MARSHFIELD PUBLIC SCHOOLS

[Earth Science ]

[Earth Science - Grade Five]

Peter Van Buskirk, Joyce Biagini, Karen Antos (5th Grade Science Curriculum Committee) October 2018

In this unit of study, students are able to explain why the sun appears brighter than other stars, identify patterns in our universe, describe ways Earth’s spheres interact, and explore ways to protect the environment. Students are expected to demonstrate grade-appropriate proficiency in developing and

using models, obtaining, evaluating, and communicating information. Students are also expected to use these practices to demonstrate understanding of the core ideas.

Table of Contents

5-ESS1 Earth’s Place in the Universe

Lesson 1: Why is the Sun So Bright? Lesson 2: Mystery Science: Spaceship Earth- Earth’s Rotation and Time (Shadow Clock) Lesson 3: Mystery Science: Spaceship Earth Mystery 1: Day, Night and the Earth’s Rotation (Skyviewer) Lesson 4: Mystery Science: Spaceship Earth Mystery 3: Season and Earth’s Revolution (Universe in a Box)

5-ESS2 Earth’s Systems

Lesson 5: How Do Earth’s Spheres Interact? Lesson 6: Mystery Science: Watery Planet Mystery 1: Water on Earth’s Surface (Graph)

5-ESS3 Earth and Human Activity

Lesson 7: Mystery Science: Watery Panet Mystery 2: Water as a Natural Resource (Wanted: A Well) Lesson 8: Fix the FIlter

Curriculum Embedded Performance Assessment (CEPA) - How Do Earth’s Spheres Interact?

Stage 1 Desired Results ESTABLISHED GOALS

G 5-ESS1 Earth’s Place in the Universe 5-ESS1-1. 5-ESS1-1. Use observations, first-hand and from various media, to argue that the Sun is a star that appears larger and brighter than other stars because it is closer to Earth. State Assessment Boundary: • Other factors that affect apparent brightness (such as stellar masses, age, or stage) are not expected in state assessment 5-ESS1-2. Use a model to communicate Earth’s relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year. Clarification Statement: • Models should illustrate that the Earth, Sun, and Moon are spheres; include orbits of the Earth around the Sun and of the Moon around Earth; and demonstrate Earth’s rotation about its axis. State Assessment Boundary: • Causes of lunar phases or seasons, or use of Earth’s tilt are not expected in state assessment.

Transfer Students will be able to independently use their learning to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Students are expected to develop and understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. T

Meaning UNDERSTANDINGS U Students will understand that distance plays a role the apparent brightness in a star. The predictable position of earth in the solar system affects the patterns of shadows, day and night, and the seasons. The earth’s four major spheres work together as a complex system. The hydrosphere includes all the water on earth, but is distributed in different locations. Research ways to conserve earth’s resources and identify way to keep their environment clean.

ESSENTIAL QUESTIONS

● Why does our star appear brighter than other stars in our universe?

● What can we learn about the sun from shadows?

● How do the four major spheres interact?

● Where is all the water on earth?

● How can communities use science to protect their environment?

● Why does the sun rise and set?

● Why do the stars change with the seasons?

Q

5-ESS2 Earth’s Systems 5-ESS2-1. Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation. State Assessment Boundary: • Transpiration or explanations of mechanisms that drive the cycle are not expected in state assessment 5-ESS2-2. Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and groundwater; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth’s biosphere. State Assessment Boundary: • Inclusion of the atmosphere is not expected in state assessment. 5-ESS3 Earth and Human Activity 5-ESS3-1. Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process. Clarification Statement: • Examples of changed practices or processes include treating sewage, reducing the amounts of materials used, capturing polluting emissions from factories or power plants, and preventing runoff from agricultural activities. State Assessment Boundary • Climate change or social science aspects of practices such as regulation or policy are not expected in state assessment.

Acquisition Students will know…… key vocabulary terms (geosphere, atmosphere, hydrosphere, biosphere, star ) The sun appears to be the brightest star because it is the closest star to the earth.

