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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