Science Grade 03 Unit 05 Exemplar Lesson 01: Looking At Landforms

Transcription

1 Grade 03 Unit 05 Exemplar Lesson 01: Looking At Landforms Unit: 05 Lesson: 01 Suggested Duration: 3 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students identify and compare a variety of landforms and explore some ways that landforms can change. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to: 3.6B Demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons. Scientific Process TEKS Supporting Standard 3.7 Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing. The student is expected to: 3.7C Identify and compare different landforms, including mountains, hills, valleys, and plains. 3.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student is expected to: 3.1A Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat. 3.1B Make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics. 3.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: 3.2A Plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world. 3.2B Collect data by observing and measuring using the metric system and recognize differences between observed and measured data. 3.2D Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations. 3.2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion. 3.3 Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: 3.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 3.3C Represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials. 3.3D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 3.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct Last Updated 05/03/13 page 1 of 18

2 science inquiry. The student is expected to: Unit: 05 Lesson: 01 Suggested Duration: 3 days 3.4A Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models timing devices, including clocks and stopwatches materials to support observation of habitats of organisms such as terrariums and aquariums. 3.4B Use safety equipment as appropriate, including safety goggles and gloves. GETTING READY FOR INSTRUCTION Performance Indicators Grade 03 Unit 05 PI 01 Identify and explain similarities and differences in landforms using a sentence-completion task involving comparison. Provide illustrations of the selected landforms. Standard(s): 3.2F, 3.7C ELPS ELPS.c.1C, ELPS.c.4J Key Understandings Landforms are uniquely identifiable by their characteristics. In what ways is the shape of the land different from place to place? What physical characteristics/attributes can be used to identify and compare landforms? What is the shape of the land in or near our community? The surface of the Earth is constantly changing. What are some ways landforms can change? How can forces change the surface of the Earth? Vocabulary of Instruction earth materials geology geologist model physical features/characteristics landform mountain range valley hill plain canyon (optional) plateau (optional) barrier island (optional) cave (optional) Materials age-appropriate books and Internet resources (about landforms and their formation, per teacher) aprons or art shirts (1 per student) Optional book (such as but not limited to, The Sun, the Wind and the Rain by Lisa Westberg Peters, 1 per teacher) craft stick (1 per group) globe (1 per class) gloves (plastic, 1 pair per student) Optional magazines or clipart/pictures of landforms Optional maps (Texas and/or United States landform regions, political, and/or physical maps, 1 per group) MSDS for the specific brand of shaving cream you are using (1 per school) paperclips (4 per group) safety goggles (1 pair per student) shaving cream or other modeling material (1 can per group) spoon (plastic, 1 per group) trays (for managing supplies, 1 per group) Optional Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: PowerPoint Parts 1 and 2: Spaceship Earth and Geologists at Work Teacher Resource: PowerPoint Script Parts 1 and 2: Spaceship Earth and Geologists at Work Teacher Resource: PowerPoint: Landforms Part 1 and Part 2 (Part 2 optional) Last Updated 05/03/13 page 2 of 18