The earth's four spheres interact and affect each other.

Students will know ways to protect Earth's resources and environment. conservation

K

Students will be skilled at……

S ● making observations and producing data ● measuring and graphing ● drawing conclusions and defending their

claims using data

5-ESS3-2(MA). Test a simple system designed to filter particulates out of water and propose one change to the design to improve it.*

Stage 2 - Evidence Evaluative Criteria Assessment Evidence <type here> CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PT

How Do Earth’s Spheres Interact? Students will develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

<type here> OTHER EVIDENCE: OE <type here>

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

● Lesson 1: Why is the sun so bright? [5-ESS1-1] ● Lesson 2: Mystery Science: Spaceship Earth- Mystery 2: Who set the first clock? Earth’s Rotation and Time (Shadow Clock) [5-ESS1-2] ● Lesson 3: Mystery Science: Spaceship Earth Mystery 1: Why does the sun rise and set? Day, Night and the Earth’s Rotation (Skyviewer)[5-ESS1-2] ● Lesson 4: Mystery Science: Spaceship Earth Mystery 3: Why do the stars change with the seasons? Season and Earth’s Revolution (Universe in a

Box) [5-ESS1-2] ● Lesson 5: How Do Earth’s Spheres Interact? [5-ESS2-1] ● Lesson 6: Mystery Science: Watery Planet Mystery 1: How much water is in the world? Water on Earth’s Surface (Graph) [5-ESS2-2] ● Lesson 7: Mystery Science: Watery Panet Mystery 2: When you turn on the faucet, where does the water come from? Water as a Natural

Resource (Wanted: A Well) [5-ESS3-1] ● Lesson 8 FIx the Filter [5-ESS3-2(MA)]

Understanding by Design®. © 2012 Grant Wiggins and Jay McTighe. Used with permission.

Lesson 1 - Why is the Sun So Bright?

Brief Overview of Lesson: A star’s brightness depends on its size, temperature, and distance from a planet; however

the scope of this lesson focuses on relative distances of the sun and other stars. Students will be able to support an

argument that the distance of a star from Earth determines how bright a star looks to us. If two stars are similar in size,

the star that is closest to Earth appears brighter.

Prior Knowledge Required: The sun is a star, not a planet.

Estimated Time (minutes): 30 mins

Resources for Lesson: two identical flashlights, whiteboard

Lesson 1: Why is the Sun So Bright?

Materials Needed: two identical flashlights; whiteboard

Lesson 1 Procedure:

1. Pose the question - What have you observed about stars? In their science notebooks, students develop a hypothesis to answer the

question: “Why do some stars appear brighter than others?”

2. Two student volunteers each hold one flashlight that represent identical stars. Students shine flashlights from an equal distance at

the whiteboard. Students turn and talk about what they notice. Students discuss conclusions they can draw about two stars that are

the same brightness. Discuss as a whole class, then students record the class conclusion in their science notebooks. Students should

observe that the flashlights appear to be the same brightness.

3. One of the students holding a flashlight moves as far away from the whiteboard as possible. The other student remains in place.

Students turn and talk about what they notice. Students discuss conclusions they can draw about two stars that are not the same

brightness. Discuss as a whole class, then students record the class conclusion in their science notebooks. Students should observe

that the flashlight closest to the whiteboard appears to be brighter than the flashlight that is farther away.

4. After whole class discussion about what students observed, students explain why they think this occurred. Concluding discussions

should lead to student understanding that the sun’s brightness compared to other stars is due to its relative distance from Earth.

Lesson 1 Closure: Students use their observations to answer the following prompt in their science notebooks: “Some stars appear brighter

because…” Students must explain how their observations support their claim.

Lesson 2 - Who set the first clock?

Brief Overview of Lesson:

Students create a shadow clock, to observe how shadows change throughout the day. Students carry out an investigation to determine how

the position of the sun changes the direction of the shadow at different times of day. Then, they go outside and interpret data from their

shadow clock to determine what time of day it is.

