# Models in earth science provide opportunities to investigate and obtain evidence on which to base scientific explanations.

Save this PDF as:

Size: px
Start display at page:

Download "Models in earth science provide opportunities to investigate and obtain evidence on which to base scientific explanations."

## Transcription

1 Landforms Lesson 2 Fifth-Sixth Grade Models in earth science provide opportunities to investigate and obtain evidence on which to base scientific explanations. Continue establishing working word wall throughout the lesson. I N T E N D E D C U R R I C U L U M BIG IDEA: (display in class during the lesson) Landforms kit Investigations 4.1, 4.2, 5.1, and 5.2 Idaho Science Standard(s) LESSON CONTENT GOALS GUIDING QUESTIONS (Display after prediction) 1) A topographic map is a two ay after prediction) dimensional representation of a three dimensional surface as seen directly from above and can be carried easily. 2) Contour lines, contour intervals and index intervals, on a topographic map represent specific elevations and show the shape of the land at one specific elevation. 3) Aerial photographs of the earth s surface show actual scale sizes of trees, valleys, bodies of water, buildings, roads, etc. are used by cartographers and topographers to make maps. 1) How are topographical maps different from models? 2) How do we know how high or low a surface is when looking at a topographic map? 3) How are aerial photographs different from topographic maps? TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 1

4 Teacher s Note: Walk around and listen to students as they describe the model. Guide students to infer what the numbers painted on the side represent (mountain s height by sections called elevation). Have them notice the model s irregular shape. Allow time to record observations. Use the following questions to help students focus on the model. At the end of this lesson you will find APPENDIX B with the questions below. Make a transparency for students to follow. Teacher says: Add the following observations to the list in your notebook if you do not have them. How many sections does the model have? 6 What is the amount or number recorded on the base or bottom section of the model? 11,000 feet What shape does Mt. Shasta have? Regular or irregular Take a finger walk up the model of Mount Shasta how many sections do you need to climb up to get to 12,000 feet? Three How many feet are indicated on the peak or highest section of the model of Mt. Shasta? 13,500. If you were to be going down from the mountain s peak how many feet total would you travel all the way to the base of the mountain? 2,500 feet Do a finger walk all around the second section of the model, compare the height of the mountain on the North side, the South and West sides? The are all the same Do a finger walk up the mountain from where the notch is and compare it to a finger walk hike on the opposite side. Which side is steeper, or hardest to climb? It is steeper where the notch is. What is the difference in feet between each mountain section? 500 feet Teacher s Note: Students will discuss a prediction of how a topographical map can be made with this model. Have each group agree on one prediction statement they will investigate. Teacher says: Now that you have observed and studied the model carefully, predict how you can make a topographic map with this model. Remember these maps have to show elevation and shape as viewed from the top (bird s eye view). I want you to come up with a prediction statement of how you can use this model to make a topographic map. Discuss and decide the prediction statement with your group. Record it in your notebooks and be ready to share. Allow time for students to discuss and record their prediction. Review how they can start the prediction statement by providing them with a sentence starter. Remind them to include a because after the statement. Walk around and listen to their ideas. Guide their thinking into using either the overlay grid transparency or tracing the sections one by one on a sheet of paper. When all groups are ready have them share their ideas with the class. Suggested prediction statement starter I think that if we then because Check and provide feedback TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 4

5 Prediction Example: DO NOT COPY THIS ON THE BOARD I think that if we place the overlay grid transparency over the top of the model then we can trace the mountain sections with their elevations and then passed them over to the map grid, because this is the way we did our school yard map, as we draw the sections this will show the shape of the mountain. Check and provide feedback CLOSURE FOR THE DAY: Have students do a 2 minutes think-pair-share of what they learn today about the model of Mount Shasta. TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 5

6 DAY TWO: DATA CHART (record in notebooks) Teacher s Note: Review the characteristics of a topographic map: shape and elevation. Provide groups with the necessary materials: overlay grid transparency, grid map, and mountain map paper to make their maps. Clarify what a contour line represents on a topographical map. Teacher says: Each one is going to make a map the way you predicted. I have the materials you need to do this and the materials manager (GETTER) will have to collect them. The scout master wants a title on the map, what do you think we should title it? TOPOGRAPHIC MAP OF MT. SHASTA. The scout master said that a topographic map has to indicate the elevation for each section on both sides of the mountain. Each line you trace on paper is called a contour line and it represents the same elevation anywhere along that line. Label one of the lines so you can remember this word. He would like to have the elevation marked from where the notches are located all the way to the other side. He wants you to place the difference between each contour line at the bottom of the map and label it contour interval. (500ft.). Explain the meaning of the word interval using math connections. I made a check list of what you should have on your map. Use Appendix 2C at the end of the lesson to either post or make a copy for each group. TOPOGRAPHIC MAP CHECK LIST 1) has a title at the top of the page, Topographic Map of Mt. Shasta 2) has one of the lines labeled contour line 3) write the difference between the contour lines (500 ft) at the bottom of the map and label it contour interval 4) has the elevations for each section marked from the notches side all the way to the other side. 5) shows the shape of each section 6) group names at the bottom left corner Word Wall: Interval: distance between two sections Show the shape of each section as you draw them. If your prediction statement said you were going to trace the sections one by one I have here a paper you can do it on. (show mountain map worksheet). When your group has all the materials needed to make the topographic map and there are no more questions you may begin. Word Wall: Contour line: line on a topographic map that connects points of equal elevation. Word Wall: Contour interval: the total elevation distance in feet or meters between two contour lines. Teacher s Note: Allow enough time for students to finish. Walk around and make sure they label their maps. Have the groups present their topographic maps. Select groups to explain the features they TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 6