3 Handout: Landform Picture Cards Part 1 and Part 2 (Part 2 optional) Unit: 05 Lesson: 01 Suggested Duration: 3 days Handout: Landform Identity Cards Part 1 and Part 2 (Part 2 optional) Handout: Landform Characteristic Cards Part 1 and Part 2 (Part 2 optional) Teacher Resource: Comparing Landforms PI (for projection) Teacher Resource: Performance Indicator Instructions KEY Resources None Identified Advance Preparation 1. Prior to Day 1, locate a short video clip of a geologist talking about his/her work. It might be helpful to use the key terms Real Scientists Earth in your search. 2. Download the Teacher Resource: PowerPoint Parts 1 and 2: Spaceship Earth and Geologists at Work. 3. Download the Teacher Resource: PowerPoint: Landforms Part 1 and Part 2 (optional), or locate large landscape photos with the identified landforms in calendars, magazines, posters, etc. 4. Run copies of the following Handouts or Teacher Resources. PowerPoint Script Parts 1 and 2: Spaceship Earth and Geologists at Work (Teacher Resource) Landform Identity Cards Part 1 and Part 2 (1 set per group; run on cardstock, laminate, cut apart, shuffle; Part 2 optional) Landform Characteristic Cards Part 1 and Part 2 (1 set per group; run on cardstock, laminate, cut apart, shuffle; Part 2 optional) Comparing Landforms PI (optional Handout or transparency) 5. Pre-select the location for the five minute outdoor field trip which will provide the most information about the physical features of the local landscape. If observation is obstructed or limited due to location or weather, bookmark a link to a satellite, bird s eye view, or 3D view of the area. 6. Acquire the MSDS for the shaving cream you are using. These are easily obtained from the store (store brands) or Internet. If not using shaving cream for the Elaboration, gather the ingredients for the modeling materials you will be using, as well as any additional tools or equipment needed for that medium (gloves, goggles, smocks/aprons, etc.). Advantages to shaving cream: 1) can be used on desks/tables, 2) fast distribution and clean up, 3) easily sculpted with tools (not hands), and 4) can be reused all day by multiple classes if dispensed on trays instead of desk tops and covered with moist paper towels. Sand and soil can be recycled and reused. 7. Locate a children s book about the building up and wearing down of landforms. 8. Optional: Provide magazines, clip art, or Internet access for students to find pictures of landforms for the Performance Indicator. Otherwise, students can sketch the landforms they are comparing. 9. Prepare attachment(s) as necessary. Background Information This lesson addresses TEKS related to changes in the surface of the Earth. Prior to this unit, students observed, described, compared, and sorted rocks by size, shape, color, and texture. Students also continued their explorations of earth materials by observing, comparing, and describing natural resources and gathering evidence of their usefulness. During this lesson, students build upon previous experiences with forces and properties of matter and apply those understandings to the study of the Earth as a system. Students learn about forces of nature that shape the physical features of the Earth. They examine changes due to rapid processes, such as earthquakes, volcanic eruptions, and landslides. After this unit, students will investigate the slow and rapid changes to the Earth and will be expected to recognize the types of changes that occurred to the Earth to create a variety of landforms. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Unit Introduction: Spaceship Earth 1. Share Part 1 of the Teacher Resource: PowerPoint: Spaceship Earth. Use the Teacher Resource: PowerPoint Script Part 1: Spaceship Earth for accompanying notes. 2. Upon completion of this first section of the presentation, reflect on previous learning: Say: Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Attachments: Teacher Resource: PowerPoint Parts 1 and 2: Spaceship Earth and Geologists at Work Teacher Resource: PowerPoint Script Parts 1 and 2: Spaceship Earth and Geologists at Work Throughout the year, you have used your senses, along with tools and instruments, to observe, identify, and classify matter based on its Last Updated 05/03/13 page 3 of 18

