EUCAPS Unit Plan Template for Argument-Based Inquiry. Title: Land and Water Grade 4-5 Time Frame

Transcription

1 EUCAPS Unit Plan Template for Argument-Based Inquiry Title: Land and Water Grade 4-5 Time Frame Content and Practices Big Idea for the Unit and big ideas to target in investigations: 4 th Grade: 1. ESS1-1 Patterns in rock formations and fossils in rock reveal changes in landscape over time due to earth forces. 2. ESS2-2 Earth systems (water and ice, wind, living organisms, gravity) interact to change the Earth. 3. ESS2.B Plate tectonics create patterns in the location of landforms. 4. ESS3.A Humans use of the natural resources affect the earth in many ways. 5. ESS3.B Humans can reduce the impact of natural hazards. 6. ETS1.B Solutions to reducing the impact of natural Earth processes can be designed and tested. 5 th Grade: 1. ESS2.A The earth s major systems (hydrosphere, biosphere, atmosphere, geosphere) interact in multiple ways to change the Earth. 2. ESS2.C The many reservoirs of water on Earth (streams, underground water, oceans, ice cap ) differ in proportions. 3. ESS3.C Human activities can destroy or protect the Earth s resources and environments. 4-5 Grade Band (WA State Standards) 1. ESA2A Earth materials (soil, water, solid rock, gases of the atmosphere) have different physical and chemical properties. 2. ES2D Soils are formed in many ways (weathering, erosion, deposition, decaying plants) ES2B Weathering is the breaking down of rock into pebbles and sand by chemical and physical processes ES2C Erosion is the movement of soil by water, wind, ice, gravity) APPH People apply science and technology in various careers. List Investigations within the Unit and a Big Idea for Each: 1. What s the story behind the LC Valley? (field trip to Peasley or Tammany Ridge)4/5- ESS1-1, WA- 4-5 ES2D 2. What systems make up the Earth. 5-ESS What affects erosion? ( Include all systems- biosphere, hydrosphere, atmosphere, atmosphere, geosphere) (Land and Water Unit ideas) 4-ESS How can we classify and describe the physical and chemical properties of earth materials? 4-5 ES2A 5. How can simulate physical and chemical weathering? 4-5 ES2B 6. What are the effects/patterns of erosion by wind, water, ice or vegetation)?4-ess2-1

2 7. How do we develop a model showing how two earth systems interact? 5-ESS How can we design solutions to protect the earth from human impact? 5-ESS3-C 9. How can we design solutions to protect humans from the effects of natural earth processes? (earthquakes, floods, tsunamis, volcanic eruptions, erosion-ie. Oso) 4-ESS What are the effects on the environment, of our use of energy and fuels derived from natural resources? (Benchmarks-Fossil Fuels, Protect and Conserve/Save Our Planet- Science Weekly) 4-ESS How can we analyze and interpret data from maps to describe the patterns of the Earth s features? (mountain ranges, ocean trenches, earthquakes, occur along the boundaries between continents- plate tectonics) 4-ESS2-2 NGSS aligning with big ideas See above Science and Engineering Practices: Constructing Explanations and Designing Solutions Developing and using models Engaging in argument from evidence Planning and carrying out investigations Analyzing and interpreting evidence Constructing explanations and designing solutions Obtaining, Evaluating and Communicating Using mathematics and Computational thinking Prior Knowledge: (what research says and how you will find this out) Students will construct concept maps and brainstorm questions in small groups and then in the whole group. Preconceptions: (What research says and how you will find these out) We will discover this from discussions around the construction of concept maps and ongoing throughout the unit. Use of Concept Mapping: Concepts mapping will be used at the beginning of the unit to determine prior knowledge, during the unit to revise our initial thinking to show new learning, and at the end of the unit to synthesize and assess learning.

3 Connections to CCSS Math and ELA/Literacy: Math: 5.G.2 Describe and graph amounts of water and fresh water on Earth. (Tapping into the Water Cycle- Lesson 2 Land and Water) See standards for connections ELA: See standards for connections RI , RI , Reading Foundational Skills 3. Use morphology (roots and affixes) to read unfamiliar words L.4.4/5.4 Determine/clarify meaning of unknown words using a variety of strategies L.4.6/5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases (See Tier II and Tier II Vocabulary List) We will use various books and articles listed on Resource Port page to teach these standards. W.4.1 Writing opinion pieces- use of renewable/non-renewable resources and the effects on the environment (Science Weekly Week 15(4 th ) Week 14 (5th), Grand Canyon-Effects of Glenn Canyon Dam). W. 4.2 Writing informative/ explanatory pieces to examine a topic (Science Weekly Week 10 Shaping the Core, Crust to Core-plate tectonics, Week 14 Natural Disasters) W. 4.3 Writing narratives using informational texts (being trapped in an earthquake) (SBAC invites students to read and use informational text to write articles, informational pieces, narratives and opinion pieces.) W4.7- W4.9 Conduct short Research projects, recall information from relevant experiences, gather information, take notes, draw evidence from text to support analysis, cite sources. W.5.7-W5.9 (see above) SL.4.1/5.1. Engage in collaborative discussions, building on others ideas and expressing their own clearly (SL.4.1a-d/SL.5.1a-d) SL.4.2/5.2 Paraphrase/summarize written text read aloud or information presented in media format SL.4.3/5.3 Paraphrase/summarize points a speaker makes/explain how claim is supported SL.4.4/5.4 Report on a topic or text/ present an opinion, using appropriate facts and relevant details SL.4.5/5.5 Add audio and visual displays/ include multimedia components SL.4.6/5.6 Differentiate between contexts that call for formal/informal English/adapt speech to a variety of contexts Opportunities for Students to do Science How will students be given an opportunity to identify their beginning understanding?: Small group to whole group concept map. Q-focus- students brainstorm questions in small groups, change closed questions to open questions, prioritize questions and bring them to the whole group to argue the questions we should focus on to begin our unit. Land and Water Unit Lesson 1 photo cards