8 DAY THREE Word Wall: Profile: side view of objects Teacher s Note: Students are guided into making a profile of Mt. Shasta. Use a transparency of LE2-6 to explain how they will match the elevations from one paper to the elevations on the other. Guide students as they place their points on the chart. Walk around as you read the instructions making sure students have followed the directions. Teacher says: Yesterday the scout master before he left looked at the maps and appreciated your hard work. He now thinks you are ready to make a profile or side view of the mountain. A profile of a mountain is similar to the pictures we take when we pass by a mountain. He said we could make the profile view using our topographic maps and has provided instructions to do this. He wants me to send him the maps as soon as we get them done. Perform the instructions as I read each one step by step. (Use Appendix 2E at the end of this lesson to copy or make a transparency and see the picture 2E-1 for clarification.) STEP ONE: Fold your topographic map in half from where the notches are located. STEP TWO: Use the profile sheet to line up the folded side of the topographical map with the last horizontal line in the profile sheet. STEP THREE: Label the elevation on the vertical line of the profile sheet, starting with 11,000 feet the next with 11,500 and so on, all the way up to 13,500 feet. STEP FOUR: Intersect (meet, join) the elevations of the contour lines on the topographical map to the amounts on the vertical line of the profile sheet. Mark them with a dot. STEP FIVE: Connect the intersecting points in the profile sheet. STEP SIX: write a title on the top of the page Teacher s Note: Compare the topographic maps with the profile maps and the model. Students will need to add another column or circle to their comparison chart. Use appendix 2F. Teacher says: Look at your profile view of Mt. Shasta and compare it to the topographic map and the model. Use the previous chart by adding another column for Profile view. Discuss with your group the characteristics for this one and record them. Be ready to share with the class. TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 8

9 EXAMPLE COMPARISON CHART Model Topographic Map Profile View shows the height, length and width (3 dimensions) elevation is represented with each section. see and touch the shape of the mountain shows the area ( length and width) 2 dimensions contour lines elevations shows contour interval at the bottom see the shape of the mountain has a title name has a names of who made it has the date of when it was made shows area( two dimensions) shows elevations see the slopes or hills of the mountain. has a title has names of who made it has the date of when it was made CLOSURE FOR THE DAY: Students explain in their notebooks why contour lines are important when making topographic maps and profiles. TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 9

12 Teacher says: What is the value of the contour interval on this map? 40 feet How many contour lines are in between each of the thicker lines? 5 How many feet would we have climbed between each of the thicker lines? 200 ft. The scoutmaster said they would start their hike to the south of Brewer Creek and continue their journey up between two glaciers. Find the names of these two glaciers. Winturn Glacier and Hotlum Glacier. Name the lakes locate to the west of Mt. Shasta. Sisson Lake and Clarence King Lake. Go to the southeast section of the map and tell me which creek has more springs. Mud springs The scout master said we could place the model of Mt. Shasta on the map to get a better idea of where they were going. Match the center of the model with the center of Mt. Shasta. Locate the 11,000 ft. contour index line to match them with the edges of the base of the model. Orient or position the notches on the foam to the east side. What boundary does the model fit into? The natural landmark boundary. Teacher s Note: Distribute photograph of Mt. Shasta for students to compare. Students practice observing and locating objects with the photo and the topographic map of Mt. Shasta. Teacher says: Look at the photograph of Mount Shasta. How do you think this photo was taken? An airplane, a helicopter, a satellite. What things can be seen more clearly in the aerial photograph than in the topographic map? Ridges, creeks, valleys. How could aerial pictures be of use by cartographers (people that make maps)? To make precise measurements of landforms found in an area. Distribute one copy of worksheet LE2-4 Mt. Shasta questions, to the group. Teacher says: Discuss the answers to the questions about Mt. Shasta with your group using the aerial picture and the topographic map. Record the answers in your notebook. Title the notebook page Mt. Shasta Questions and be ready to share your answers with the rest of the class. Allow students time to discuss and record their answers. Have students share their responses in class. CLOSURE FOR THE DAY: students do a self check of all the data they have collected up to now and get ready for the making meaning conference. Provide the Proficiency Feedback guide at the end of the unit for students to check what they have. It is recommendable that they check another student notebook and not their own. TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 12

