students to compare and contrast this type of fictional book about
animals with the nonfiction books from recent reading workshop sessions. Have some
nonfiction books on hand for prompting or verifying student responses with concrete
examples. Record their observations on a Venn Diagram including the following
characteristics and any others they note:

True versus make-believe

Facts versus fiction (stories)

Photographs and sketches versus drawings, collage, and paintings
Presentation: (How is the new material being introduced? Strategies? Scaffolding? Steps in lesson…)
On an Internet-connected computer with an LCD projector, lead students through a demonstration of
the Animal Inquiry student interactive.
Be sure students understand how the interactive works since they will be using it during a future session.
Student Activities: (Meaningful activities, interactions, structures/strategies, practice and application,
feedback…)
1.
With students, begin to sort through the books, Websites, and other materials you have collected,
and choose those that contain information about your chosen animal.
2.
If desired, take a trip to the library to collect more information about the animal, introducing
students to the process of collecting quality sources. Consult ReadWriteThink Lesson Research Building
Blocks: Hints about Print for support in working with students on issues such as these.
3.
From the very beginning of the research process, emphasize the importance of audience so
students have a clear picture of who their audience will be. If several classes are doing animal
investigations, it is fun to share the results and be one another’s audiences.
4.
Help your students understand the needs and interests of their audience, thinking of ways they can
choose to present their findings effectively. See ReadWriteThink lesson Teaching Audience Through
Interactive Writing for support in teaching students about audience.
5.
Different groups of readers can explore various texts in guided reading or during paired or
individual reading time.
6.
Help students record information that they find in the appropriate boxes on previously printed-out
blank sheets from the Animal Inquiry student interactive. An adult volunteer can help with this process
as well.
7.
As you share the nonfiction, informational texts you have collected, have students record their
discoveries. Record from these readings and from students’ other research on their sheets.
8.
9.
10.
Explore appropriate videos and Websites and record this information as well.
During the fourth session, have students look at what they have recorded and assess their progress
so far.
Encourage them to look closely at the information recorded to check the following:
o
What information still needs to be collected?
o
Are any boxes still empty?
o
Is this information you want to keep hunting for or is this something you are no longer
interested in or want to include on your chart?
o
What information is interesting, but doesn’t really fit in any boxes?
o
Did you find any information that contradicted information you had already recorded?
o
How could you find out which is correct?
11.
As students examine their research, use the following explanations to help them understand more
about inquiry projects:
o
The focus of an investigation can change during the course of research. You may find out
things that you didn’t even know about and decide to add new questions that you want to explore.
o
You can eliminate questions that aren’t interesting or challenging.
o
Sometimes you can’t find the information you are looking for with the sources that you
have. You might leave those questions for a later time or you might have to find other sources.
o
Sources are not equally reliable. Some may give less than accurate information. You need
to see what several good sources say and record details that most sources agree upon as the answer to a
question.
12.
Using their observations to shape the direction of their research, have students decide what still
needs to be done, and allow time and support to complete their interactives.
13.
Use adult volunteers to help students type in their findings using the Animal Inquiry student
interactive.
14.
Encourage students to discuss their findings and report what they have learned through their
research.
Review and Assessment: (Review of objectives and vocabulary, assess learning, measurement tools…)

Encourage students to assess the processes and evaluate their work on an ongoing basis. Urge
them to decide what is going well and what needs further attention.

At the end of each day, encourage students to reflect on what they learned and accomplished, and
to share those thoughts either orally or in their reflection journals.

Use mini-conferences as you move around the room during independent reading to talk with
individuals or pairs as they explore nonfiction texts. Encourage them to share what they found exciting or
interesting.