Prior Knowledge Required:

A long time ago, our ancestors divided the day into 24 hours. Clocks measure the Sun’s apparent movement. But before clocks existed, the

change in shadows helped us measure the Sun’s movement. The sun’s position causes the length and direction of an object’s shadow. Since

the Sun moves across the sky each day in a pattern, shadow clocks (sundials) can be used to tell the time of day.

Estimated Time (minutes): 45 - 60 minutes

Resources for Lesson: Mystery Science, computer, projector

Materials Needed:

Step 1: Get supplies and print worksheets.

Each pair of students will need a bright flashlight. We use these — available in 6 packs or as singles.

Each student will also need:

● a Shadow Clock template designed for your location — Print the right one for you. (There are 2 templates per page.)

● 1 stiff white paper plate (at least 10" across)

● 1 piece of sticky tack (or clay/Play Doh) (You need a small pack, available at a hardware store or through Amazon)

● 1 toothpick

● Pencil

● Scissors

● Glue or tape

● Ruler

Step 2: Label the classroom walls with the cardinal directions — North, South, East, and West.

When students are experimenting in the classroom, they need to orient their Shadow Clocks so the arrow points North.

Make four signs —North, South, East, and West.

Here’s one easy way to figure out where each sign goes.

1. Open Google maps and enter your school’s street address.

2. Zoom in on your school and look at surrounding streets and landmarks.

3. North is always up on Google maps. Find a landmark that’s to the north of your school.

4. Put North on the wall that’s closest to that landmark. Use this compass rose to label the other walls.

5. Face North. Put West on the wall to your left, East on the wall to your right, and South on the wall behind you.

Step 3: Find North outside and draw arrows in chalk.

When the students go outside to test their sundial, they’ll need to orient their shadow clock with the arrow pointing North. We

recommend that you sketch several compass roses on the ground in chalk to serve as workstations.

The easiest way to find exact north when you are outside is to use a shadow clock. Turn the shadow clock to match the current time.

Now the compass rose on the shadow clock will be properly oriented to geographical north.

A magnetic compass, whether an old-fashioned kind, or the modern one available on many smartphones (such as iPhone’s compass

app) actually points the way to the Earth’s magnetic North Pole, which is slightly off from the geographic North Pole depending on

where you are. It may cause some error, depending on your location.

Lesson Procedure: Go to Mystery Science site: https://mysteryscience.com/astronomy/mystery-2/earth-s-rotation-time/74?r=4532677

Lesson Closure or Assessment: Shadow Clock Product for other assessments go to:

https://mysteryscience.com/astronomy/sun-moon-stars-planets/assessments

Lesson 3- Why does the sun rise and set?

Brief Overview of Lesson: Students carry out an investigation to explore the phenomena of the sun appearing to move across the sky.

They investigate using two models, one of the sun rotating around the Earth and another of the Earth rotating around the sun. Students

create an argument using the evidence they gathered in the investigation to explain why the sun rises and sets.

Prior Knowledge Required: The sun appears to move across the sky each day, creating an observable pattern. It rises in the morning,

and sets in the evening. It is natural for us to assume that the sun is moving--this is what we believed for most of human history. But to much

surprise, scientists eventually figured out that this is not the case; it’s actually the Earth that is spinning

Estimated Time (minutes): 45 - 60 minutes

Resources for Lesson: Mystery Science, computer, projector

Materials Needed:

Step 1: Get supplies and print worksheets.

Each student will need:

● a Sky Viewer template

● scissors

● 2 paper clips

● colored markers or pencils

● a ruler

Each pair of students will also need a paper Sun. To make these, you’ll need a sheet of red, orange, or yellow construction paper for

each pair of students.

Step 2: Cut out paper Suns.

Cutting 15 paper suns (enough for a class of 30) will take about 5 minutes.

A paper sun is just a large circle of construction paper, about the size of a paper plate. It doesn’t have to be precise — a sloppy circle is

fine. We suggest cutting half a dozen suns at the same time.