13 DAY SIX: MAKING MEANING CONFERENCE (teacher directed). 1) Sharing findings and observations. Remember this is the conferencing stage where students share what they learned about topographic maps. Students will have to explain the way they did the map and discuss the importance of contour lines. 2) Looking for patterns from the class data chart. First guide students into thinking about what they did in this investigation with the following questions: Teacher says: What does the topographic map tell us about the height of Mt. Shasta? What claim can we make about the lines on a topographic map? What claim can we make when contour lines are close together in a map? Second, provide students with examples of claims and have them respond to each of them with evidence from their observations. Write the claim on the board for them only to read along. Have them discuss the evidence with their group and then share with the class. EXAMPLES: CLAIMS I claim that I know that.. EVIDENCE I claim this because. I know this because. 1) By looking at a topographic map we can 1) when we made the map, we marked determine the elevation in an area. the sections with a line along with its elevation. 2) one contour line on a topographic map 2) when we finger walked around the has the same elevation anywhere where section the elevation all around was the you follow it in the map. same. 3) Topographic maps use symbols to 3) on the topographic map of Mt. Shasta represent natural landform features and the springs were indicated with man made features. a blue circle with a tail and different kinds of roads with lines. Teacher may invite students to make claims and have other students provide the evidence. Teacher decides to continue the process of making as many claims and evidence needed to confirm understanding of the science content. TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 13

14 CLAIMS AND EVIDENCE (record in notebook) Teacher says After practicing how to make claims and evidence, you are now ready to make some claims individually. Here are 3 questions I would like you to change into claim statements. Then you will justify the claim with evidence we observed, discussed or designed during this investigation. You will record them in your notebook under the subtitle CLAIMS AND EVIDENCE. Use Appendix 2G to make a transparency to display for students. Guiding questions 1) How are topographical maps different from models? 2) How do we know how high or low a surface is when looking at a topographic map? 3) How is an aerial photograph different from a topographic map? Example sentence structures: I claim that I claim because. I know that. I know this because. Check and provide feedback CONCLUSION (record in notebooks) Have students revisit the prediction. For their conclusion they have to write a sentence stating whether the evidence from their map making supported the prediction or not. They are to provide clear explanations regarding how their evidence supported or did not support their prediction. Have the students write a concluding sentence Today I learned.. Check and provide feedback. REFLECTION (record in notebooks) Provide each group of students with worksheet LE2-5. They will read the dilemma (only) as a group. Using what they learned about topographic maps and aerial photographs, students make a selection and individually write a paragraph explaining the reasons for their selection. Check and provide feedback TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 14

15 A C H I E V E D C U R R I C U L U M PROFICENCY FEEDBACK: This guide is: To be posted on the board/butcher paper for students to know what is expected in their notebook to be an evaluation tool for teachers as students work in their notebooks. to be converted into questions as a student self assessment piece PROFICIENCY FEEDBACK GUIDE S T Notebook component Focus Question: One question written clearly.. Related to the scenario. Prediction One sentence. Relevant to solving the problem Uses because Data Description list of foam model Topographic map of Mount Shasta Profile map of Mount Shasta Comparison chart Anticipation guide T and F answers Closure for days 2, 3, 4 Characteristics of Topographic maps Mt. Shasta Questions Claims & Evidence 3 complete statements showing understanding of guided questions. Conclusion Accurately shows if prediction was supported or not and explains why. Reflection: A paragraph Has at least 10 sentences Is clear and grammatically correct. Describes what both maps provide. Specifies the reasons why one is better than the other. TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 15

16 APPENDIX 2A ENGAGING SCENARIO The scout master from my son s hiking club visited me and was impressed with your maps. He said his house had flooded and all his maps were lost. Next week he is taking a group of students to a landform called Mount Shasta in the state of California. He has a model of the mountain but has no topographic map to give to his students. These types of maps indicate the shape and land elevation of the area. He would like to know if we could help him solve his problem. TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 16

17 APPENDIX 2B QUESTION TEMPLATE 1) How many sections does the model have? 2) What is the amount or number recorded on the base or bottom section of the model? 3) What shape does Mt. Shasta have? 4) Take a finger walk up the model of Mount Shasta how many sections do you need to climb up to get to 12,000 feet? 5) How many feet are indicated on the peak or highest section of the model of Mt. Shasta? 6) If you traveled down from the mountain s peak all the way to the base of the mountain, what would be the total amount of feet you would have traveled? 7) Do a finger walk all around the second section of the model, compare the height of the mountain on the North side, the South and West sides? 8) Do a finger walk up the mountain from where the notch is and compare it to a finger walk hike on the opposite side. Which side is steeper, or hardest to climb? 9) What is the difference in feet between each section of the mountain? TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 17

18 APPENDIX 2C CHECK LIST TOPOGRAPHIC MAP CHECK LIST 1) has a title at the top of the page Topographic Map of Mt. Shasta. 2) has one of the lines labeled contour line. 3) write the difference between the contour lines (500 ft) at the bottom of the map and label it contour interval. 4) has the elevations for each section marked from the notches side all the way to the other side. 5) shows the shape of each section. 6) group names at the bottom left corner and the date. APPENDIX 2D TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 18

19 ALTERNATIVE CHART FOR COMPARING TOPOGRAPHIC MAP MODEL TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 19

20 Model Topographic Map TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 20

21 APPENDIX 2E Instructions template to build the profile of Mt. Shasta STEP ONE: Fold your topographic map in half from where the notches are located. STEP TWO: Use the profile sheet to line up the folded side of the topographical map with the last horizontal line in the profile sheet. STEP THREE: Label the elevation on the vertical line of the profile sheet, starting with 11,000 feet the next with 11,500 and so on, all the way up to 13,500 feet. STEP FOUR: Intersect (meet, join) the elevations of the contour lines on the topographical map to the amounts on the vertical line of the profile sheet. Mark them with a dot. STEP FIVE: Connect the intersecting points in the profile sheet. STEP SIX: Write a title on the top of the page TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 21

