mlhartma/5thGradeEarthScience... · Web viewCircle the word below each thermometer that best describes the marked temperature. Wind is Moving Air Earth absorbs the heat energy from

Suggested for Beginning of Year Review

Teacher’s Toolbox

INSTRUCTIONAL PLANS

Earth Science Toolbox for Fifth Grade

Created by Michigan Teachers for Michigan Students

St. Clair County Regional Educational Service Agency499 Range Road PO Box 1500Marysville, Michigan 48040Phone: 810/364-8990 Fax: 810/364-7474www.sccresa.org

Marysville, Michigan 48040Phone: 810/364-8990 Fax: 810/364-7474www.sccresa.org

"These materials are produced by St. Clair County Regional Educational Service Agency and are not authorized by the Michigan Department of Education. Please use these materials within the guidelines of the Office of Educational Assessment and Accountability (OEAA) of the Michigan Department Education. These guidelines can be found at: http://www.michigan.gov/documents/Prof_Assessmt_Practices_108570_7.pdf "

http://www.sccresa.org/

http://www.sccresa.org/

Fifth Grade Earth Science Toolbox

Table of Contents

Letter of Introduction........................................................................................3

Important Notices.............................................................................................4

How to Read a Lesson Plan Page...................................................................6

Materials Needed for Lesson Activities............................................................7

Earth Science Toolbox Overview.....................................................................8

Lesson 1: Recognizing Earth Materials............................................................9

Lesson 2: Land: An Important Natural Resource...........................................13

Lesson 3: Windows into Natural Resources..................................................19

Lesson 4: Reduce, Reuse, Recycle...............................................................26

Lesson 5: Weather Conditions.......................................................................32

Lessons 6 and 7: Seasonal Changes............................................................39

Lesson 8: Safety Precautions for Severe Weather........................................46

Lesson 9: Motions of the Earth and Moon.....................................................50

Lesson 10: Characteristics of the Sun and Earth...........................................54

Earth Science Vocabulary..............................................................................60

5th Grade Earth Science Toolbox St. Clair County RESA 2006 2

Letter of Introduction

Dear Educators,

While creating this toolbox, we spent a great deal of time worrying. We worried about:

devoting enough time to reviewing the Benchmarks taught in previous grades; being developmentally appropriate; including just the right amount of best practice instructional activities; incorporating to, with, and by into the Day-by-Day lesson plans; interpreting and aligning the Benchmarks accurately; making the lessons interesting and motivating; and addressing the teaching and learning standards within the lessons.

We worried about everything, so you wouldn’t have to worry. We know teaching is a difficult profession at best and even more difficult when faced with increased academic standards and content expectations. We wanted to help you through this transition period by providing this easy to use model designed to prepare Michigan’s students for future statewide assessments.

We realize we are providing a way for you to prepare your students for the MEAP. We also understand the best way for students to prepare for the MEAP is through excellent instruction aligned to a carefully designed curriculum. With changing content expectations and statewide assessments, it has been challenging for schools and districts to keep pace. We offer this toolbox in light of the previous statements. We hope you will find, within these day-by-day lesson plans, instructional strategies, and pedagogical ideas you can use everyday of the school year. If you do, we have done our job. It means we have created more than MEAP preparation materials. It means we have influenced your instruction and possibly your curriculum.

St. Clair County teachers created this toolbox for use by Michigan teachers with Michigan students. It was a time consuming effort we hope other teachers find useful and will appreciate. Sincerely,

Fifth Grade Toolbox Team

Gary Moltrup and Nancy Raffoul – Algonac Community SchoolsDavid DuBois– East China School DistrictLisa Buckland and Kate Essian – Marysville Public SchoolsLisa Kent and Michael Larzelere – Port Huron Area School DistrictThomas Pemberton and Steven Hunt – Yale Public SchoolsChris Hamilton, Crystal Harris, Bruce Holladay, Jason Letkiewicz, and Marea Sherwood – St. Clair County RESAMonica Hartman, and Mike Maison – St. Clair County RESA


http://www.natclo.com/0201/image/worried.jpg%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5

Important Notices

Michigan Curriculum Framework, Science Benchmarks

This new edition of the Fifth Grade Science Toolbox has five parts. The first part contains a practice test consisting of the released items from the Fall 2005 fifth grade Science MEAP, an answer sheet, an analysis grid, and a Power Point presentation of the questions. The second part is the Life Science Toolbox. The third part is the Physical Science Toolbox. The fourth part is the Earth Science Toolbox. The last part contains two videos for use with the Physical Science Toolbox.