As students complete their presentations, ask them to reflect on what they have accomplished
Interventions/Extensions: (How are you reaching every learner?)
Group work
Visual learning
Animal Inquiry cards can be included with habitat presentations
Students can research more animals from their habitat.
Component 4: Assessments
The assessment component must include an appropriate number of formative assessments
and at least one performance assessment.
Assessment for Learning (formative):
 Lesson products including Stixy wall, unit vocabulary, lesson forms, self evaluations,
webquests, comprehension questions, and graphic organizers.
Assessment of Learning (summative):
 Topographic Map Assessment
 Environments Written Test
 Final Assessment – Building an Environment Display
What will students do for the final product(s)?
•Students will use their pre-assessment on the Stixy wall and other notes/activities they completed to
create their final environment display.
• Students will create an environment display meeting the rubric requirements.
• Students will use a teacher made rubric to show their learning in four categories. See rubric.
• Students will have one week to the display in a group and then one day to complete the final
assessment and evaluation of the display.
Component 5: Resources and Materials
This section is to assist the teacher in planning for the unit. Include as appropriate:

Basic Supplies/Materials List for the Unit
o See following list

Technology requirements
o MS Power Point, SMARTboard Notebook software, internet research access,
www.stixy.com, webquests

Web Sites for Teachers/Students
o See following document

Books for Teachers/Students
o See following document

Guest speakers and/or field trips
o Tucson Interactive Water Exhibits

Materials for other lessons attached
o See following for additional list of materials
Environment Unit Suggested Materials

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

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












Materials
Landforms Science Books
Environment Science Books
United States Maps
World Maps - variety
Atlas
Natural Disasters Books
Foss Science Stories Landforms
Foss Science Stories
Environments
Landform Vocabulary
Landform Investigation 1-6
Foam Mountain pieces or cut out
your own foam pieces using the
Foam-Mountain Topographic
map page
Profile Map
Topographic Map Symbols
Grand Canyon Maps
Death Valley Maps
Aerial Photographs
Habitat Information
Pollution Information
Plant research books
Animal research books
Newspaper Articles