Lesson Procedure: Go to Mysteryscience site: https://mysteryscience.com/astronomy/mystery-1/day-night-earth-s-rotation/73?r=4532677#slide-id-0

Lesson Closure or Assessment: Skyviewer product for other assessments go to:

https://mysteryscience.com/astronomy/sun-moon-stars-planets/assessments

Lesson 4- Why do the stars change with the seasons?

Brief Overview of Lesson: Students develop a model of the universe, in order to construct an explanation for why we see different

stars during different seasons. Using evidence from their model, students make an argument that supports the claim that the Earth orbits

around the sun.

Prior Knowledge Required: The night sky is full of stars that are grouped into constellations. The stars are seasonal, which means we

only see certain stars depending on the season. As the Earth orbits around the sun, its position in the universe changes and we see different

parts of the night sky. The seasonal patterns of the constellations repeat each year.

Estimated Time (minutes): 45 - 60 minutes

Resources for Lesson: Mystery Science, computer, projector

Materials Needed:

Each student will need:

● a Constellation Guide, a Universe In a Box Template, and a Circle Sheet (Print all three here , or if you live in the Southern

Hemisphere use this version instead)

● a brad or paper fastener like these, available on Amazon

● scissors

● a ruler

● a pencil

● (optional) two paper clips (see Teacher Tips for how to use these)

You will also need to print out Teacher Tips and the Universe in a Box Answer Key for your own use.

Lesson Procedure: Go to Mysteryscience stie: https://mysteryscience.com/astronomy/mystery-3/seasons-earth-s-revolution/75?r=4532677

Lesson Closure or Assessment: Universe in a Box Product for other assessments go to:

https://mysteryscience.com/astronomy/sun-moon-stars-planets/assessments

Lesson 5 - How Do Earth’s Spheres Interact?

Brief Overview of Lesson: Earth has four spheres which interact with each other. The current "balance" among these complex interactions

makes it possible for life to flourish here. Because the spheres are all part of the same interconnected system, changes in any sphere

ultimately affect the other spheres as well.

Prior Knowledge Required: A system is a collection of interdependent parts enclosed within a defined boundary. Four major parts of

Earth work together as a complex system: rocks, water, air, and life.   On a global scale, each part can be thought of as a sphere that when

combined form our planet. The four parts are called the geosphere, hydrosphere, atmosphere, and biosphere.

Estimated Time (minutes): 45 mins

Resources for Lesson: slideshow presentation, chart paper

Materials Needed: slide show presentation, chart paper

Lesson 1 Procedure:

1. Pose the question - What do we know about each of Earth’s four spheres? Create a four square chart detailing what students know about each sphere. Discussion/chart should include details such as:

•  Geosphere or Lithosphere – Earth’s core, mantle, and crust: continents, ocean floor, rocks, sand, dust, metal, brick, and asphalt

•  Hydrosphere – Earth’s oceans, lakes, rivers, groundwater, glaciers, polar ice caps, rain, and snow

•  Atmosphere: Earth’s oxygen, nitrogen, water vapor, ozone, and wind

•  Biosphere: Earth’s living organisms such as plants, humans, animals, insects and microbes

2. Students discuss whether clouds should be classified as part of the atmosphere or part of the hydrosphere, and explain why.

3. Show slide 1 (lake with mountain in background. Students describe the four spheres shown in the picture, and list several examples of the features in each sphere. Class discussion of sphere interactions (slide 2).

4. Remaining pictures (slides 3-7) allow students to transition from guided practice to independent practice as they describe the sphere interactions depicted.

Lesson 5 Assessment: As part of the biosphere, students document ways they change the atmosphere, hydrosphere, or geosphere

through their own daily activities.

https://drive.google.com/file/d/1oIYg2MpHSdeEo1VmxqriyL-ciiLLd9Mj/view?ts=5bc51cc1

Lesson 6 - How Much Water is in the World?