The science toolboxes are a suggested review at the beginning of the year for Michigan’s fifth grade students. It is suggested that the students do the released items from the Fall 2005 test as a practice test. A copy of this test is found in part one of the Fifth Grade Science Toolbox. From this review, teachers can determine which benchmarks should be a focus of review for their class. In all toolboxes, an emphasis is placed on the constructing and reflecting benchmarks. We embed them in the Physical, Earth and Life Science content standards of the Michigan Curriculum Framework. Use of these toolboxes does not guarantee all benchmarks have been addressed.

The lessons are designed to make use of the “to”, “with”, and “by” format. First, you model the skills and strategies for your students. Modeling means explicitly showing how the skill or strategy is completed and all the thinking that goes on during its completion. Second, you help your students practice the skills and strategies. This help can be whole class, small group, or individual guidance. Third, you let your students complete the skills and strategies on their own. At the beginning of the toolbox practice you will model the inquiry process. You will think aloud as you ask the investigation question, make a prediction, graph data, interpret results and draw a conclusion. In the lessons that follow, students will be given opportunities to practice these skills with less and less intervention until they can do them on their own.

Each daily lesson is designed to engage the students for the full science period of 50-60 minutes. Because the toolbox is a review of content taught in kindergarten through fourth grade, for most of the activity days, the students are not doing the investigations themselves. Rather they are graphing, analyzing, and interpreting data collected by the project teachers or their students. This is not the best way to teach science, but given the time constraints, this is the format we chose. In a few cases, pictures and videos were made of the data collection. The video clips are provided on a separate CD. We invite teachers to extend the full investigation to their students, when time permits.

We hope that some of the ideas presented will be springboards to further inquiry projects after the review period. We look forward to your suggestions and feedback.


Children do not learn by doing.They learn by thinking,

discussing,and reflecting

on what they have done.


How to Read a Lesson Plan Page


Indicates lesson number for this toolbox.

Indicates vocabulary important for the benchmark.

Indicates everything you need to prepare for today’s lessons and activities

Identifies lesson focus and lists the activities and strategies for the day

Step-by-step instructions for lesson delivery

Benchmark clarification with key concepts and real-world contexts

Lesson description and management

Procedures to follow

Additional resources

How to Read a Lesson Plan Page

Lesson 6

Lesson Focus

Using Physical Science

Sound Energy

Vocabulary

high pitch

low pitch

vibration

loudness

Materials

Sound

Video: Investigating the Pitch of SoundStudent Investigation Sheet - SoundBottles (3 per group)Metal spoons (1 per group)

Lesson 9: Sound

IV. 4.E.1 Using Physical Scientific KnowledgeDescribe sounds in terms of their properties. Key concepts: Properties:

Pitch—high, low. Loudness—loud, soft

Real-world contexts: Sound from common sources, such as musical instruments, radio, television, animal sounds, thunder, human voices.

IV. 4.E.2 Using Physical Scientific KnowledgeExplain how sounds are made. Key concepts: Vibrations—fast, slow, large, small. Real-world contexts: Sounds from common sources, such as musical instruments, radio, television, animal sounds, thunder, and human voices.

LESSONIn the first part of this lesson students will listen and watch the video of a record playing at 4 different speeds on a phonograph. This technology may be unfamiliar to some of the students, so you may want to discuss how a needle vibrating in the grooves of a record results in sound. The record, Country Road, sung by John Denver is played at the speed at which it was recorded – 33 revolutions per minute (rpm). The speed is changed to 16 rpm. The students can see that the record moves more slowly, so the needle vibrates more slowly. Slow vibrations result in a lower pitch. The speed is changed again to 45 rpm and then 78 rpm. As the record spins faster, the vibrations are faster and the pitch is higher.