22 APPENDIX 2E1 TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 22

23 APPENDIX 2F COMPARISON CHART FOR TEACHER TO FILL WHEN STUDENTS SHARE Transfer information from template appendix 2D. Model Topographic Map Profile View TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 23

24 APPENDIX 2G ANTICIPATORY GUIDE TEACHER S TEMPLATE TO DISPLAY CLASS RESULTS Topographic Map Reading Before Reading 1 1 After Reading TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 24

25 APPENDIX 2H Guiding Questions 1. How are topographical maps different from models? 2. How do we know how high or low a surface is when looking at a topographic map? 3. How are aerial photographs different from topographic maps? TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 25

26 LE2-1 TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 26

27 TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 27

28 LE2-2 TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 28

29 LE2-3 TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 29

30 LE2-4 TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 30

31 LE2-5 TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 31

32 LE2-6 TESLA Scaffolding Guided Inquiry Landforms Lesson 2, DRAFT08/01/08 32

### TOPOGRAPHIC MAPS. RELIEF (brown) Hills, valleys, mountains, plains, etc. WATER. land boundaries, etc. CULTURAL

TOPOGRAPHIC MAPS MAP 2-D REPRESENTATION OF THE EARTH S SURFACE TOPOGRAPHIC MAP A graphic representation of the 3-D configuration of the earth s surface. This is it shows elevations (third dimension). It

### Slope and Topographic Maps

Slope and Topographic Maps Lesson Plan Cube Fellow: Kenneth A. Macpherson Teacher Mentor: Sandra Fugett Goal: The goal is for students to gain a more intuitive understanding of slope. This will be accomplished

### An Introduction to Reading Topographic Maps

An Introduction to Reading Topographic Maps Darlene C. Florence National Science Foundation Graduate STEM Fellow in K-12 Education Sugar Creek Watershed K-12 Education Program The Ohio State University-Ohio

### MD5-26 Stacking Blocks Pages 115 116

MD5-26 Stacking Blocks Pages 115 116 STANDARDS 5.MD.C.4 Goals Students will find the number of cubes in a rectangular stack and develop the formula length width height for the number of cubes in a stack.

### Topographic Maps Practice Questions and Answers Revised October 2007

Topographic Maps Practice Questions and Answers Revised October 2007 1. In the illustration shown below what navigational features are represented by A, B, and C? Note that A is a critical city in defining

Map reading made easy What is a map? A map is simply a plan of the ground on paper. The plan is usually drawn as the land would be seen from directly above. A map will normally have the following features:

### LAB E - INTRODUCTION TO GEOGRAPHIC TOOLS TOPOGRAPHIC MAPS

LAB E - INTRODUCTION TO GEOGRAPHIC TOOLS TOPOGRAPHIC MAPS Introduction Topographic maps differ from the thematic and regional maps found in atlases in that they employ contour lines (isopleths), lines

### (K-5) A scientist keeps a notebook to record his/her process (experiences, observations, and thinking).

FIFTH GRADE Science Curriculum Framework 1 Investigations will be integrated with social studies and mathematics where appropriate. 2 Investigations will be integrated with language arts non-fiction reading,

### 1 Mathematics Curriculum

New York State Common Core 1 Mathematics Curriculum G R A D E GRADE 1 MODULE 1 Topic F Development of Addition Fluency Within 10 1.OA.3, 1.OA.6 Focus Standard: 1.OA.3 Apply properties of operations as

### Allows teachers to print reports for individual students or an entire class.

Map and Globe Skills Developed by teachers and geography specialists, Map and Globe Skills provides the strategies, skills and practice your students need to develop a strong understanding of basic mapping

### Maps and Globes. By Kennedy s Korner

Maps and Globes By Kennedy s Korner Table of Contents Words to Know What are Maps and Globes Map Key or Symbols Cardinal Directions Intermediate Directions Equator Prime Meridian Hemispheres Coordinate

### ACTIVITY 9.1 ANSWERS AND EXPLANATIONS

ACTIVITY 9.1 ANSWERS AND EXPLANATIONS 9.1A. Latitude: 40 S Longitude: 20 W 9.1B. 1. north 24 east; azimuth of 24 2. south 24 west; azimuth of 204 9.1C. 1. center SW1/4, NE1/4, SE1/4, sec. 11, T1S, R2W

### WHAT IS AREA? CFE 3319V

WHAT IS AREA? CFE 3319V OPEN CAPTIONED ALLIED VIDEO CORPORATION 1992 Grade Levels: 5-9 17 minutes DESCRIPTION What is area? Lesson One defines and clarifies what area means and also teaches the concept

### The Utilization of Satellite Images to Identify Tree Endangering Transmission Lines

The Utilization of Satellite Images to Identify Tree Endangering Transmission Lines Y. Kobayashi M. S. Moeller G. G. Karady G. T. Heydt R. G. Olsen Project Tele-Seminar March 18, 2008 3/10/2008 1 Introduction