4 properties, and you have discovered how the properties of matter make it useful for our needs. In the last unit, you began to explore how energy changes matter and how forces cause a change in the position and motion of objects. In this unit, you will have an opportunity to use your skills as a scientist to more closely examine the materials that surround us earth materials and investigate the forces that shape them. The study of the Earth is called geology, and Earth scientists are called geologists or geoscientists. Geo means Earth. 3. Share Part 2 of the Teacher Resource: PowerPoint: Geologists at Work, and discuss the various jobs of geoscientists. See the Teacher Resource: PowerPoint Script Part 2: Geologists at Work for accompanying notes. Tell students to listen and see which job(s) interests them most. 4. As time permits, share several of the Real Scientists (Earth scientists) video clips.(see Advance Preparation) Instructional Notes: This Engage activity is an introduction to the unit. It serves as a bridge from prior learning to new Earth science concepts. The Real Scientists video clips feature short, informative presentations by real scientists. For Step 4, try to present at least the first clip to the entire class. Then, bookmark the site on the classroom computer(s) for students to explore later. Misconception: Unit: 05 Lesson: 01 Suggested Duration: 3 days Students may think that the Earth has always been the same as it is today. 5. At the conclusion of the presentation, Ask: Which of these jobs interests you the most? Answers may vary. EXPLORE/EXPLAIN Landforms Suggested Days 1 (continued) and 2 1. Present the globe as a model of the Earth. Ask: What does this globe represent? It represents the Earth. 2. Explain to students that this is a model of the Earth and that we often use models to represent objects in the real world that cannot be brought into the classroom easily. Models can help us understand how the real thing looks or works. Ask: What can we learn about our planet, Earth, by observing this model? Answers may vary, but might include: It is a sphere; it spins; it shows water and land; etc. What can we NOT tell about Earth from this model? Answers may vary, but might include size, location in space, composition, etc. 3. As needed, review the major land (continents) and water (oceans) areas and the location of the U.S. Discuss the fact that the model appears to be relatively smooth but, in fact, the land on the surface of the Earth and beneath the oceans comes in many shapes and forms. 4. Write the compound word landforms on the board. Help students define the word by reversing the two parts; i.e., forms (shapes) on the surface of the land. 5. Explain to students that you will be their tour guide today and you have collected several photographs/paintings of some of Earth s interesting physical features. Use Teacher Resource: PowerPoint: Landforms Part 1 or teacher prepared photos. Present each landscape one at a time, allowing students time to silently observe and then respond to open-ended questions about each image. If needed, guide students to include observations related to the shape of the land. Ask: What do you notice or see in the picture? Accept all answers without judgment, but have students back up their observations or defend their interpretive statements by asking: What do you see that makes you say that? Students should be able to provide visual evidence or evidential reasoning. What does this remind you of? What does the picture make you think about? Students may relate personal experiences, memories, stories, analogies/similes/metaphors, etc. What does the picture make you wonder about? What questions does Materials: globe (1 per class) paperclips (4 per group) maps (Texas and/or United States landform regions, political, and/or physical maps, 1 per group) Attachments: Teacher Resource: PowerPoint: Landforms Part 1 (or landscape photographs of mountains, hills, valleys, plain) Handout: Landform Picture Cards Part 1 (1 set per group) Handout: Landform Identity Cards Part 1 (1 set per group) Handout: Landform Characteristic Cards Part 1 (1 set per group) Teacher Resource: PowerPoint: Landforms Part 2 (or landscape photographs of canyon, plateau, barrier island, cave) Optional Handout: Landform Picture Cards Part 2 (1 set per group) Optional Handout: Landform Identity Cards Part 2 (1 set per group) Optional Handout: Landform Characteristic Cards Part 2 (1 set per group) Optional Teacher Resource: Comparing Landforms PI (for projection) Safety Notes: Follow outdoor safety procedures. Wait for the teacher to give instructions. Check For Understanding: Last Updated 05/03/13 page 4 of 18