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
Activity Sheets
Stream Table Map Activity
Landforms Chart
National Parks Chart
Topographic Maps
Profile Maps
Foss Creek Map
Cookie Maps
Apple Earth
Drought severity Charts
Grand Canyon/Death Valley
Environments Project Directions
Terrestrial Environment Chart
Aquatic Environment Chart
Amazon Rainforest Journal
Auntie’s Plants
Environments Test
Environmental Websites
http://turfmutt.discoveryeducation.com/educators.cfm
Foster an appreciation of the environment and an interest in the green space in your community with
these classroom resources designed for students in grades 3-5. With TurfMutt as your guide, your class
will go outside, investigate the benefits of green spaces and understand the importance of the lawns,
flowers, bushes and trees that surround us every day.
http://www.thinkfinity.org/animals-environments
Animals come in all shapes and sizes, and the same is true for their environments. You might find an
elephant living in the grasslands or a monkey in a tree, but each animal has adapted to its environment
and developed special characteristics that help it thrive. To help students explore the wonderful world of
animals and discover unique living environments, check out our special collection of lessons and activities
that are perfect for your classroom.
Geography Awareness
http://www.mywonderfulworld.org/educators_welcome.html
Teachers are on the front line in the fight to bridge our kids' geography gap. Here are some tools to give
teachers much more than a fighting chance. Get started with the 10 tips listed, then download your Action
Kit and check out More to Explore for links to great classroom aids.
Maps
http://www.census.gov/geo/www/maps/2010_census_profile_maps/census_profile_2010_main.h
tml
2010 Census Population Profile Maps
http://www.animaps.com
Create and view beautifully informative animated maps, for free! Animaps extends the My Maps feature of
Google Maps by letting you create maps with markers that move, images and text that pop up on cue,
and lines and shapes that change over time.
Check out the Pinal Pioneer Parkway between Tucson and Phoenix
http://www.animaps.com/pb/65012/677/Pinal_Pioneer_Parkway
http://howbigreally.com/
Dimensions takes important places, events and things, and overlays them onto a map of where you are.
http://tripline.net/
Make amazing maps. Plan a trip, make a list of places, tell a story. It's incredibly easy, fun and
free.
http://etc.usf.edu/maps/galleries/us/index.htm
Welcome to ETC's collection of historic maps. Here you will find over 5,000 maps representing
many different time periods. A friendly license allows teachers and students to use up to 25 maps
in non-commercial school projects without further permission. All maps are available as GIF or
JPEG files for screen display as well as in PDF for printing.
Environment Unit Books:
Bite Size Geography, by Hugh Westrup, Scholastic Inc. 0-590-12197-9
Foss Science Stories – Landforms, by Delta Education, 0-87504-801-3
Foss Science Stories – Environments, by Delta Education,
Erosion – Delta Science Readers, 1-59242-523-2
Volcano, by Patricia Lauber, Houghton Mifflin, 0-395-73257-3
Earth In Danger, by Steve Pollock and Peter Wingham, Scholastic, 0-590-48976-3
Explore, Houghton Mifflin 5th Grade Anthology, 0-618-05789-7
Reading A-Z, Leveled Reader - V Mysterious Caves, www.readinga-z.com
Landforms Word Bank
Model BoundaryStructure Cartographer Grid Symbol Key Drainage basin Erosion Deposition Sediments Channel Meander Slope Alluvial FanFlash FloodLevee Dam Floodplain -
Base Contour Line Contour Interval Elevation Peak Sea Level Topographic Map Profile Bench Mark Intermittent Stream Perennial Stream Ridge Glacier Aerial Photography SurveyorBar Scale Representative Fraction Rapids Intermittent Lake -
Landforms Investigation #1
School Yard Models
Work together with your partner to carefully complete all of the following
steps:
Step 1: In your journal write down some examples of models.
Step 2: In your journal write a list of the things you see on our school campus.
Include buildings, landforms, and different structures.
Step 3: Have one person in your group pick up the following materials:
1 green tray
1 bag of earth materials
2 wood angles
4 craft sticks
25 gram pieces
2 overlay grids/2 markers
Newspaper
Step 4: After picking up the materials put the earth materials into the tray and
separate it in half. Push each half to the outsides of the tray so you can work in
pairs and share the materials with the others in your group. Use the wood angles to
hold the earth materials in place.
Step 5: Construct a model of our school in your tray.
Step 6: In your journal write a description of the things you included in your
model including your boundaries, how you represented buildings and other
features you displayed in your school model.
Step 7: Tape the overlay grid to the tray so that it is directly over your model.
Step 8: Use the overhead transparency pens to trace the structures and landforms
onto the grid while looking straight down on your model. Put your names on it.
Step 9: In your word bank define the words Model, Boundary, Structure,
Cartographer, and Grid.
Step 10: DO NOT ERASE YOUR OVERLAY GRIDS. Pick up the gram pieces
and put them back into the bag. Stack your trays with the earth materials on the
back table and return other materials to the counter cleaned and organized.
Landforms Investigation #2
Stream Tables