### Topographic Survey. Topographic Survey. Topographic Survey. Topographic Survey. CIVL 1101 Surveying - Introduction to Topographic Modeling 1/8

IVL 1 Surveying - Introduction to Topographic Modeling 1/8 Introduction Topography - defined as the shape or configuration or relief or three dimensional quality of a surface Topography maps are very useful

### MAPS AND GLOBES: WHERE IN THE WORLD ARE WE?

MAPS AND GLOBES: WHERE IN THE WORLD ARE WE? Grade Level: Kindergarten Presented by: Karen Davis and Tamara Young, Tate Elementary, Van Buren, AR Length of unit:5 lessons I. ABSTRACT A. This unit focuses

### Fry Instant Word List

First 100 Instant Words the had out than of by many first and words then water a but them been to not these called in what so who is all some oil you were her sit that we would now it when make find he

### ANALYSIS OF CURIOSITY S PATH UP MOUNT SHARP, GALE CRATER, MARS

ANALYSIS OF CURIOSITY S PATH UP MOUNT SHARP, GALE CRATER, MARS Brayden M. Van Ackeren Department of Economics University of Hawai i at Mānoa Honolulu, HI 96822 ABSTRACT NASA s Curiosity Rover has been

### SECOND GRADE 1 WEEK LESSON PLANS AND ACTIVITIES

SECOND GRADE 1 WEEK LESSON PLANS AND ACTIVITIES UNIVERSE CYCLE OVERVIEW OF SECOND GRADE UNIVERSE WEEK 1. PRE: Discovering stars. LAB: Analyzing the geometric pattern of constellations. POST: Exploring

### Fry Instant Words High Frequency Words

Fry Instant Words High Frequency Words The Fry list of 600 words are the most frequently used words for reading and writing. The words are listed in rank order. First Hundred Group 1 Group 2 Group 3 Group

### Kindergarten Social Studies Unit 06 Exemplar Lesson 01: Physical Characteristics

Kindergarten Unit 06 Exemplar Lesson 01: Physical Characteristics Kindergarten This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize

### Pythagorean Theorem Differentiated Instruction for Use in an Inclusion Classroom

Pythagorean Theorem Differentiated Instruction for Use in an Inclusion Classroom Grade Level: Seven Time Span: Four Days Tools: Calculators, The Proofs of Pythagoras, GSP, Internet Colleen Parker Objectives

### Lesson 18: Determining Surface Area of Three Dimensional Figures

Lesson 18: Determining the Surface Area of Three Dimensional Figures Student Outcomes Students determine that a right rectangular prism has six faces: top and bottom, front and back, and two sides. They

### Unit 7 Quadratic Relations of the Form y = ax 2 + bx + c

Unit 7 Quadratic Relations of the Form y = ax 2 + bx + c Lesson Outline BIG PICTURE Students will: manipulate algebraic expressions, as needed to understand quadratic relations; identify characteristics

The Basics of Navigation Knowledge of map reading and the use of the compass is an indispensable skill of bushcraft. Without this skill, a walker is a passenger and mere follower on a trip. To become a

### Decomposing Numbers (Operations and Algebraic Thinking)

Decomposing Numbers (Operations and Algebraic Thinking) Kindergarten Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by Kentucky

### Title: Place Value Made Simple

Title: Place Value Made Simple Brief Overview: This concept development unit will provide students with the knowledge and understanding of place value of whole numbers (0-1,000,000). s will be able to

### Ribbon Paths: Walking and Representing Rectangles

Integrating Distance and Angle Measures Ribbon Paths: Walking and Representing Rectangles An angle is a rotation a turn. Turn angles are measured as parts of whole turns. A path can be composed of measured

### Performance Based Learning and Assessment Task

Performance Based Learning and Assessment Task Staircases and Ramps I. ASSESSSMENT TASK OVERVIEW & PURPOSE: The students will use slope to describe the characteristics of ramps versus the stairs between

### FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/EARTH SCIENCE

FOR TEACHERS ONLY PS ES The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/EARTH SCIENCE Tuesday, June 22, 2010 9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING

### Investigation 6: What happens when plates collide?

Tectonics Investigation 6: Teacher Guide Investigation 6: What happens when plates collide? In this activity, students will use the distribution of earthquakes and volcanoes in a Web GIS to learn about

### Area and Perimeter Man

Area and Perimeter Man MA.C.3.2.1.3.1 and.2; MA.B.3.2.1.3.3 LESSON FOCUS Using counting procedures to determine perimeter and area of rectangles, squares, and other figures. COMPANION ANCHORS LESSONS Perimeter;

### Graph Ordered Pairs on a Coordinate Plane

Graph Ordered Pairs on a Coordinate Plane Student Probe Plot the ordered pair (2, 5) on a coordinate grid. Plot the point the ordered pair (-2, 5) on a coordinate grid. Note: If the student correctly plots

### Plate Tectonics GIS Activities

Plate Tectonics GIS Activities Introduction A Geographic Information System (GIS) is a system designed to capture, store, manipulate, analyse, manage, and present all types of geographical data. In the