5 it raise? Answers will vary. What do you think the photographer/artist wants us to understand from this image? Answers will vary. 6. Explain that scientists learn a lot about the Earth by studying its various landforms. They classify landforms based on certain physical characteristics. Students will examine those characteristics in the next activity. 7. Distribute a set of Landform Picture Cards Part 1 and Landform Identity Cards Part 1 cards and four paperclips to each group of students. As you present each landscape photograph again, have students 1) select and describe the illustration on a picture card that has similar characteristics and 2) label it with the correct landform identity card: mountain, hill, valley, or plain. Use the paperclips to attach labels. 8. Distribute Landform Characteristic Cards Part 1. Students are to work with their group to sort and match the characteristics to each landform picture card. 9. See the Notes for Teacher for the Check for Understanding. 10. (Optional) Additional landform photographs (canyon, plateau, barrier island, and cave) with matching picture, identity, and characteristic cards are provided as an extension to the preceding activity. See Teacher Resource: PowerPoint: Landforms Part 2 and Handouts: Landform Picture Cards Part 2, Landform Identity Cards Part 2, and Landform Characteristic Cards Part 2. Students can match the photo, illustration, name, and identifying characteristic. 11. Debrief the Explore activity by summarizing the major points and elaborating on the location (or a famous example) of landforms in Texas, the U.S. or the World. (See the Resources section for the links to several Texas and United States landform regions maps.) Some questions might include: In what ways is the shape of the land different from place to place? In some places, there are mountains and hills, and in other places, there are plains, valleys, and other different landforms. What physical characteristics/attributes can be used to identify and compare landforms? The physical characteristics of size, shape, color, and physical state (solid or liquid) can be used to identify and compare landforms. Which of these landforms would be easy to live on? Difficult to live on? What makes you say that? Answers will vary. Most of the people in the world live on plains and in valleys due to climate, soil, access to transportation, goods and services, etc. What are some human uses or activities related to this type of place? Answers will vary. If you wanted to plan a trip/vacation to an area with mountains and valleys (flat plains, canyons, etc.), where would you go? Answers may vary. Where might this landform be located? Answers will vary, but can be located on a physical-political map. When students are relatively sure they have sorted the characteristics correctly, work with students to develop a set of hand signals to represent each of the landforms (See the link in the Resources section for an example.). Students can check the placement of their cards by displaying the appropriate hand signal as you randomly present each landform characteristic. Canyon, plateau, barrier island, and cave were included in this abbreviated extension activity because they describe other features of the land in Texas. Place the cards in a learning center. Students can use the cards to play a landforms version of concentration. Instructional Notes: Abbreviate landform activities based on students prior learning in Social Studies. The open-ended questioning strategy in Step 5 is adapted from Visual Thinking Strategies (Yenawine and Housen). VTS is a learner-centeredmethod that combines observation skills, evidential reasoning, speculative abilities, and problem solving across the curriculum. It has also been shown to nurture verbal language and writing skills. If you are unable to observe local landforms, due to weather or location, you can access a 3D map of your area on Map Machine or Google Earth. See theresources section for the links. You may want to identify the physical features of the alternate location(s) that students are using for weather data collection. Misconception: Unit: 05 Lesson: 01 Suggested Duration: 3 days Students may think that landforms of similar appearance have a common origin. 12. (Optional) Discuss other landforms students may have seen or visited. Locate those places on the map. 13. Take students on a five minute field trip to observe and identify the landform(s) in the area. Ask: What is the shape of the land where we live? Answers will vary. What is the shape of the land in or near our community? Answers will vary. How does the land where we live compare with the landforms you have just described? Answers will vary. 14. This would be the best time in the lesson to administer the Performance Indicator: Comparing Landforms. (See the Evaluation section for instructions.) ELABORATE Modeling Landforms Suggested Days 2 (continued) and 3 Last Updated 05/03/13 page 5 of 18