Step 1: In your journal describe how a cartographer might make a map. Tell what
kinds of things would be written on the map.(Think about what you read and
did on your own map.)
Step 2: Discuss with your partner, then write in your journal how you think the
Grand Canyon formed.
Step 3: Look at the picture of the Colorado Plateau Map. Locate the Colorado
River which flows across the Colorado Plateau. Your model stream tables
will represent this flow of water across the land.
Step 4 : Pick up your materials:
1 green tray with earth materials, 1 ruler, 1 wood angle, 1 basin tub, 2 hand
lenses, 1 piece of tape, 1 cup, newspaper, and 1 liter of water.
Step 5: Use the wood angle like a bulldozer to push the earth material into the last
20cm of the tray (away from the hole). Then put the wood angle underneath
the earth material side of the tray to create a slant.
Step 6: Pat the earth material into a smooth, even slope. It is important to have it
the same depth all the way across.
Step 7: Position and tape the ruler to support the cup over the earth material slope
to act like a plateau.
Step 8: Place the stream table at the edge of the table with a basin tub and
newspaper on the floor to catch water that flows out of the stream table.
Step 9: Run one liter of water through your cup on the stream table. Do not touch
the tray or shake the table once the water starts to flow.
Step10 : Use the hand lens to take a close look at the earth materials. Write about
what happened and what you see in your journal. Use the words from the
vocabulary sheet to describe your observations.
Step11: In your landforms word bank define the following words: drainage basin,
erosion, deposition, sediments, channel, and meander.
Step12 : In your journal describe what your stream table shows about erosion and
deposition. Then answer these questions: Is a canyon created by erosion or
deposition? Is a delta created by erosion or deposition?
Step 13: DRAIN AND RETURN YOUR CLEAN MATERIALS.
Investigation 3
Slope
The Grand Canyon is a place where erosion has taken place on a grand (large)
scale. Geologists are still trying to figure out how the Colorado River could have
carved such a deep canyon. One idea is that the slope of the Colorado Plateau
became steeper and caused the canyon to erode faster. Slope is the angle or slant
of the stream or land.
Step 1: In your journal write as many ideas as you can about how the Grand Canyon was
formed.
Step 2: Get your materials: green tray with earth materials, drainage basin, ruler, tape, standard
cup, wood angle, newspaper, hand lens, and 1 liter of water.
Step 3: Set up your stream table like investigation 2. Use the wood angle like a
bulldozer to push the earth material into the last 20cm of the tray (away from the hole).
Then put the wood angle underneath the earth material side of the tray to create a slant.
Pat the earth material into a smooth, even slope. It is important to have it the same
depth all the way across. Position and tape the ruler support the cup over the earth
material slope to act like a plateau. Place the stream table at the edge of the table with
a basin tub and newspaper on the floor to catch water that flows out of the stream table.
Step 4: This investigation will be conducted in two parts, with a slope and without a slope.
Make a chart in your journal to record the amount of time it takes for the water to go through in
each of the two parts of the investigation. Also record what happens and what your stream looks
like.
Part 1: With a Slope
Part 2: Without a Slope
time
observations
Step 5: Place the “standard” cup on the left side of the ruler. Be sure there is a slope in the tray.
Pour ½ liter of water into the cup and record your results. Remember to time.
Step 6: Now remove the wood angle so the tray is flat on the desk and place the “standard” cup
on the right side of the ruler. Pour ½ liter of water into the cup and record your results.
Remember to time.
Step 7: Compare the two investigations by answering the following questions in your journal:
What was the first event that you observed?
When did water start flowing downstream?
Did a delta or other landform develop? When?
What similarities and differences did you notice between the slope and flat stream
investigations?
Step 8: Complete the Stream-Table Map Handout.
Step 9: Clean up your area and return the materials when your teacher gives the directions.
Investigation 4
Flood
You have already seen the results of the standard stream table. Now you
will test the flood stream table to compare the results.
Step 1: Get the materials: stream table maps, green tray with earth
materials, drainage basin, ruler, tape, flood cup, wood angle, newspaper,
hand lens, and 1 liter of water.
Step 2: Set up your stream table like investigation 2. Use the wood angle
like a bulldozer to push the earth material into the last 20cm of the tray
(away from the hole). Then put the wood angle underneath the earth
material side of the tray to create a slant. Pat the earth material into a
smooth, even slope. It is important to have it the same depth all the way
across. Position and tape the ruler support the cup over the earth material
slope to act like a plateau. Place the stream table at the edge of the table
with a basin tub and newspaper on the floor to catch water that flows out of
the stream table.
Step 3: Place the “flood” cup on the ruler. Pour 1 liter of water into the cup. Start
the timing.
Step 4: Record your results on the stream-table map. Remember to record