Brief Overview of Lesson: Students analyze and interpret data from world maps to determine the relative amounts of fresh, salt and

frozen water. Students use mathematics and computational thinking to calculate areas on a map and graph values to compare and graph

quantities of fresh, salt and frozen water on Earth.

Prior Knowledge Required: Water is our most basic human need. Despite the fact that Earth is a watery planet, Earth’s water is

mostly salt water--a form not fit to drink. Easily accessible fresh water is a surprisingly small amount by comparison. Of that freshwater,

much of it is frozen in glaciers and ice caps.

Estimated Time (minutes): 45 - 60 minutes

Resources for Lesson: Mystery Science, computer, projector

Materials Needed:

Step 1: Plan your time

This is a two-part activity. If you have limited time, you can turn this mystery into two lessons, completing one part of the activity in each

lesson.

In the first part, students count squares on maps and record the amount of fresh, frozen, and salt water found in their assigned area of

the world. (Steps 1 to 5 on the step-by-step video; questions 1, 2, and 3 on the map worksheet).

In the second part, the results of student calculations are used to make a graph that will reveal how much of each type of

water is present on the planet. (Steps 6 to 19 on the step-by-step video; questions 4, 5, and 6 on the map worksheet).

Step 2: Gather supplies

You’ll need:

● pencils and paper for students to do their calculations

● markers or colored pencils to help students keep track as they count the squares on their maps

● scissors and tape to cut out and post classroom materials

● small, removable sticky-glue dots or Post-its in 3 colors to represent fresh, frozen, and salt water

○ You’ll need at least 80 stickers for salt water and 10 for frozen water, but just 1 for fresh water. You can cut 2” x 2” Post-its

into 1/2” strips with a paper cutter or buy 2” x 1/2” Post-its.

● enough space on a wall or door to accommodate a graph that’s 76 stickers high and 3 bars wide

○ See the photo for the way we did our graph. If you use 1/2” strips for your stickers, as we did, your graph will be 56” high

and 30” wide.

Step 3: Print out classroom materials

You’ll need:

● one copy of the 2-page “Where in the world is my map?” to post for students to see

● one copy of the Bar Graph Labels (see photo)

● one copy of the “Map Checklist & Answer Key” for you to use

● at least one Maps Worksheet (they’re numbered 1–18) for each student…plus extras

○ Each student will need at least 1 of the 18 different maps we’ve provided. If you have a large class, it’s fine for more than

one student to have the same map. If you have a small class, distribute at least one map to each student and use the

“Map Checklist & Answer Key” to find the rest of the information you’ll need. We’d also suggest printing out an extra of

each map used, if possible, in case a student has trouble counting and needs an extra copy.

Step 4: Prepare before class

Before class:

● Find a good spot for your graph and put the Bar Graph Labels in place

● Post the “Where in the world is my map?” sheets so students can see the map sections they’ll be working with

● Have extra maps available, if possible, for students whose first tries don’t work out

● Have stickers or Post-its for the graph ready to distribute during class

Be aware that counting lots of little squares can be tricky, and counts may vary, even among students working on the same maps. We

suggest you remind students that their work should be as accurate as possible, but a few squares off here or there won’t change the

graph. Any answer that’s close to the count on the “Map Checklist & Answer Key” will work out fine.

Lesson Procedure: Go to Mysteryscience site: https://mysteryscience.com/earth/mystery-1/water-on-earth-s-surface/122?r=4532677

Lesson Closure or Assessment: Map, for other assessments go to:

https://mysteryscience.com/earth/water-cycle-earth-s-systems/assessments

Lesson 7 - When you turn on the faucet, where does the

water come from?

Brief Overview of Lesson: Students are asked to determine where is the best place to settle a new town by considering features of the

landscape and what they know about where to find water. Students obtain, evaluate and communicate information from different sources

about topography, plants and soil to inform their decision. Students argue using evidence to justify where their town should be built.

Prior Knowledge Required: Most people get their drinking water from water that’s located underground, where there turns out to be

a surprisingly large amount within structures called “aquifers.” People use science ideas about the location of aquifers to make decisions

about where to build communities.

