Submitted by Craigsville Elementary 2013

AUGUSTA COUNTY SCHOOLS

CURRICULUM MAP

Submitted by Craigsville Elementary 2013

CONTENT: 5.7 The student will investigate and understand how Earth’s surface is constantly changing.
TOPIC: Earth Patters, Cycles, and Change
CONTENT
What do your students need to KNOW? / DEMONSTRATORS
What do your students need to be able to DO? / ASSESSMENT
How will you assess what your students ALREADY KNOW, and assess WHAT THEY’VE LEARNED? / ACTIVITIES
HOW will you teach it?
All students will know:
·  identification of rock types
·  the rock cycle and how transformations between rocks occur
·  Earth history and fossil evidence;
·  the basic structure of Earth’s interior;
·  changes in Earth’s crust due to plate tectonics;
·  weathering, erosion, and deposition
·  human impact / Students will:
·  apply basic terminology to explain how Earth’s surface is constantly changing.
·  draw and label the rock cycle and describe the major processes and rock types involved.
·  compare and contrast the origin of igneous, sedimentary, and metamorphic rocks.
·  identify rock samples (granite, gneiss, slate, limestone, shale, sandstone, and coal), using a rock classification key.
·  make plausible inferences about changes in Earth over time based on fossil evidence. This includes the presence of fossils of organisms in sedimentary rocks of Virginia found in the Appalachian Mountains, Piedmont, and Coastal Plain/Tidewater.
·  describe the structure of Earth in terms of its major layers — crust, mantle, and outer core and inner core — and how Earth’s interior affects the surface.
·  differentiate among the three types of plate tectonic boundaries (divergent, convergent, and transform) and how these relate to the changing surface of Earth and the ocean floor (5.6).
·  compare and contrast the origin of earthquakes and volcanoes and how they affect Earth’s surface.
·  differentiate between weathering, erosion, and deposition.
·  design an investigation to locate, chart, and report weathering, erosion, and deposition at home and on the school grounds. Create a plan to solve erosion and/or deposition problems that may be found.
·  describe how people change Earth’s surface and how negative changes can be controlled. / Pre-assessment:
-  Anticipation guides
-  Round-robin brainstorm
Assessment:
-  Completing Frayer models on key terms
-  Creating a concept map with the big ideas and terms from the unit
-  RAFT papers- writing from the perspective of one type of rock, narrating how it can be transformed into another type
-  Filling in blank rock cycle diagram
-  Writing “How To” poems on how to be a certain rock type, a certain layer of the earth, or a certain landform
-  Exit passes
-  Unit test / -  What are rocks and minerals webquest
-  Design an investigation to explore the effect of soil types on erosion
-  Modeling the rock cycle using food or crayons
-  Recording commercials advertising the uses and origins of different rocks and minerals
-  Creating 3-D models of the earth’s layers- accompany with an analogy
-  Weathering and erosion photo hunt- search for incidents of weathering and erosion at school and/or home
-  Casting fossils- create a plaque as a museum display- included inferences based on fossil evidence
-  Webquest on continental drift theory/Pangaea
-  Rock cycle game- need to collect all of the pictures to make a complete rock cycle chain
-  Identifying rocks and minerals using classification keys (rocks and minerals kit)
-  Sorting pictures- erosion, weathering, and deposition
-  Researching/ debating environmental impact of mining
-  Go on rock/mineral hunt at school or home- use keys to identify
-  Journal entry/diary- what you would experience on a journey to the center of the earth
-  Using coordinate grids to plot location of tectonic plates
-  Create a rock collection to be on display in school
-  Jigsaw- break class into ‘expert teams’ to research and report back on various topics
-  Identify where weathering and erosion is a problem on school grounds- design and implement (as far as possible) a plan to help prevent and correct issues
DIFFERENTIATION
How will you meet the needs of all students? / RESOURCES / TEACHER NOTES:
-  use various version of classification/dichotomous keys using both pictures and words
-  Struggling writers may create comic strips or act out skits rather than writing RAFT papers
-  Have Frayer models already partially completed
-  Group students to create concept maps
-  Create multiple version of study guides with varying degrees of question levels / Rock and mineral webquest: http://library.thinkquest.org/J002289/index.html
Interactive rock cycle to label:
http://www.oum.ox.ac.uk/thezone/rocks/games/level2.htm
Making fossils:
http://www.homegrownfun.com/how-to-make-homemade-fossils-classroom/
Explanation of RAFT papers:
http://olc.spsd.sk.ca/de/pd/instr/strats/raft/
Rocks and minerals kit provided by county

Frayer Model

(used for vocabulary)