important events with time in consideration. Then draw the results when the water
has stopped flowing.
Step 5: Drain your trays while you go on to step #6.
Step 6: Answer the following questions in your on the back of your stream-table
map:
How were the results of the flood and slope investigations similar?
How were they different?
How do the two investigations compare with the erosion of the earth
materials?
What do you think happens to flood water when it reaches another body of
water?
Where did you see that happen in your stream table?
What might happen in the Grand Canyon when there is a flash flood?
What might make water flowing through a stream channel slow down?
What would you expect to see where the slope changes?
Step 7: Clean up your materials and return them to the counter.
Investigation 5
Designing and Investigating Affects on the Environment
Step l: In your journal explain how a stream changes the land. Include the ideas about
the materials, its slope, how much water, and how fast the water flows through a channel.
Use landform vocabulary.
Step 2: Brainstorm with your group and write ideas in your journal about why someone
would want to build a home next to or near a river. What would be the benefits and
problems with living near a river?
Step 3: Brainstorm with your group and write ideas in your journal about how people
and natural events have changed rivers and streams. How could each of theses changes
affect erosion and deposition?
Step 4: Plan an investigation to find out how changes in a stream change erosion and
deposition. Complete the stream table plan with your group. You will only conduct one
investigation. Be sure to list all of the materials you think you will need.
Step 5: When your plan is complete have everyone in your group raise their hands and
preview the questions in Step 8 while you wait quietly. The teacher will check your plan.
Step 6: After the teacher approves your plan, get the materials you listed. You will have
15 minutes to conduct your investigation. Be sure to complete the stream table map to
show the important events that happened in your stream table.
Step 7: When everyone in your group has completed their stream table map, drain your
stream table into a basin and put away all your supplies neat and clean.
Step 8: Record your learning: Use your notes to write a summary of how changes in
streams change the environment (land). Then explain your ideas about the following:
 Describe the impact that human changes or natural events like soil erosion,
floods, earthquakes, or droughts have on human and physical environments.
Positive and negative
 Be a problem solver. What solution, resource, or product might you create
to address negative impacts that change the environment?
Remember to use scientific words and be ready to share!
canyon
channel
delta
valley
deposition
erosion
Investigation #6
Building a Mountain
Step 1: Discuss with your group, then write in your journal how we might make a
map that shows different elevations of a mountain.
Step 2: You will be making a model of a mountain today using a packet of 6 foam
pieces and a dowel. The dowel is to be placed through the hole near the center of
each foam piece. Pick up your materials.
Step 3: Begin with the lowest number, which is the lowest part of your mountain.
Then build your mountain up to the highest number. Align the notches carefully.
Step 4: In your journal write how our model mountain is different and similar to a
real mountain.
Information
The base of the mountain is the bottom layer. The peak of the mountain is the top
layer. If you were hiking to the top you would climb in elevation. Elevation is
vertical (up) distance, or height, above sea level. Each line around an elevation
map is called a contour line. They are imaginary lines that follow the surface of
the mountain at a precise elevation. The contour interval is the difference in
elevation between one layer and the next.
Step 5: In your journal calculate the difference in elevation between the top of the
first layer and the top of the second layer. Then calculate the difference between
each layer to the bottom. Write your answers in a graph. Is the vertical distance
from the top of any one layer to the top of the next layer always the same? What is
your contour interval?
Step 6: In your journal, trace around the edge of the bottom layer. Be sure to mark
the circle in the center to keep each layer in the correct spot. Continue to trace
each layer one at a time as you go up your mountain. Label each layer with the
elevation above sea level. This is called a topographic map.
Step 7: In your journal answer the following questions:
Which is the steeper side of the foam mountain? How do you know?
What do you notice about the spacing of the contour lines on the steeper side
of the mountain?
If a topographic map has many contour lines spaced close together, what
does that tell you about the land’s surface in that area?
Step 8: In your journal write the definitions for the following words:
Base, contour line, contour interval, elevation, peak, sea level, topographic.
LANDFORM
MOUNTAINS:
EARTHQUAKES:
VOLCANOES:
WAVE ACTION:
GLACIERS:
CAVES:
IMORTANT DETAILS
Directions:
ENVIRONMENTS WEB QUESTS
1. You will be participating in a web quest team to
research and make decisions on an environmental
issue. Choose a topic and read the task and process
directions carefully to know what to do. You will not
complete the projects just the research. Keep notes in a
journal like a scientist.