The next activity will demonstrate the high and low pitch of sound. Fill a collection of bottles with water to varying heights. Tap the bottles with a metal spoon to start the vibrations of the bottle and the air molecules surrounding the bottle. The bottles with more water will have a lower pitch because the bottle will vibrate more slowly. Students have a difficult time with this because they cannot see the vibrations of the bottle or the air molecules. Help students see the connection between

this and the activity with the record.

PROCEDURES

RESOURCES

Materials Needed for Lesson Activities

Students’ Journal

Lesson 1 Rocks, one for each student Index cards, one for each student Metric ruler Optional: balance pan for measuring the mass of the rocks

Lesson 3 Blank transparencies and overhead markers (one for each student or group) OR

Transparency of student journal page 9 Transparencies of student journal pages 7 and 8 OR chart paper Copies of Rubric from Teacher Toolbox page 25 (Note: two rubrics are on each page)

Lesson 5 Colored Pencils OPTIONAL: 4 small drinking cups, straight pins or T-pins, and pencil with eraser for each

student or group OPTIONAL: Masking tape

Lessons 6 and 7 Colored pencils Internet Access

Lesson 8 Resource materials about severe storms or copies of information about storms from the

United States Search and Rescue Homepage

Lesson 9 Globe Lamp with 40 or 60-watt bulb OPTIONAL: Body Maps from http://www.eyeonthesky.org/

http://www.eyeonthesky.org/lessonplans/05sun_daynight.html

Lesson 10 Student responses from Practice Test Item #10 Copies of Rubric from Teacher Toolbox page 55


http://www.eyeonthesky.org/lessonplans/05sun_daynight.html

http://www.eyeonthesky.org/

Earth Science Toolbox Overview

Day 1 Day 2 Day 3 Day 4 Day 5GeosphereRecognizing Earth materials

Use simple measurement devices to make measurements in scientific investigations.

Recognize and describe different types of earth materials.

Classify common objects and substances according to observable attributes/properties.

GeosphereLand: An Important Natural Resource

Recognize and describe different types of earth materials.

Describe natural changes in the Earth’s surface.

Describe uses of materials taken from the earth.

GeosphereWindows Into Natural Resources

Describe uses of materials taken from the earth.

GeosphereReduce, Reuse, Recycle

Demonstrate ways to conserve natural resources and reduce pollution through reduction, reuse, and recycling of manufactured materials.

Develop strategies and skills for information gathering and problem solving.

Develop an awareness of the need for evidence in making decisions scientifically.

Hydrosphere,Atmosphere and WeatherWeather Conditions

Describe how water exists in three states.

Describe weather conditions.

Use simple measurement devices to make measurements in scientific investigations

Day 6 Day 7 Day 8 Day 9 Day 10Atmosphere and WeatherSeasonal Changes

Describe seasonal changes in Michigan’s weather.

Generate questions about the world based on observation.

Develop solutions to problems through reasoning, observation, and investigation.

Construct charts and graphs and prepare summaries of observations.Develop strategies and skills for information gathering and problem solving.


Atmosphere and Weather Seasonal Changes

Describe seasonal changes in Michigan’s weather.

Generate questions about the world based on observation.

Develop solutions to problems through reasoning, observation, and investigation.

Construct charts and graphs and prepare summaries of observations.Develop strategies and skills for information gathering and problem solving.


Atmosphere and WeatherSevere Weather

Show how science concepts can be illustrated through creative expression such as language arts and fine arts.

Explain safety precautions during severe weather..

Solar System and UniverseMotions of the Earth and Moon

Describe the motion of the Earth around the Sun and the Moon around the Earth

Solar System and UniverseCharacteristics of the Earth and Sun

Compare and contrast characteristics of the sun, moon, and Earth.