6 1. In this activity, students will kinesthetically model the formation of four landforms. This is critical to their understanding of the processes and forces that help to build up and wear down the landforms on Earth. 2. Introduce the physical modeling of landforms. Ask: What causes the surface of the Earth to have so many different unique shapes? Accept all answers. Do you think the shape of the land stays the same? Accept all answers. 3. Provide each group with several piles of land/earth materials (shaving cream) and a set of sculpting tools (tongue depressor, plastic spoon, etc.). Tell students they will plan each landform as a group; however, they will take turns creating the landform models. Present the following directions and questions. Show me a row of mountains. When completed, What word do scientists use to describe a group or row of mountains? (Range) Did making the mountain range require you to build up or wear down the land? (Build up) Fast Fact: The highest mountain in the world is Mount Everest (8850 meters or 29,035 ft.). It is part of the Himalayan Mountain Range which formed 45 million years ago and is one of the youngest mountain ranges on the surface of the Earth. Scientists say this range is growing at about 6 cm (2.5 inches) a year. (Extreme ) Make a valley in your mountain range. When students have completed this task, Did making a valley require you to build up or remove land? (Remove land/earth materials) Fast Fact: The Grand Canyon is a very deep valley in Arizona ( ft.). The canyon landscape we see today, however, is relatively young, having been sculpted in just the last 5 6 million years. (NPS) Make your mountains into hills. When students have completed this task, Did making the mountains into hills require you to build up or wear down the land? (Wear down the land) Make your hills into a plain. When students have completed this task, What did you need to do with your earth materials to make the plain? Spread or even out the earth materials by wearing away the hills and filling in the valleys. (Teacher Information: Plains are often layers of sediment deposited by water or glaciers and may have once been underneath ancient oceans/seas.) Fast Fact: The Great Plains in North America formed more than half a billion years ago. Until about 70 million years ago, this area was covered by shallow seas/oceans. 4. Discuss the models and their limitations. Ask: In your landform models, what does the shaving cream represent? (The land or earth materials such as rocks and soil) What is different about the shaving cream landforms and the real landforms on the surface of the Earth? Answers may include size, composition, shape, formation (time and process), etc. What is needed to move earth materials (or anything else) from one place to another? Forces pushes and pulls. If necessary, remind students of the Puff Cup Contest, toy cars, balls, etc. What supplied the forces needed to build up and wear down the shaving cream landforms? (The students used their tools and hands.) What forces in nature might your hands represent? Answers may vary. Materials: shaving cream or other modeling material (1 can per group) MSDS for the specific brand of shaving cream you are using (1 per school) craft stick (1 per group) spoon (plastic, 1 per group) gloves (plastic, 1 pair per student) Optional safety goggles (1 pair per student) aprons or art shirts (1 per student) Optional trays (for managing supplies, 1 per group) Optional book on the creation of landforms (1 per teacher) age-appropriate books and Internet resources (about landforms and their formation, several per teacher) optional Safety Notes: Wait for the teacher to give instructions. Do not put anything in your mouth or rub your eyes after handling the materials. Wear proper equipment (glove, aprons, or art shirts, etc.), and use tools safely. Dispose of modeling materials appropriately; recycle if possible. Instructional Notes: Have students use modeling material such as shaving cream (or a mixture of moist sand and soil, salt dough, etc.) to construct the landforms. Match the sculpting tools and equipment (gloves, goggles) to the medium you choose to use. Advantages to shaving cream: 1) can be used on desks/tables, 2) fast distribution and clean up, 3) easily sculpted with tools (not hands), and 4) can be reused all day by multiple classes if dispensed on trays instead of desk tops and covered with moist paper towels. These directions and questions are designed to focus students thinking on the notion that forces are at work which change the shape of the Earth. The Fast Facts are intended to show students that the changes they made to their landforms in minutes take hundreds and millions of years in the real world. The upcoming lessons will examine forces of nature that cause rapid changes to the surface of the Earth, as well as changes that happen slowly over time. Unit: 05 Lesson: 01 Suggested Duration: 3 days 5. Share a book to summarize the lesson and support the Key Understandings. Place it, along with other age-appropriate books and Internet resources about various landforms and their formation, in a library/computer center. 6. Say: Dispose of shaving cream in a trash bag, rather than washing it down the sink. Hands or tools can be washed off in the sink. Remind students that it is important to make informed choices Last Updated 05/03/13 page 6 of 18

7 The Earth s surface is constantly being changed by many different forces. Unit: 05 Lesson: 01 Suggested Duration: 3 days in the use and conservation of natural resources by recycling or reusing materials. 7. Ask: 8. Say: What are some ways landforms can change? They can be built up or worn down. How can forces change the surface of the Earth? Answers may vary. These changes to the Earth s surface can be rapid or very slow. We will be investigating both rapid and very slow changes. Center Idea - ELAR tie-in: Create two shape poems to illustrate, describe, and compare the unique characteristics of a local landform with a different one studied in class. (3.7C) 1. Students are asked to choose and compare two landforms: 1) a landform found in the local area and 2) a different landform discussed in the previous activities. 2. Tell students that a shape poem is a poem written in the shape of the object it is describing. It is not important that it rhymes. Clarify the task by sharing a shape poem about a simple, unrelated object such as an apple. As always, be sure to share your assessment criteria prior to the task. Misconception: Students may think that the Earth has always been the same as it is today. EVALUATE Performance Indicator Grade3 Unit05 PI01 Identify and explain similarities and differences in landforms using a sentence-completion task involving comparison. Provide illustrations of the selected landforms. Standard(s): 3.2F, 3.7C ELPS ELPS.c.1C, ELPS.c.4J 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Suggested Day 3 (continued) Materials: magazines or clipart/pictures of landforms Optional Attachments: Optional Teacher Resource: Comparing Landforms PI (for projection) (from previous activity) Teacher Resource: Performance Indicator Instructions KEY Last Updated 05/03/13 page 7 of 18