ENVIRONMENT WEB QUEST TEAMS:
The Children’s Pool (oceans, beaches, animals)
http://projects.edtech.sandi.net/pbelem/childrenspool/

Disaster (Alaskan oil spill)
http://projects.edtech.sandi.net/encanto/disaster/

Freaky Frogs (pond life)
http://projects.edtech.sandi.net/sessions/frogs/

My Tidepool! My Home! (tidepool life)
http://projects.edtech.sandi.net/valencia/tidepools/

Mr. Green’s Rainforest Mystery (rainforests)
http://oncampus.richmond.edu/academics/education/projects/webquests/drgree
n/

Help the Hawaiians (volcanoes)
http://oncampus.richmond.edu/academics/education/projects/webquests/volcano/

An Episode on Australian Animals (Savanna,
Great Barrier Reef, mangroves, and rain forest)
http://oncampus.richmond.edu/academics/education/projects/webquests/australi
a/

A Forest Forever (forests)
http://www.teachtheteachers.org/projects/MBergey/index.htm
2. Choose a role in your web quest team and begin
researching. Be sure to keep a journal like a
scientist would keep with important facts and details
that you discover in your research. (YOU DO NOT
NEED TO COMPLETE THE PROJECT PART OF THE
WEB QUEST JUST THE RESEARCH.) You have 2
weeks for research.
3. Everyone will end this unit by completing the
following:
The Heat Is On
Global Warming
http://oncampus.richmond.edu/academics/education
/projects/webquests/global/
Once your team finishes your environment webquest
above you will follow the steps in this final webquest to
help the President of the US come up with a plan to save
the world!
1. Click on and read the task for this assignment.
2. Click on and read the process step 1. Then decide
what kind of consultant you will each represent:
climate, emissions, impact, and action.
3. Click on and read the process step 2. Then research
all about how your role is connected to global
warming using the questions and websites provided.
4. Click on and read the process step 3. Then combine
your information to create a brochure.
5. Click on and read the process step 4. Each group
must present their findings about global warming in
an oral presentation.
Terrestrial Environments
Where What
Tropical
Rainforest
Temperate
Deciduous
Savanna
Grassland
Arctic
Tundra
Desert
Climate
Life
Aquatic Environments
Where What
Lakes
Other
Freshwater
Seashore
Coral
Reef
Water
Pollution
Mono
Lake
Temp
Life
Profile Map Directions
1. Label the contour lines
2. Draw the mountain profile
3. Label and name the peak
4. Label and name the base
5. Write the contour interval at the
bottom of the map
6. Label the steepest slope
On the back of your map write a
paragraph about what kind of
information you get by looking at
a profile.
Next Friday, September 3 we will be making elevation cookie
maps. We will need a few supplies. If you are able to donate any of the
following, please return this form on Monday and have the donations at
school by Friday.
VOLUNTEERS ARE WELCOME 12:30-1:30
Student Name:
Circle the donation item you can bring:
 Large plain sugar cookies
 Frosting premixed blue
 Frosting premixed brown
 Frosting white
 Frosting premixed green
Parent Volunteer: yes/no




Sprinkles (think earthy)
Chocolate chips
Chocolate kisses
Other
Next Friday, September 3 we will be making elevation cookie
maps. We will need a few supplies. If you are able to donate any of the
following, please return this form on Monday and have the donations at
school by Friday.
VOLUNTEERS ARE WELCOME 12:30-1:30
Student Name:
Circle the donation item you can bring:
 Large plain sugar cookies
 Frosting premixed blue
 Frosting premixed brown
 Frosting white
 Frosting premixed green
 Sprinkles (think earthy)
 Chocolate chips
Parent Volunteer: yes/no