Lesson Focus

Using Physical Science Using Earth Science

GeosphereObservation and Measurement

Lesson 1: Recognizing Earth Materials

I.1.E.4 Constructing New Scientific KnowledgeUse simple measurement devices to make measurements in scientific investigations. Key concepts: Measurement units—milliliters, liters, teaspoon, tablespoon, ounce, cup, millimeter, centimeter, meter, gram. Measurement tools: Measuring cups and spoons, measuring tape, scale, thermometer, rulers, and graduated cylinders. Real-world contexts: Making simple mixtures, such as food, play dough, paper mache; measuring height of a person, weight of a ball.

V. 1.E.2 Using Earth Science Knowledge Recognize and describe different types of earth materials. Key concepts: Materials—mineral, rock, boulder, gravel, sand, clay, soil.Tools: Hand lens. Real-world contexts: Samples of natural earth materials, such as rocks, sand, soil, ores.

IV. 1.E.1 Using Physical Science KnowledgeClassify common objects and substances according to observable attributes/properties. Key concepts:

Texture—rough, smooth Flexibility—rigid, stiff, firm, flexible, strong Hardness Smell—pleasant, unpleasant States of matter—solid, liquid, gas Magnetic properties—attract, repel, push, pull Size—larger, smaller (K-2); length, width, height (3-5) Sink, float Color—common color words Shape—circle, square, triangle, rectangle, oval Weight—heavy, light, heavier, lighter

Real-world contexts: Common objects, such as desks, coins, pencils, buildings, snowflakes; common substances, including—solids, such as


Lesson 1

Vocabularymineral

rock

boulder

gravel

sand

clay

soil

ores

rough

smooth

flexible

rigid

centimeter

millimeter

MaterialsRocks, one for each student Index cards or small pieces of paper, one for each studentMetric rulerOptional: Balance pansStudent Journal pg. 1-2

copper, iron, wood, plastic, Styrofoam; liquids, such as water, alcohol, milk, juice; gases such as air, helium, water vapor.

LESSONStudents need practice in developing their observation skills. They often lack necessary detail in their scientific writing. We start the toolbox by engaging students in an activity that will give them an opportunity to become better at making observations and writing descriptions. In this lesson the students will identify the attributes and properties of rocks, or other common items, write a description of them, and compare and contrast them according to their properties. A short assessment at the end of the activity will also assess their ability to read a chart and measure the picture of rocks in millimeters.

KEY QUESTIONHow can objects be described so another person is able to find them?

PROCEDURE1. Group the class in teams of four.2. Give each student a rock, an index card and a ruler. 3. Students write all observable and measured characteristics (shape, size, texture, weight,

length, etc.) of their rock on the index card. Give students about five minutes to complete their description.

4. All students place their rock into the center of the table. To make it more challenging, the teacher places additional rocks into the pile and mixes them up.

5. Each child takes a turn reading their own description to the other students at their table. 6. The students identify the rock as described in writing.

Some students will be unable to identify the rock because the description will be lacking in observable characteristics. Stop at this point for a class discussion and list all student ideas regarding observable characteristics on the board. The teacher will stress that some descriptions are better than others and the importance of understanding that even similar things have different attributes and properties. The students should then be given a chance to pick up their own rock and rewrite their description. They should then read their descriptions again and see if students can identify their rock.

VARIATION: Use seeds, shells, apples or other common objects. If students find it easy to find their rock in the group of 4, do this activity with larger groups

or with the whole class. Have students write their name on their index cards. Shuffle and distribute them to different students. Place all the rocks on one table. Students go to the table by group to find the rock that matches the description on their new card. Accuracy can be determined by taking the rock they identify to the person who wrote the description.

RESOURCESUnited Streaming Video:Matter and its Properties: Observing the Properties of MatterIn this program, students will learn how to use their five senses of sight, hearing, taste, smell and touch, to determine the different properties of matter. Properties such as shape, size, color, texture, odor, sound, weight, and taste are discussed. Everyday examples of matter are examined through vivid images, helping students better observe and describe their world.