8 PowerPoint Script Part 1: Spaceship Earth Part 1: Spaceship Earth: Investigating Earth Materials (This script incorporates the PowerPoint notes in the slide presentation. The script will help you navigate the presentation in the correct order.) Slide 1: Slide 2: Slide 3: Slide 4: Slide 5: Slide 6: Slide 7: Slide 8: Slide 9: Slide 10: Slide 11: Title page The title of this photograph is The Blue Marble. What is this blue marble? Who do you think might have taken this photograph? Why do you think they named it as they did? Answers will vary, but explain to students that this is a picture of the Earth, inspired by photographs taken by the Apollo 17 astronauts. The astronauts thought that the Earth looked like a child s blue marble because it had the appearance of a small glassy sphere from the perspective of outer space. What can you tell about Earth from this photograph? Answers will vary, but students should notice that the Earth is a sphere. It is surrounded by space. It has areas of land and water, with air and clouds surrounding the surface. Ask: Which does it appear to have more of, land or water? Water. Over two-thirds of the Earth s surface is covered by water. The Earth has rocks and soil to help us make and grow the things we need. Ask: Describe what you see in the pictures. What ways are rocks useful to us? What kinds of crops or plants are grown in our area? Answers will vary. And, that surface is constantly changing. Ask: Describe what you see in the pictures. Do you think we have volcanoes in Texas? What do you think caused the sand to look like this? Accept all answers. Over two-thirds of the Earth s surface is covered by water. Think about how many ways we use water. Ask: Describe what you see in the pictures. Is there an ocean where you live? Is there a lake in your area? What are some ways you use water? Answers will vary. And, that water is constantly moving. Ask: Describe what you see in the pictures. Do you think moving water has much force? Explain. Accept all answers. What do we call the blanket of gases that surround the surface of the Earth? The atmosphere. The atmosphere rises above us and provides the air we breathe. What does the sky above you look like right now? Answers will vary. The Earth s atmosphere is constantly changing, too. Ask: Describe what you see in the pictures. What kind of scientist studies and reports changes in our weather? Meteorologist or weather person Man also changes the Earth. Ask: Describe what you see in the pictures. How has man changed the land, water, and air? Answers will vary. Your mission as an Earth scientist is to learn more about these earth materials. By studying the Earth and how it works, we can use and protect these natural resources. After all, it s the only Earth that we have. (Pause the PowerPoint presentation.) 2012, TESCCC 05/02/13 page 1 of 2

9 PowerPoint Script Part 2: Geologists at Work (This is a continuation of the PowerPoint Presentation.) Part 2: Geologists at Work Slide 12: Slide 13: Slide 14: Slide 15: Slide 16: Slide 17: Slide 18: Slide 19: Pause the PowerPoint presentation. Most people think of geologists as scientists who study rocks. Some geologists do study and test rocks. From studying rocks, geologists can learn more about how the Earth has changed over the years and how a rock s properties can make it useful to our needs. Some geologists try to find oil, coal, and natural gas. These are the fuels that we use to heat and cool our homes, power our cars, trains, and planes, and run our factories. There are geologists who test our water to see if it is safe for us to drink and if we will have enough to meet our needs. Other geoscientists test the soil to see if it will support our roads, buildings, and/or the growth of plants. Meteorologists are Earth scientists who study changes in the atmosphere. Some geologists study volcanoes and other natural hazards. They want to learn how to predict these events to keep us safe. Scientists try to understand more about what causes these events and how they are changing the Earth s surface. This geologist collected rocks on the Moon. And, some geologists even study other planets besides the Earth! There are many more ways that scientists study the Earth. You can learn about some of these interesting jobs from real scientists by reading a book or from a reliable internet resource. Check out Elizabeth Arrendondo Mineralogist Mineralogist Elizabeth Arredondo loves adventure! When she's not skydiving, she's out hunting for colorful gems and minerals. (PBS KIDS: Dragonfly TV) Which of these jobs interests you the most? (Answers will vary.) Other Real Earth Scientists of Interest at PBS Kids: Dragonfly TV Gary Takeuchi - Paleontologist Howie Bluestein - Meteorologist Jason Dunion - Hurricane Researcher Karen Block - Volcano Scientist Robbie Hood - Hurricane Huntress Carol Reiss - Marine Geologist Vidal Mendoza - Hydrologist Laura Triplett - Mud Scientist Ameri Gurley - Wind Research Assistant Marianne Takamiva - Galactic Astronomer Slide 20: Credits 2012, TESCCC 05/02/13 page 2 of 2