Chocolate kisses
Other
COOKIE CONTOUR MAP
Map Key:
______________ = ______________
______________ = ______________
______________ = ______________
______________ = ______________
______________ = ______________
______________ = ______________
______________ = ______________
______________ = ______________
______________ = ______________
______________ = ______________
1. Make a contour map below of an imaginary land. Be creative!
Include: a mountain, a peak, elevation lines, water, and at least
5 other landforms.
2. Make a map key to show the landforms on your map. Use the
list of ingredients available today to identify the landforms on your
paper map. (Ex: Mountain = chocolate kiss, river = blue frosting,
etc.)
3. Label and name the landforms on your paper map below.
4. Draw arrows to show the direction the water flows on your map
in blue.
5. Draw a yellow diamond to show the steepest slope on the map.
6. On the back describe your cookie map in a paragraph using the following words:
topographic, contour line, sea level, elevation, contour interval
Topographic Maps Assessment
Define the following terms:
1. Topographic Map –
2. Contour line –
3. Contour interval 4. Elevation –
5. Base –
6. Peak –
7. Sea Level –
8. Steep Slope –
9. Not steep slope -
Foam Mountain Questions:
1. What is the difference between each layer?
(Hint: difference = subtraction)
2. What vocabulary term describes this number?
3. What is the elevation of the peak?
4. What is the elevation of the base?
5. Describe which side of your foam mountain has the
steepest slope. Label it on your picture.
6. What do you notice about the contour lines on the
steep side?
7. Which side would you want to hike? Explain why and
label a trail on your picture.
8. What is a contour line used for?
Auntie’s Plants
From FOSS Environment Book
1. Why did Auntie Brenda want to
go on vacation?
2. How did her nephew convince her
to go on vacation?
3. Do you think she should have
trusted her nephew to do the job?
4. Who helped the nephew?
5. How did he help?
6. What did they learn about
watering each:
the begonia plants?
the cactus?
the pepperomia?
the African violet?
7. What are 3 things the narrator
learned from the Internet?
Name:
Date:
Earthquakes
Reader’s Guided for pages 368-385 in 5th Grade Anthology
1. Preview the pictures and headings in this selection. Write a list of questions you
would like answered about earthquakes.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
2. Write a prediction about what you think you will learn about earthquakes.
(Be specific.)
____________________________________________________________________________________
____________________________________________________
Read pages 368 – 375 then stop and answer the following questions.
3. What is a fault?
______________________________________________
______________________________________________
4. What causes an earthquake?
______________________________________________
______________________________________________
5. Where do most earthquakes occur?
6. When is the movement of the earth’s plates dangerous?
______________________________________________
______________________________________________
Read pages 376 to 381 then stop and answer the following questions.
7. Between which two plates is the San Andreas Fault located?
______________________________________________
______________________________________________
8. How do seismographs and the Richter scale help scientists?
______________________________________________
______________________________________________
______________________________________________
9. Why might an earthquake be more destructive in a populated area
than in an unpopulated area?
______________________________________________
______________________________________________
Read pages 382 to 385 then answer the following questions.
10. When can an earthquake cause a tsunami?
______________________________________________
______________________________________________
11. If you live in an earthquake-prone area, why is it better to build a
house on solid rock rather than on sand?
______________________________________________
______________________________________________
12. What did you learn about earthquakes that you did not already
know?
______________________________________________
______________________________________________
______________________________________________
PARK
BIG BEND:
EVERGLADES:
Glacier:
MAMMOTH:
VOYAGEURS:
FORT BENTON:
IMORTANT DETAILS
ENVIRONMENTS PROJECT ACTIVITIES
Reading:
Anthology –
Matthew Hensen (arctic adventure story)
Tornadoes (story)
Landforms Book –
Natural and Human Events information
Current Events –
Bite Size Geography (book of facts)
Writing:
“My Land” Creative Writing Project
Fact cards - Research
Persuasive Letter about environment
Social Studies: Geography/Maps
Geographic terms
Political vs. Physical Maps
Population Map
Natural Resources Map
Garden Grid Map
Contour Map (cookie maps)
Science: Personal/Social Perspectives
Natural Disasters
Human Disasters
Environmental solutions
Current Events
Organisms – Plants and animals research
ENVIRONMENTS PROJECT
During this unit students will be asked to think about the world around them
far and wide. We will learn about our environment on Earth as a water
planet with a shell of gases and vapors surrounding it and islands of rock
rising above the water. We will investigate the environmental factors
which make up different areas on the Earth.
Vocabulary: The term Environment is defined as the objects, organisms,
and conditions that influence an organism. The term organism refers to
any living thing, plan or animal.
The BIG THREE environmental factors water, light, and temperature are
what determine the well-being of an organism. To begin this unit we will
learn about different kinds of maps to identify geographic features. Then
we will read and investigate natural and human disasters. Students should
begin watching the news or weather channel, reading the newspaper, and