Rocks in Michiganhttp://www.deq.state.mi.us/documents/deq-glm-rcim-geology-Rocks_Found_In_Michigan.Pdf


http://www.deq.state.mi.us/documents/deq-glm-rcim-geology-Rocks_Found_In_Michigan.Pdf

Name ________________________________ Earth Science Lesson 1

Classifying Rocks by Size

Rocks can be described in many ways. They can be described by their shape - angular or rounded. They can be described by their color and size. They can be described by their texture - smooth or rough. They can be described by what is in them – pebbles, sand grains, or other rocks. The table below shows the way rocks are described by size.

The largest rocks are called boulders. The smallest rocks are silt and clay. Silt is made of particles as small as the particles in scouring powder. They measure less than 1/16 of a millimeter across. Clay has rock particles so small you cannot see them without a microscope. Clay feels very smooth because the particles are so small. When clay is wet, the tiny particles stick together. Clay can be molded into different shapes.

The pictures on the next page were taken with a microscope. It made the rocks appear ten times larger. A ruler was placed next to the rocks. You can see the ruler in the picture. The spaces between the marks on the ruler measure one (1) millimeter. Use the table on this page to classify the rocks in the pictures.


Rock Sizes Rock Type Rock Measurement

Boulders More than 256 millimeters acrossCobbles Between 64 and 256 millimeters acrossPebbles Between 4 and 64 millimeters acrossGranules Between 2 and 4 millimeters acrossSand Grains Between 1/16 and 2 millimeters across

SP1

1. The rocks in this picture can be classified as:

A. bouldersB. pebblesC. granulesD. sand grains

Answer: D. sand grains



Answer: B. pebbles



Answer: C. Granules

4. Describe the smaller rock on the right side in this picture. Use the properties of shape, texture and size.

Answer: Shape: angular or jagged __________________________

Answer: Texture: smooth __________________________

Answer: Size: 7-9 mm __________________________

Sand and pebbles were placed under a microscope for these pictures. Use the table on page 1 to answer the questions. The space between the lines on the ruler is equal to 1 mm.


SP2

cm


Lesson FocusUsing Earth Science

Geosphere

Lesson 2: Land: An Important Natural Resource

V.1.E.2 Using Earth Science Knowledge Recognize and describe different types of earth materials. Key concepts: Materials—mineral, rock, boulder, gravel, sand, clay, soilTools: Hand lens Real-world contexts: Samples of natural earth materials, such as rocks, sand, soil, ores

V.1.E.3 Using Earth Science KnowledgeDescribe natural changes in the earth’s surface.Key concepts: Causes of changes—volcanoes, earthquakes, erosion (water, wind, gravity, glaciers). Results of change—valleys, hills, lakes, widened rivers, mountains, cracks; movement of earth materials (boulders, gravel, sand, clay)Real-world contexts: Places around the school where erosion has occurred, such as gullies formed in downhill gravel areas, cracks in asphalt; Places beyond the school where changes have occurred, such as volcanic mountains, shorelines, landslides, sand dunes, slopes, river valleys

V. 1.E.5 Using Earth Science Knowledge Describe uses of materials taken from the earth. Key concepts: Transportation, building materials, energy, water Real-world contexts: Examples of uses of earth materials, such as gravel into concrete for walls, gypsum into drywall, sand into glass for windows, road salt, ores into metal for chairs, oil into gasoline for cars, coal burned to produce electricity, water for hydroelectric power; samples of manufactured materials, such as concrete, drywall, asphalt, iron and steel

LESSONIn this lesson, using a pair/share strategy, students will read about how land is an important natural resource, how the surface of the earth in Michigan was affected by early volcanic activity and later the glaciers, and how we use the rocks and minerals found here.


Vocabularymineral

rock

boulder

gravel

sand

clay

soil

ores

erosion

erode

glaciers

volcanoes

earthquakes

transportation

MaterialsStudents’ Journal Pages 3-6

Lesson 2

KEY QUESTIONS:What kinds of rocks and minerals are found in Michigan? How have they changed? How do we use these Earth materials found in Michigan?

PROCEDURE1. Pair students with a partner. Slower readers should be paired with a better reader for this

activity.2. Using a pair/share strategy, students take turns reading and listening. One student will read

a paragraph while the second student listens. Then the second student describes an important detail from the reading. The reader also describes another detail. The roles are reversed for the next paragraph. Both students are actively engaged in either reading or listening. Since half of the class is reading at one time, students may want to spread out around the room rather than stay at their desks.