Estimated Time (minutes): 45 - 60 minutes

Resources for Lesson: Mystery Science, computer, projector

Materials Needed:

If you have a large group, students will work in groups of four.

If there are just a few students, they can form a smaller group. A solo student can do the activity alone, but we think it’s more fun with

friends.

For each group or student working alone, print one set of the Mapmaker's Map (4 pages) , one set of Plant and Soil Clues , and one

copy of Wanted: A Well worksheet.

Lesson Procedure: Go to Mysteryscience site: https://mysteryscience.com/earth/mystery-2/water-as-a-natural-resource/123?r=4532677

Lesson Closure or Assessment: Wanted: A Well worksheet, for other assessments go to:

https://mysteryscience.com/earth/water-cycle-earth-s-systems/assessments

Lesson 8 - Fix the Filter

Brief Overview of Lesson: To demonstrate the procedures that municipal water plants may use to purify water for drinking.

Prior Knowledge Required: BACKGROUND: Water in lakes, rivers, and swamps often contains impurities

that make it look and smell bad. The water may also contain bacteria and other microbiological organisms that can cause

disease. Consequently, water from most surface sources must be “cleaned” before it can be consumed by people. Water

treatment plants typically clean water by taking it through the following processes: (1) aeration; (2) coagulation; (3)

sedimentation; (4) filtration; and (5) disinfection.

Estimated Time (minutes): 45 - 60 minutes

Resources for Lesson:

Materials Needed:

✔ 5 Liters of “swamp water” (or add 2 1/2 cups of dirt or mud to 5 liters of water)

✔ 1 Two liter plastic soft drink bottle with its cap (or cork that fits tightly into the neck)

✔ 2 Two liter plastic soft drink bottles, one with its bottom cut off and one with the top cut off

✔ 1 large beaker (2 cups) or measuring bowl that will hold the inverted two liter bottle or you can use another two liter plastic soft drink

bottle with its top cut off so the other bottle will fit inside of it.

✔ 2 tablespoons of alum (potassium aluminum sulfate available in the spice isle at grocery stores)

✔ 1 1/2 cups fine sand (white play sand or beach sand)

✔ 1 1/2 cups coarse sand (multi-purpose sand)

✔ 1 cup small pebbles (washed, natural color aquarium rocks work best)

✔ 1 coffee filter

✔ 1 rubber band

✔ 1 tablespoon (for the alum)

✔ 1 large spoon (for stirring)

✔ A clock with a second hand or a stopwatch

Lesson Procedure:

PROCEDURE: 1. Pour your “Swamp Water” into the two liter bottle with a cap. Have students describe the appearance and smell of the water.

2. Aeration the first step in the treatment process, adds air to water. It allows gases trapped in the water to escape and adds oxygen to the water. Place the cap on the bottle and vigorously shake the bottle for 30 seconds. Continue the aeration process by pouring the water into another bottle or the beaker, then pouring the water back and forth between them about 10 times. Once aerated, gases have escaped (bubbles should be gone). Pour your aerated water into your bottle with its top cut off.

3. Coagulation is the process by which dirt and other suspended solid particles to chemically “stick together” into floc (clumps of alum and sediment) so they can easily be removed from water. Add two tablespoons of alum to the aerated water. Slowly stir the mixture for 5 minutes. You will see particles in the water clinging together to make larger clumps. This makes it harder for them to get through a filter at the plant.

4. Sedimentation is the process that occurs when gravity pulls the particles of floc to the bottom of the cylinder. Allow the water to stand undisturbed in the cylinder. Observe the water at 5 minute intervals for a total of 20 minutes. Write down what you see - what is the appearance of the water now? At a treatment plant, there are settling beds that collect floc that floats to the bottom, allowing the clear water to be drained from the top of the bed and continue through the process.