talking with their families to collect information on how natural and
human disasters are currently effecting our environment in the US.
Students should keep current event information in their science
folder by cutting out clips from the newspaper and writing facts
seen in the news or discussed at home. Parent encouragement is
appreciated. This will be phase one.
As a class, we will brainstorm different kinds of
environmental factors, which are present in many kinds of
environments such as plants and animals. Then students
will read books, observe details in pictures, and collect
facts about different environment. They will need help from parents to
collect books, magazines, photos, calendar pictures, atlases, etc. from
home or the library. Students will complete written assignments to record
the facts they learn. This will be phase two.
Phase three will be constructing each environment. Students will use a
large cardboard box to create a 3-dimensional sample of their environment.
The more realistic construction, the better the environment will be.
We will need help collecting boxes and supplies, along with the actual
construction of the environments. Parents are encouraged to follow
the brainstorm ideas generated in class and add thoughtful
suggestions throughout this process.
Our classroom works on science between 1:00 and 2:00 Monday, Tuesday
and Wednesday. Please feel free to offer your ideas, suggestions, or
assistance at anytime. It is sure to be a great learning experience for us
all!
ENVIRONMENTS
Build your 3 dimensional sample using
the box, material, paint, objects, photos,
magazines, drawings, markers, and
labels. Think about the top & floor too!
Label things like the following:
1. Names of Animals
2. Names of Plants
3. Light Source
4. Water Supply
5. Human Objects/Effects
6. Climate
And Any Other Ideas! Be Creative!
Building A Structure : Environment Display
Student Name: ________________ ___________
CATEGORY
Maps
Exemplary
I interpreted a variety
of map information
and constructed a
map showing the
longitude and
latitude, political
details, population,
natural resources
and historical
information about my
environment.
Geographic features I located and
described 10 or more
significant
geographic features
and explained how
they impact my
environment.
Natural Events
I identified and
explained the impact
that multiple natural
events have on
humans and other
living organisms in
my environment.
Human Impacts
I discovered and
evaluated a variety of
positive and negative
impacts humans
have made in my
environment.
Environment: _____________________
____
Strong
I interpreted a variety
of map information
and constructed a
map showing some
of the political and
physical information
about my
environment.
Developing
Beginning
I read maps and
I read maps showing
constructed a map
some of the
showing a few
information about my
physical details about environment.
my environment.
I located and
described 9 to 7
significant
geographic features
and explained how
they impact my
environment.
I identified and
explained the impact
that a few natural
events have on
humans and other
living organisms in
my environment.
I discovered and
evaluated a positive
and a negative
impact humans have
made in my
environment.
I located and
described 6 to 5
geographic features
and explained how
they impact my
environment.
I located and
described a few
geographic features
for my environment.
I identified and
explained the impact
of at least one
natural event on
living organisms in
my environment.
I identified at least
one natural event
which occurs in my
environment.
I discovered a
positive and a
negative impact
humans have made
in my environment.
I discovered at least
one positive or
negative impact
humans have made
in my environment.
Self Evaluation
1. Which category did you learn the most? Explain how you did this.
2. Which category did you create your best work? Explain what you did.
3. Would you want to live in your environment? Why or why not?
4. How is your environment similar to where you live?
5. What can you do to help save the environment you live in?
ENVIRONMENTS TEST
1. Write an example of an animal that lives in each environment: (1 pt each)
Rainforest Savanna Ocean Arctic Mountain/Forest 2. Write an example of a plant that lives in each environment: ( 1 pt each)
Rainforest Savanna Ocean Arctic Mountain/Forest 3. Write an explanation for the light source in your environment. (5 pts)
4. Write an explanation for the water supply in your environment. (5 pts)
5. Write an explanation for the climate in your environment. (5 pts)
6. Write an explanation about human objects or actions which effect the following
environments. Be specific about each idea. (5 pts each)
1.Oceans
2.Space
3.Rainforest
7. Write 3 new vocabulary words you learned and their definitions.
1.
2.
3.
-
ENVIRONMENTS PROJECT EVALUATION
Answer the following questions on the back of your Environments test
answer sheet using complete sentences.
1. Explain what your group did to make your environment project.
2. What was your favorite part about making the project?
3. What was your least favorite part about making the project?
4. What were the most interesting facts you learned?
5. Do you still have other questions about your environment?
6. What would you do differently if you had this project again?
7. What would you recommend to students who will be in this class next
year about this project?
Environments of the U.S.
1. Complete the following chart:
Environment
Region
Landforms
2. What kind of animals are common in all regions?
3. How is the weather different in the woodlands compared to the deserts?
4. What kind of homes did each of the following build?
Woodland people in the North
Woodland people in the South
Western people in the North
Great Basin people
Plains people
Pueblo people
5. Use the following words to write a paragraph about a day in the life of a Native
American. Circle the words. pueblo, game, drought, village, coast
6. What is a new idea you learned about the environments of the US?