Focus Plan - Texarkana Independent School District
Focus Plan
Texarkana Independent School District
|GRADING PERIOD: | |PLAN CODE: | |
|WRITER: |L. Petty |COURSE/SUBJECT: |5th grade science |
|GRADE(S): |5th |TIME ALLOTTED FOR INSTRUCTION: |2-3 class periods |
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|TITLE: |The Lay of the Land |
|LESSON TOPIC: |Landforms and systems |
|TAKS OBJECTIVE: |Objective 4: The student will demonstrate an understanding of Earth Science. |
|FOCUS TEKS AND STUDENT EXPECTATION: |3.6 The student knows that forces cause change. The student is |
| |expected to: |
| |(B) identify that the surface of the Earth can be changed by |
| |forces such as earthquakes and glaciers. |
| |The student knows that a system is a collection of cycles, structures, and processes that |
| |interact. The student is expected to: |
| |(B) describe some interactions that occur in a simple system. |
|SUPPORTING TEKS AND STUDENT EXPECTATIONS: |5.4 The student knows how to use a variety of tools and methods |
| |to conduct science inquiry. The student is expected to: |
| |collect and analyze information using tools including |
| |calculators, microscopes, (cameras, sound recorders, |
| |computers,) hand lenses, rulers, thermometers, compasses, |
| |balances, (hot plates), meter sticks, timing devices, |
| |magnets, collecting nets, and safety goggles. |
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|CONCEPTS |ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES |
| |The student will understand that |
|Land |Earth’s surface is made up of about 1/3 land. |
|Plates |The land is the top portion of many tectonic plates that are in constant motion. |
|Interactions |The movement of these plates causes the land to constantly change and form different features. |
|Landforms |These features are called landforms. |
|Process of change |Landforms are also formed and affected by other process such as erosion, deposition, glaciers and man. |
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I. SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A. Focus/connections/anticipatory set
Show a video on caves or do a virtual tour like which
shows different cave formations in the Colossal Cave or which shows different views of the grand canyon to introduce and discuss different landforms that are the result of erosion. The Grand Canyon pictures show a wide difference so it is best to preview and determine which ones you might like to use ahead of time.
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)
Students should have covered erosion. If not, now would be a good time to introduce the concept that erosion
is a very slow process in most situations. Sometimes, especially when man has altered the environment, the
erosion can occur much more quickly.
Students should be taken to the library or computer lab to look up definitions and pictures of the 7 landforms
they have chosen for their project. If possible, make students have to look up some definitions on the
computer and some in encyclopedias or other research books.
C. Guided activity or strategy
Model a sculpture with landforms not given on the student sheets, such as a river, glacier, trench, etc. where
all of the landforms are connected into one landscape as the student projects should be. Most students feel
that putting all of the landforms separately on the base means they are all one landscape. Tell them that the
base showing through means that there is a total separation of landforms.
D. Accommodations/modifications
Students requiring accommodations may only look up the landforms they want to use for their projects or
they may be able to work together to look up the terms.
E. Enrichment
Students requiring enrichment, like other students who do not require accommodations, should look up all
terms on the definition sheet.
II. STUDENT PERFORMANCE
A. Description
Complete Landform Definition Sheet and Project.
B. Accommodations/modifications
Students requiring accommodations may be assigned fewer than 7 landforms for their project, may be given
the definitions of each landform or may be assigned a peer tutor.
C. Enrichment
Students requiring enrichment may be assigned more than 7 landforms or may serve as peer tutors.
III. ASSESSMENT OF ACTIVITIES
A. Description
Grade Landform Project.
B. Rubrics/grading criteria
Use Landform Grading Rubric to grade each project.
C. Accommodations/modifications
Some leeway may be given in the grading process or students may be permitted to work with a peer tutor.
D. Enrichment
Students requiring enrichment can use an augmented rubric with more than 7 landforms required.
E. Sample discussion questions
1. What landforms may be formed by glaciers? Moraines or canyons (valleys are OK)
2. What is the difference between an alluvial fan and a delta? Alluvial fans form on water due to erosion, deltas form at the mouth of a river due to deposition.