### Map Patterns and Finding the Strike and Dip from a Mapped Outcrop of a Planar Surface

Map Patterns and Finding the Strike and Dip from a Mapped Outcrop of a Planar Surface Topographic maps represent the complex curves of earth s surface with contour lines that represent the intersection

### COORDINATE GEOMETRY AND TRANSFORMATIONS

COORDINATE GEOMETRY AND TRANSFORMATIONS i 2 t 2 Final Project 5-Day Unit Plan 8 th Grade Math Lab Helen Roseler December 1, 2003 1 Preface Math Lab is an additional math class designed to deliver Academic

### Support for Student Literacy

Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before being

### LEARNING THE LANDFORMS Grade Level: Third Presented by: Elizabeth Turcott, Endeavor Charter Academy, Springfield, Michigan Length of Unit: 14 lessons

LEARNING THE LANDFORMS Grade Level: Third Presented by: Elizabeth Turcott, Endeavor Charter Academy, Springfield, Michigan Length of Unit: 14 lessons I. ABSTRACT This unit develops an understanding of

### Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego

Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego Courtney O Donovan Class: Algebra 1 Day #: 6-7 Grade: 8th Number of Students: 25 Date: May 12-13, 2011 Goal: Students will

### Organizing a class orienteering event

Organizing a class orienteering event Orienteering is a wonderful teaching tool. It allows the teacher to illustrate many abstract ideas in concrete terms. The sport also appeals to students operating

### Rubber Band Race Car

Rubber Band Race Car Physical Science Unit Using LEGO Mindstorms NXT Copyright 2009 by Technically Learning 1 of 17 Overview: Through a series of hands-on activities, students will design a rubber band

### Basic Elements of Reading Plans

Center for Land Use Education and Research at the University of Connecticut Basic Elements of Reading Plans University of Connecticut. The University of Connecticut supports all state and federal laws

### Where We Live A Social Studies & Technology Lesson

Where We Live A Social Studies & Technology Lesson Input This lesson plan will be one of several introductory activities in a unit titled: Our Community. This lesson contributes to the overall function

### The students will be introduced to the immigration station Ellis Island and participate in a reenactment of the experience of Ellis Island.

Title The Experience of Ellis Island Key Words Ellis Island, Citizenship, Immigration Grade Level First Time Allotted 45 minute lesson Lesson Overview The students will be introduced to the immigration

### Laboratory 6: Topographic Maps

Name: Laboratory 6: Topographic Maps Part 1: Construct a topographic map of the Egyptian Pyramid of Khafre A topographic map is a two-dimensional representation of a three-dimensional space. Topographic

### LANDFORMS? WHAT ARE. landforms the natural features that make up Earth s surface

WHAT ARE LADFORMS? Think about the shape of the land where you live. Is it flat or rolling? Are there valleys or mountains? Often, we overlook the landforms that are around us. Landforms are the natural

### Force and Motion: Ramp It Up

Force and Motion: Grade Level: 4-5 Time: 3 class periods By: Carrie D. Perry (Bedford County Public Schools) Overview After watching an engaging video on Olympic alpine skiers, students then participate

### PUSD High Frequency Word List

PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.

### WHAT MAPS SHOW US Maps do 4 things:

WHAT MAPS SHOW US Maps show us a range of features, for example: Landforms: Settlement: Communication: Land Use: Geology: Other Info: - hills - valleys - mountains - isolated dwellings - farms - villages

### Objectives Be able to write a complete sentence Be able to punctuate and capitalize correctly in a sentence

Building Blocks of Sentences: Direct Instruction Lesson created by Amanda Kelley For use with Sentence BuilderslWord Shapes, a learning tool described in: Stockdale, Carol and Possin, Carol. (2000). The

### Activities with Paper How To Make and Test a Paper Airplane

Art/Math Grades K-4 One Lesson TM 1 Overview In this lesson, students will learn how to make a paper airplane. They will then test whose airplane flies farthest and will record the outcomes on a graph.

### Unit 6 Direction and angle

Unit 6 Direction and angle Three daily lessons Year 4 Spring term Unit Objectives Year 4 Recognise positions and directions: e.g. describe and find the Page 108 position of a point on a grid of squares

Adding and Subtracting Integers What s the Temperature? Lesson 8-1 Using Models to Add Integers ACTIVITY 8 Learning Targets: Using models, create several representations of a given integer. Using models,

### Create a folder on your network drive called DEM. This is where data for the first part of this lesson will be stored.

