Module/Unit: Landforms Grade Level: Fifth PA Academic Standards for Science and Technology and Environment and Ecology: 3.1.7.B Describe the use of models as an application or scientific or technological concepts. 3.1.7.C Identify patterns as repeated processes or recurring elements in science and technology. 3.1.7.D Explain scale as a way of relating concepts and ideas to one another by some measure. 3.1.7.E Identify change as a variable in describing natural and physical system. 3.2.7.B Apply process knowledge to make and interpret observations. 3.2.7.C Identify and use the elements of scientific inquiry to solve problems. 3.5.7.A Describe earth features and processes. 4.1.7.B Understand the role of the watershed. 4.1.7.E Describe the impact of watersheds and wetlands on people. 4.3.7.B Describe how human actions affect the health of the environment. 4.4.7.B Investigate how agricultural science has recognized the various soil types found in Pennsylvania. 4.8.7.B Explain how people use natural resources. 4.8.7.C Explain how human activities may affect local, regional and national environments. 4.8.7.D Explain the importance of maintaining the natural resources at the local, state and national levels.
Module/Unit: Landforms Investigation 1: Schoolyard Models Grade Level: Fifth * A model can represent land- * Create a three-dimensional * Work in pairs to create a model of school * Students accurately draw a forms and human structures. model of their school area. site, using earth materials and plastic map to scale. * A map can represent land- * Experience how maps can be cubes in a stream table. * Students evaluate models forms and human structures. generated from models. * Place a plastic grid over schoolyard and value of each type. * A cartographer is a person * Learn that models and maps models and trace the locations of land- * Students transfer their who makes maps. are ways of representing land- forms and structures in models. schoolyard maps to a smaller * Maps and models represent forms and human structures. * Transfer the information from overlay grid and describe how the features of the earth at a * Observe and compare features grids to a different scale on paper map scale changed. manageable scale. on models and corresponding grids. * Compare and contrast models maps. * Create a key map. and maps. * Use scientific thinking * Compare features on their models and processes to conduct investi- maps. gations and build explanations: observing, communicating, comparing, organizing, and relating.
Module/Unit: Landforms Investigation 2: Stream Tables Grade Level: Fifth * A landform is a shape of the * Investigate water flow over * Assemble stream tables with earth * Students record events of earth's surface. earth materials in a stream material (a mixture of clay and sand) stream table investigation in * Erosion wears away earth table. and a water source. notebook, draw maps materials by water, wind, or * Observe the processes of * Run a liter of water through the system accurately and record ice. erosion, deposition, and and focus their observations on the observations. * Deposition is the process by stream flow. process of erosion. * Students help solve a which eroded earth materials * Relate the processes they * Run the stream tables and focus on mystery about the settle out in a basin. observe in the stream table deposition - where eroded earth appearance of an * Water flows downhill. to the processes that created materials are later deposited - and the alluvial fan by citing evidence. * The direction water flows in a the Grand Canyon. flow and course of the water. * Describe what happens when stream depends on the * Use scientific thinking * Observe closely at how particle size water flows over a watershed. barriers along its course. processes to conduct investi- affects the distance a material travels * Describe the deposition and * Pennsylvania soils are gations and build explanations: downstream. erosion process based on composed of different observing, communicating, evidence from stream table. materials and have different comparing, organizing, and * Use observations to determine particle sizes. relating. pattern of erosion and deposition. * Research various soil types in Pennsylvania and describe the particle sizes and types of rock.
Module/Unit: Landforms Investigation 3: Go with the Flow (Page 1 of 2) Grade Level: Fifth * The steepness of the slope of * Investigate how slope of the * Continue stream-table experiments, * Students draw accurate maps the earth's surface affects the land affects erosion and investigating how slope of the land of their stream tables and amount of erosion and deposition. affects erosion and deposition. record important events and deposition by a stream. * Investigate how a flood flow * Record observations on Stream-Table features. * The quantity of water flowing affects erosion and deposition. Maps. * Students evaluate a scenario through a stream channel * Design and conduct investi- * Continue to experiment with the stream and help set up a controlled affects the amount of erosion gations to discover how tables by testing the effects of different investigation. and deposition. changes humans make to amounts of flowing water. * Students design an * Humans can make changes stream channels affect * Record information on Stream-Table investigation to determine the to streams and stream stream processes. Maps. consequences of a flood on a channels that affect the * Use scientific thinking * Design and carry out a stream-table steep slope. amount of erosion and processes to conduct investi- investigation to discover how human * Students formulate a deposition. gations and build explanations: modifications influence stream processes. reasonable question and * Humans can impact the rate observing, communicating, * Present the results of investigations to present procedures and results. of flow of a watershed. comparing, organizing, and the class. * Describe variables which can relating. be tested using stream table. * Formulate a conclusion regarding slope and flow based on data collected. Cites evidence in conclusion.