3. Where do most volcanoes form? At subduction zones at converging plate boundaries.
4. What is the difference between a plateau and a plain? Both are flat but a plateau is raised above the normal level of the surrounding land.
5. Name two landforms that a made by the slow buildup of minerals when water has been evaporated.
Stalactites and stalagmites
IV. TAKS PREPARATION
A. Transition to TAKS context
1. A raised, flat area is a/n _____.
(a) plain
(b) mountain
(c) valley
(d) plateau
2. The difference between a mountain and a volcano is that a volcano _____.
(a) produces lava
(b) is formed at a subduction zone
(c) does not have lava
(d) is easier to climb
3. What is true about a levee?
(a) It is always formed by nature.
(b) It is almost as high as a mountain.
(c) It can be man-made.
(d) It can stop a glacier.
4. What two landforms are you likely to see in a cave?
(a) levees and stalagmites
(b) stalagmites and stalactites
(c) levees and canyons
(d) canyons and stalagmites
5. A steep face of rock or soil is a ____.
(a) moraine
(b) valley
(c) cliff
(d) plain
B. Sample TAKS questions
2006
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8. Which organism in this food chain is a producer?
F Fish
G Grass
H Grasshopper
J Hawk
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22. Before a field trip to a cave, a science class studied this picture. Which two features of
this cave system were most likely formed by the slow buildup of minerals from water
drops?
F Pool of water and trench.
G Pool of water and stalagmite.
H Stalactite and trench.
J Stalagmite and stalactite
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29. The picture shows two bowling balls being held in position with four ropes. The box
will be flipped upward if which rope is cut?
A W
B X
C Y
D Z
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30. The picture shows a kind of glacier that can be many meters thick. In this landscape,
which of the following is most directly affected by this kind of glacier?
F The average height of plants on the mountainside.
G The shape of clouds that form above the glacier.
H The average mass of trees near the lake.
J The shape of the valley between the mountains.
2004
35. Which diagram shows how energy flows through a food chain?
A Producers ( carnivores ( herbivores
B Sun ( producers ( herbivores ( carnivores
C Sun ( herbivores ( carnivores ( producers
D Carnivores ( producers ( herbivores
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39. If the person in the middle lets go of the rope, in which direction would objects X and
Y go?
A X up, Y up
B X up, Y down
C X down, Y down
D X down, Y up
2003
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8. The picture shows the process of ____.
F melting
G boiling
H condensing
J freezing
V. KEY VOCABULARY
alluvial fan levee plateau
canyon moraine stalactites
cave mountain stalagmites
cliff peninsula tectonics
delta plain valley
landform plate volcano
VI. RESOURCES
A. Textbook – None needed
B. Supplementary materials/equipment
Landform definition sheet
Instructor’s Copy – Landform definition sheet
Landform labels
Landform grading rubric
C. Technology
- good pictures and definitions of some landforms.
- good pictures and simple
definitions. This site also has some great extension projects for G/T students.
VII. FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A. Next less on in sequence
Other forms of change or The Ring of Fire would be good topics.
VIII. TEACHER NOTES
Before lab:
1) If using the Grand Canyon virtual tour, preview the sight and choose which pictures you want to show.
2) Make copies of the definition page and the grading rubric so that each student has a copy.
3) Purchase enough clay so that each student, or each pair of students can have the clay to sculpt their project.
4) Get something hard for the base of the projects, like plastic, cardboard covered in foil, thin boards covered in foil, etc. If this is to be a yearly project, something that can be covered in foil so that the boards and clay could be used in the future would be ideal.
During lab:
1) Decide what you want each project to look like for each step of your rubric and stick to it.
2) Each student or pair of students will need a base for their project, 1-1½ sticks of clay, 7-9 toothpicks, 7-9 labels (for which ever landforms they want to do for their project) and a bottle of glue or a glue stick. If any are available, popsicle sticks or other tools to sculpt the clay would be helpful.
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