4 How will students propose testable/researchable questions?: See Q-focus process above. What will the general designs of experiments look like? including possible data students will collect: We will use the SWH Student template and the PONG lesson structure What materials will be needed? Land and Water Kit materials Student gathered materials Materials at hand How will students develop their claims and evidence (Private and Public negotiation)?: Scientific Inquiry, discourse, consulting the experts, argumentation Private and Public negotiation through: Conferencing Student to Student Round Robin presentation Gallery Walks Group to Group How will students will communicate their claims based on their evidence?: Student to Student Group to Group Whole Group How will students will be given an opportunity to compare their ideas to others?: 1. Outside Experts (informational text, internet): See Resource Port 2. Other students in the classroom: Student to Student

5 How will students reach a final class claim? Students will negotiate a process to work together to create a class claim. How will students reflect on their learning? Small Group to Whole Group Discussion Science Journal Writing Targeted Assessment Description of the assessment On-going Science Assessment Investigation Template Science Journals Formative Assessment Questions tied to BIG IDEA Targets: What are the learning targets measured by this assessment? Investigative Process (question, prediction )(see rubric below) See each lesson (beginning thinking, note taking, conceptual understanding, (develop rubric from notebooking rubric) Do students understand (see BIG IDEA questions above) Data: What information will I get about what the students were learning/learned from this assessment? To what degree they have met targets. See rubrics/success Criteria Student Discourse/Presentations Conceptual understanding, speaking and listening standards (see CCSS rubrics) Final Revision of Concept Final Individual Concept Map Conceptual understanding of BIG IDEA, ( See Concept Map rubric) ELA READING ELA WRITING

6 Tier II Tier III Vocabulary abrasion is the grinding away of rock by other rock or sand particles aerial view a view or picture taken from up above atmosphere: A layer of gases that may surround the Earth and other material bodies of sufficient mass. canyon a deep, steep walled gorge carved in rock by a stream Characteristic: A distinguishable trait, quality, or property. Chemical change: A chemical change occurs whenever compounds are formed or decomposed. During this type of reaction, there is a rearrangement of atoms that makes or breaks chemical bonds. Claim: A proposition based on evidence and logical argument. Classify: To arrange in some sort of order by categories or groupings. Correlation: A known relationship between two variables in which it is not possible to infer whether or not a change in one variable caused a change in the other variable. dam a barrier built to contain the flow of water deforestation the cutting down of trees by humans delta an area of land where a stream empties into a larger body of water deposition drainage basin the process by which water or glaciers lay down earth's materials an area drained by a major river and its tributaries erosion the process in which earth's materials are broken down and carried away Factor: Agent or condition that could cause a change. floodplain a flat "v" shaped area next to a river and made up of loose sediment head the beginning of the river Inference: A logical conclusion based on evidence. irrigation the process in which humans supply water to land through artificial ways landforms the features of earth's surface such as mountains, plateaus and plains meander a large bend in a stream channel that develops when soil is eroded from one bank and deposited in another mouth then end of the river where the water dumps into a larger body of water oxbow lake a crescent-shaped lake (often temporary) that is formed when a meander of a river is cut off from the main channel reservoir a place where fresh water is stored sediments small eroded rock and sand particles slope the degree or change in elevation over a length of the land. The slope of land affects the speed that water will flow over the land. topographical maps shows parts of landforms - the closer the lines, the steeper the mountain

7 tributary a small river that joins another larger river valley a long, lwo area carved by a stream with higher areas on both sides water cycle weathering the water on earth moves between the air, land and oceans in a movement called... the process in which earth's materials are broken down by wind, ice, water or gravity See Tennessee Vocabulary Use Frayer Model for selected vocab.

8 Investigation Template/Rubric Question (What do we want to know?) Prediction/ Hypothesis (Complete sentence, answers question, includes because uses logical thinking) Materials (Those we will use including the measuring tool) Manipulated Variable (changed) Responding Variable (measured) Controlled Variables (kept the same) Step by Step Procedure What will you change? What will you measure? What will you keep the same? /4 /2 /2 /2

9 Recording the Data (The title shows the Measured Variable vs. Changed Variable) /3 Conclusion: Please edit. Write an effective conclusion that includes: A specific answer to the investigation question.(claim) The supporting data from your data table/results. How the data supports your conclusion/claim. /4