In this lesson you will create a Digital Elevation Model (DEM). A DEM is a gridded array of elevations. In its raw form it is an ASCII, or text, file. First, you will interpolate elevations on a topographic

### A Latitude/Longitude Puzzle

This website would like to remind you: Your browser (Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. Activitydevelop A Latitude/Longitude

### Unit 6. Five daily lessons. Year 3 Autumn term. Unit Objectives Year 3. Resources needed to teach this unit: Shape and space Reasoning about shapes

Unit 6 Shape and space Reasoning about shapes Five daily lessons Year 3 Autumn term Classify and describe 3-D and 2-D shapes, referring to reflective symmetry, faces, sides/edges, vertices, angles. (pages

### Second Grade Landforms/Sense of Place Project Tami Morrison Linderman Elementary School, Polson, MT

Unit Overview Second Grade Landforms/Sense of Place Project Tami Morrison Linderman Elementary School, Polson, MT The purpose of this unit is to help students learn the major landforms on Earth, to relate

### Missouri Regions Shaped by Land Forms and Geology

Missouri Regions Shaped by Land Forms and Geology Lesson Abstract Summary: MO GLE: Subject Areas: The students will use various resources to compare and contrast the geology of each Missouri region to

### World Geography Unit 1 - Test Introduction to World of Geography

Name World Geography Unit 1 - Test Introduction to World of Geography Term Identification Directions: Pick a word from the box that best completes the sentences below. distortion longitude Equator geography

### Richard Allan Scientific: Followup Site Survey. Friday, January 30th

Richard Allan Scientific: Followup Site Survey Friday, January 30th Site Survey Information Survey Name Followup Site Survey Survey Location Company: Richard Allan Scientific Address: WMU Business Technology

### 11.3 Plate Boundaries In this section, you will learn how movement at the boundaries of lithospheric plates affects Earth s surface.

11.3 Plate Boundaries In this section, you will learn how movement at the boundaries of lithospheric plates affects Earth s surface. Moving plates Three types of boundaries Imagine a single plate, moving

### Weekend Cabin Retreat Project Site Plans

Weekend Cabin Retreat Project Site Plans Sacramento City College EDT 300/ENGR 306 EDT 300/ENGR 306 - Site Plans 1 Cabin Project Site Plan/Bubble Diagram - Assignment 1 =10-0 Floor Plan - Assignment 1/4

### Three daily lessons. Year 5

Unit 6 Perimeter, co-ordinates Three daily lessons Year 4 Autumn term Unit Objectives Year 4 Measure and calculate the perimeter of rectangles and other Page 96 simple shapes using standard units. Suggest

### N Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Performance Assessment Task Swimming Pool Grade 9 The task challenges a student to demonstrate understanding of the concept of quantities. A student must understand the attributes of trapezoids, how to

Map reading made easy 1. What is a map? A map is simply a drawing or picture (in 2-D) of a landscape or area of a country (in 3-D). It could be anything from a sketch map for a visitor to find your school

### The student will explore and learn about the Legislative, Executive, and Judicial branches of the United States government.

Teacher: Amy Moeller Grade: 5 th Time allotted: 45 minutes Curriculum Area: Social Studies Lesson Title: Branches of Government Lesson Overview The lesson aims to teach the main concepts of the three branches

### SHAPE. Work Journal. Student Name:. QLD191SHD03A Certificate I in Core Skills for Employment & Training - Numeracy. Teacher:

SHAPE Work Journal QLD191SHD03A Certificate I in Core Skills for Employment & Training - Numeracy Student Name:. Start Date: End Date: Teacher: 1 ASSESSMENT PROFILE COVER SHEET Student s Name: Assessment

### CELEBRATE MARTIN LUTHER KING, JR. DAY LESSON PLAN FOR GRADES K 2

CELEBRATE MARTIN LUTHER KING, JR. DAY LESSON PLAN FOR GRADES K 2 Book/Text Set: Celebrate Martin Luther King, Jr. Day with Mrs. Park s Class / Who Was Martin Luther King, Jr.? by Alma Flor Ada and F. Isabel

Ohio Standards Connection: Number, Number Sense and Operations Standard Benchmark B Use models and pictures to relate concepts of ratio, proportion and percent. Indicator 1 Use models and visual representation

### Assessment Management

Areas of Rectangles Objective To reinforce students understanding of area concepts and units of area. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family

### ROAD SURVEYING Section I. RECONNAISSANCE SURVEY PREPARATION AND SCOPE

CHAPTER 2 ROAD SURVEYING Section I. RECONNAISSANCE SURVEY PREPARATION AND SCOPE The reconnaissance survey is an extensive study of an entire area that might be used for a road or airfield. Its purpose

### Use this document for reference. Answer questions on a separate sheet of paper. Introduction to Plate Tectonics

Use this document for reference. Answer questions on a separate sheet of paper. Introduction to Plate Tectonics In this lab you will learn the basics of plate tectonics, including locations of the plate

### Section 3 Mapping Earth s Surface

Section 3 Mapping Earth s Surface Key Concept Maps are tools that are used to display data about a given area of a physical body. What You Will Learn Maps can be used to find locations on Earth and to

### Allison Gallahan s Early Childhood Lesson Plan

Allison Gallahan s Early Childhood Lesson Plan Lesson: Big Book: Reading Maps Length: 20-30 minutes Age or Grade Level Intended: 2 nd Grade Academic Standard(s): Social Studies 2.3.2: The World in Spatial

### Round Rock ISD Lesson 1 Grade 3 Measurement Kit. Broken Rulers and Line It Up!* - A Length Measurement Lesson

Round Rock ISD 2008-09 Lesson 1 Grade 3 Measurement Kit Broken Rulers and Line It Up!* - A Length Measurement Lesson tech *Lesson is adapted from two activities in Sizing Up Measurement: Activities for

### Lesson Plan. Given a chart labeled with the names of the three regions, the students will identify three characteristics for each region.