Module/Unit: Landforms Investigation 3: Go with the Flow (Page 2 of 2) Grade Level: Fifth * Wetlands improve water * Check for appropriate use of quality by filtering sediments. stream tables in designing a * There are various factors new investigation and which affect water quality accurately describe the inquiry and flow through a watershed. process. * Written response * How can human activities affect the rate of flow within a watershed. * What kind of human activities can affect the water flow and its effects both positively and negatively. * Cite ways that wetlands improve water quality. * Describe how extreme weather events influence peoples' lives and shape the land. Give examples.
Module/Unit: Landforms Investigation 4: Build A Mountain Grade Level: Fifth * A topographic map uses * Build a foam-mountain model * Create a model mountain by stacking * Students use and interpret contour lines to show the and compare it to a real and orienting six foam layers. a topographic map. shape and elevation of the mountain. * Trace outlines of the six pieces onto * Explain how a topographic land. * Draw a topographic map and paper, creating a topographic map of map be used to determine * The elevation interval between a profile of the model the mountain. shape of landforms? two contour lines is always the mountain. * Utilize topographic maps to produce * Explain how models can same. * Relate topographic features two-dimensional profiles, or cross- explain earth's features. * The closer the contour lines, to symbolic representations sections, of their foam mountains. Give examples from the the steeper the slope and on maps. * Apply information learned to interpret investigation. vice versa. * Use scientific thinking a topographic map that describes the * Compare and contrast * Symbols on topographic maps processes to conduct investi- landforms in the Foss Creek area. photographs and topographic represent a number of land- gations and build explanations: maps. forms and other natural and observing, communicating, human-made features. comparing, organizing, and relating.
Module/Unit: Landforms Investigation 5: Bird's-Eye View Grade Level: Fifth * A topographic map uses * Observe and describe the * With USGS topographic maps of * Written Response contour lines to show the types of information on a Mt. Shasta, learn how to read the map's Students advise another shape and elevation of the topographic map. symbols and language. student about the merits land. * Compare the Mt. Shasta foam * Compare foam mountains to the maps of aerial photographs and * Symbols, colors, and textures model to the U.S. Geological and find mystery locations on the map. topographic maps. represent different features Survey topographic map of * Compare an aerial photograph of * Student Sheets and landforms on a Mt. Shasta. Mt. Shasta to the topographic map and Check students' ability topographic map. * Interpret images on an aerial foam mountain. to interpret and evaluate * Aerial photographs display photograph and compare * View aerial photographs of Death Valley aerial photographs and information about landforms them to landforms found on and the Grand Canyon and compare topographic maps. and other features of the a map. them to their corresponding topographic * Students plan and earth's surface. * Create a map of an area maps. In an optional activity, use the complete an investigation * Aerial photographs can be using an aerial photograph aerial photos and a grid to create land- to determine how water used to create maps. and a grid. form maps of these areas. and earth materials * Use scientific thinking * Select a topic from their study of land- interact to form and processes to conduct investi- forms and topographic maps to investigate change landforms. gations and build explanations: in greater depth. * Conduct research observing, communicating, * Share results with the rest of the class in involving mapping, comparing, organizing, and a formal presentation. particularly topographic relating. maps.
Module/Unit: Landforms Investigation 5: Bird's-Eye View (Page 2 of 2) Grade Level: Fifth Big Idea: Change takes place when things interact; all things change over time; patterns of interaction and change are useful 1. What are the techniques to create topographical maps? 3. Explain the changes, slow and rapid processes, that affect the earth's surface. to determine how water and earth materials interact to form and change landforms, or conduct research involving mapping, particularly topographic maps. Assessment Chart for Investigation 5