10 Landform Picture Cards - Part , TESCCC 05/02/13 page 1 of 2

11 Landform Picture Cards - Part , TESCCC 05/02/13 page 2 of 2 Venegas, A. (Artist) (2012). Landforms [Print].

12 Landform Identity Cards - Part 1 Mountain Valley Hill Plain Mountain Valley Hill Plain Mountain Valley Hill Plain Mountain Valley Hill Plain 2012, TESCCC 09/18/12 page 1 of 2

13 Landform Identity Cards - Part 2 Canyon Plateau Barrier Island Cave Canyon Plateau Barrier Island Cave Canyon Plateau Barrier Island Cave Canyon Plateau Barrier Island Cave 2012, TESCCC 09/18/12 page 2 of 2

14 Landform Characteristic Cards - Part 1 This high, rocky landform usually has steep sides and narrow, pointed tops. This landform rises at least 1,000 feet above the surrounding area and is taller than a hill. The highest point on this landform is called a peak. The tallest peaks may reach into the clouds and stay covered with snow. This landform is usually found in groups or rows called ranges. This raised area or mound of land on the Earth s surface has sloping sides. This landform is higher than the land around it, but it is not as high as a mountain. When the wind and rain wear a mountain down, the mound that is left is this landform. This landform rises less than 1,000 feet above its surroundings, has a rounded top, and is less jagged than a mountain. 2012, TESCCC 05/02/13 page 1 of 3

15 Landform Characteristic Cards - Part 1 (cont.) This low area of land is surrounded by higher landforms such as hills or mountains. This landform may be V-shaped or U- shaped. This type of landform provides a good way to get around mountains. Therefore, people may build roads or lay train tracks in this landform. Water from higher areas often flows down into this landform creating streams or rivers along the bottom. A large area of fairly flat grassland with few trees runs through the middle of our country. It is called the Great. An area of flat, low-lying land next to a seacoast is an example of a coastal. Most of the people on Earth live on this landform. The shape of the land makes it easy to plant crops and travel from place to place. This is a nearly flat area of land. It may have small, rolling hills, but most areas of this landform are about the same height. 2012, TESCCC 05/02/13 page 2 of 3

16 Landform Characteristic Cards - Part 2 This landform is a deep, narrow valley with steep sides. This is a natural hole, tunnel, or opening into or under the ground. This is an area of high, flat land with steep sides. This long, narrow strip of land is surrounded by water. It helps to protect the mainland from damaging waves. 2012, TESCCC 05/02/13 page 3 of 3

17 Comparing Landforms PI Landform 1: Landform 2: (1) and (2) are similar because they both, and they both. (1) and (2) are different because (1), but (2). (1), but (2). 2012, TESCCC 05/02/13 page 1 of 1

18 Performance Indicator Instructions KEY Performance Indicator Identify and explain similarities and differences in landforms using a sentence-completion task involving comparison. Provide illustrations of the selected landforms. (3.2F; 3.7C) 1C; 4J Materials: magazines or clipart/pictures of landforms Optional Attachments: Optional Teacher Resource: Comparing Landforms PI (for projection) Instructional Procedures: 1. Administer this performance task at the end of the Explore/Explain (Landforms) or at the beginning of the Elaborate (Modeling Landforms). 2. Students are asked to choose and compare two landforms: 1) a landform found in the local area and 2) a different landform discussed in the previous activities. 3. Optional Teacher Resource: Comparing Landforms PI provides sentence stems that may be used to assist students in writing or verbalizing the similarities and differences. 4. Students can either sketch or locate pictures of the landforms they have chosen to compare. Attach the sketches/pictures to the written comparison. 5. Share Performance Indicator rubric or expectations with students prior to students beginning the assessment. 6. Answer any questions students may have regarding the assessment. 2012, TESCCC 05/02/13 page 1 of 1