Lesson Plan Lesson: Regions of Indiana with Salt Map Activity Length: Lesson 1 = 1 Hour - Lesson 2 = 30 minutes Age or Grade Level Intended: 4 th Grade Academic Standard(s): Social Studies: Geography 4.3.4

### Sample Cooperative Learning Lesson Plan

1 Sample Cooperative Learning Lesson Plan OVERVIEW Subject Grade Level Topic Brief Overview and Explanation PLANNING Objectives Assessment Pre / Diagnostic Formative (informal and/or formal) Summative

### Scout Skills... Mapping. or the possibility of enjoying a more scenic journey. Town Maps

Scout Skills... Mapping Item Code FS315081 Aug/00 Edition no 2 (103854) 0845 300 1818 A map is a picture of a given area of what the ground looks like from directly above. When undertaking a journey, we

Grade 6 First Quadrant Coordinate system 6.SS.8 Identify and plot points in the first quadrant of a Cartesian plane using whole-number ordered pairs. 1. Label the axes of the first quadrant of a Cartesian

### Plotting Earthquake Epicenters an activity for seismic discovery

Plotting Earthquake Epicenters an activity for seismic discovery Tammy K Bravo Anne M Ortiz Plotting Activity adapted from: Larry Braile and Sheryl Braile Department of Earth and Atmospheric Sciences Purdue

### BASIC LESSON Objective(s)

[Geology - Landforms] [K-1: Basic] [Grades 2-3: Advanced] BACKGROUND Landforms are natural features of the Earth's surface. They are created by the movement of ice or water, earthquakes, lava flows, volcanoes,

### OBJECTIVES. Identify the means by which latitude and longitude were created and the science upon which they are based.

Name: Key OBJECTIVES Correctly define: isolines, gradient, topographic map, contour interval, hachured lines, profile, latitude, longitude, hydrosphere, lithosphere, atmosphere, elevation, model EARTH

### Ring of Fire. (15 minutes) Earthquakes and volcanoes occur in relationship to each other.

Ring of Fire Lesson Concept Link Earthquakes and volcanoes occur in relationship to each other. Lesson 6.12 develops concepts about preparation for earthquakes in terms of home or school damage or lack

### Introduction and Overview

Introduction and Overview Probability and Statistics is a topic that is quickly growing, has become a major part of our educational program, and has a substantial role in the NCTM Standards. While covering

### FUNDAMENTALS OF LANDSCAPE TECHNOLOGY GSD Harvard University Graduate School of Design Department of Landscape Architecture Fall 2006

FUNDAMENTALS OF LANDSCAPE TECHNOLOGY GSD Harvard University Graduate School of Design Department of Landscape Architecture Fall 2006 6106/ M2 BASICS OF GRADING AND SURVEYING Laura Solano, Lecturer Name

### Grade 4 Mathematics Measurement: Lesson 2

Grade 4 Mathematics Measurement: Lesson 2 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside

### Phonics. High Frequency Words P.008. Objective The student will read high frequency words.

P.008 Jumping Words Objective The student will read high frequency words. Materials High frequency words (P.HFW.005 - P.HFW.064) Choose target words. Checkerboard and checkers (Activity Master P.008.AM1a

Elder Lillian Pitawanakwat Nation Ojibwe/Potawotami Lesson Plan Grade Level Junior (Grades 1-6) Time Required 3 4 hours Subject Strand Links Geography Natural Science Astronomy Traditional Teachings The

### 27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5!

1 27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5! - These activities and graphic organizers can be: - used by teachers

### Sample. Pre-Unit Assessment: Thinking about Chemicals LESSON 1. Overview and Objectives. Background

Pre-Unit Assessment: Thinking about Chemicals Overview and Objectives This introductory lesson will provide you with a pre-unit assessment of your students current knowledge of chemicals and questions

Learn Through Experience Sample Pages Sample pages from this product are provided for evaluation purposes. The entire product is available for purchase at www.socialstudies.com or www.teachinteract.com

### square meter m 2 G10 AREA AND PERIMETER #1 G 1 0 Capsule Lesson Summary

G10 AREA AND PERIMETER #1 G 1 0 Capsule Lesson Summary Find areas of rectangles by multiplication. Find the rectangle of largest area among those of perimeter 100 m. Materials Teacher Colored chalk Grid

### EARTH SCIENCES - TYPES OF MAPS TEACHER GUIDE

EARTH SCIENCES - TYPES OF MAPS TEACHER GUIDE MATERIALS: Electronic Reader - Maps 5 different types of maps (see lab) inflatable globes local topographical map Objective: To understand the uses and importance

### Lesson 2.9: Physical Science Newton s Laws of Motion

Weekly Focus: Reading Comprehension Weekly Skill: Main idea Lesson Summary: This week students will continue the study in the areas of forces and motions with an emphasis on Newton s Laws of Motion. Students

### Maps A Primer for Content & Production of Topographic Base Maps For Design Presented by SurvBase, LLC

Maps A Primer for Content & Production of Topographic Base Maps For Design Presented by Definition and Purpose of, Map: a representation of the whole or a part of an area. Maps serve a wide range of purposes.