5. Construct a filter from the bottle with its bottom cut off as follows (see illustration below): a. Attach the coffee filter to the outside neck of the bottle with a rubber band. Turn the bottle upside down placing it in a beaker or cut-off bottom of a two liter bottle. Pour a layer of pebbles into the bottle - the filter will prevent the pebbles from falling out of the neck. b. Pour the coarse sand on top of the pebbles. c. Pour the fine sand on top of the coarse sand. d. Clean the filter by slowly and carefully pouring through 3 L (or more) of clean tap water. Try not to disturb the top layer of sand as you pour the water.

6. Filtration through a sand and pebble filter removes most of the impurities remaining in water after coagulation and sedimentation have taken place. After a large amount of sediment have settled on the bottom of the bottle of swamp water, carefully - without disturbing the sediment - pour the top two-thirds of the swamp water through the filter. Collect the filtered water in the beaker. Pour the remaining (one-third bottle) of swamp water back into the collection container. Compare the treated and untreated water. Ask students whether treatment has changed the appearance and smell of the water. Advise students that the final step at the treatment plant is to add disinfectants to the water to purify it and kill any organisms that may be harmful. Because the disinfectants are caustic and must be handled carefully, it is not presented in this experiment. The water that was just filtered is therefore unfit to drink and can cause adverse effects. It is not safe to drink

Lesson Closure or Assessment: Fix the Filter Worksheet

Lesson 9 - Water Cycle

Brief Overview of Lesson:

Prior Knowledge Required:

Estimated Time (minutes): 45 - 60 minutes

Resources for Lesson:

Materials Needed:

Lesson Procedure:

Lesson Closure or Assessment:

Curriculum Embedded Performance Assessment (CEPA)

One Word “Plastics”

Brief Overview:

Objective:

Procedure:

List of Unit Resources

List and include resources by lesson sequence

Mystery Science membership

Lesson 5 slide show https://drive.google.com/file/d/1oIYg2MpHSdeEo1VmxqriyL-ciiLLd9Mj/view?ts=5bc51cc1

Lesson 6: https://water.usgs.gov/edu/earthhowmuch.html and hydrosphere powerpoint

5-ESS1 Earth’s Place in the Universe

Lesson 1: Why is the Sun So Bright? Lesson 2: Mystery Science: Spaceship Earth- Earth’s Rotation and Time (Shadow Clock) Lesson 3: Mystery Science: Spaceship Earth Mystery 1: Day, Night and the Earth’s Rotation (Skyviewer) Lesson 4: Mystery Science: Spaceship Earth Mystery 3: Season and Earth’s Revolution (Universe in a Box)

5-ESS2 Earth’s Systems

Lesson 5: How Do Earth’s Spheres Interact? Lesson 6: Mystery Science: Watery Planet Mystery 1: Water on Earth’s Surface (Graph)

5-ESS3 Earth and Human Activity

Lesson 7: Mystery Science: Watery Panet Mystery 2: Water as a Natural Resource (Wanted: A Well) Lesson 8: Fix the Filter

Curriculum Embedded Performance Assessment (CEPA) - One Word “Plastics”

Material List: (Typical supplies that should already be in classrooms: scissors, glue, markers or crayons, paper clips, rulers, chart paper, colored paper for suns,

whiteboard, printed worksheets from Mystery Science)

Lesson 1: two identical flashlights Lesson 2: flashlights for each pair of students; 1 stiff white paper plate (at least 10" across), toothpicks, sticky tack or clay. Lesson 3: typical supplies already in a classroom Lesson 4: brads/ handouts Lesson 5: typical supplies already in a classroom/ slideshow/ Chart Paper Lesson 6: Post-its in 3 colors to represent fresh, frozen, and salt water. (You’ll need at least 80 stickers for salt water and 10 for frozen water, but just 1 for fresh water. You can cut 2” x 2” Post-its into 1/2” strips with a paper cutter or buy 2” x 1/2” Post-its.) Lesson 7: no special supplies needed Lesson 8: Alum, 2 liter plastic bottle, different sands and pebbles, coffee filters (see lesson for more specifics) CEPA: typical supplies already in a classroom