3. Students may work together to complete the use of natural resource table and answer the questions. Note: The answers to questions 2, 3 and 5 are not found in the text, but students are expected to know. Students are often asked questions that rely on their prior knowledge.

4. The information about Michigan’s natural resources will be important for the activity for Lesson 11.

RESOURCESRock Hounds with Rockyhttp://www.fi.edu/fellows/fellow1/oct98/index2.htmlThis is an interactive site where students can see animations of how rock is formed (Choose Rock Creations from the menu) or take a quiz about rocks.

United Streaming Video: http://www5.unitedstreaming.com/index.cfm Search for Junior Environmental Scientist: Land: Pollution and Solutions The program examines how land is a resource, how that resource is threatened by human activities, and what young people can do to help.

Mining in Michiganhttp://www.sos.state.mi.us/history/museum/explore/museums/hismus/prehist/mining/index.htmlThis link is from the Michigan Historical Museum website. Learn more about the copper, iron, salt and coal mining in Michigan.

Geology for Students and Teachers and Rock Cycle Power Pointhttp://www.michigan.gov/deq/0,1607,7-135-3304-116678--,00.htmlThis site is managed by Michigan Department of Environmental Quality. It is an excellent resource for teachers and for student research. There is information about the Petoskey Stone

Minerals Found in Michiganhttp://www.deq.state.mi.us/documents/deq-glm-rcim-geology-Minerals_Found_In_Michigan.PdfThis link is from the Department of Environmental Quality web page. It lists the minerals by name and by county. Students can see the minerals found where they live.

Teachers’ Stuff in Michigan Historical Museumhttp://www.michigan.gov/hal/0,1607,7-160-17451_18670_18793---,00.html#MININGThis website is also an excellent resource for social studies.


http://www.michigan.gov/hal/0,1607,7-160-17451_18670_18793---,00.html#MINING

http://www.deq.state.mi.us/documents/deq-glm-rcim-geology-Minerals_Found_In_Michigan.Pdf

http://www.michigan.gov/deq/0,1607,7-135-3304-116678--,00.html

http://www.sos.state.mi.us/history/museum/explore/museums/hismus/prehist/mining/index.html

http://www5.unitedstreaming.com/title_info.cfm?title_id=565&blnSearchResults=true&strKeyword=land%20pollution


http://www5.unitedstreaming.com/index.cfm

http://www.fi.edu/fellows/fellow1/oct98/index2.html

Name ________________________________Earth Science Lesson 2

Land: An Important Natural Resource

Land is a beautiful source of good things for humans living on Earth. It offers us a place to live and grow. The land gives us trees and food. From the rocks in the land we are able to make things. From oil in the ground, we get energy for cooking and heating. When we no longer need the things we make, the land is the place we bury it. Land is one of our greatest natural resources,

The Land is Always Changing

Earth’s crust is made up of many kinds of rocks and minerals. Rocks are constantly changing. Most changes in rock take a very long time. Geologists believe that it was more than 500 million years ago when there were volcanoes in Michigan. Four times over the last two million years, big glaciers covered our state. As the glaciers formed and moved across the land, rocks that were frozen in the ice scraped the land. Big rocks were broken into smaller pieces. When the ice in the glaciers melted, the sand, gravel and clay were left behind in layers. In some places these layers were pressed together and formed new rocks called sedimentary rocks.

Rocks in Michigan

Today, sand, gravel, clay and sedimentary rock cover most of the land in Michigan. The rocks in the Lower Peninsula and the eastern part of the Upper Peninsula contain important resources such as petroleum, limestone, dolomite, shale, salt and gypsum. The picture below shows the kinds of sediment left by the glaciers.1

1 http://www.deq.state.mi.us/documents/deq-glm-rcim-geology-Generalized_Maps.Pdf

5th Grade Earth Science Toolbox St. Clair County RESA 2006 16SP3

http://www.deq.state.mi.us/documents/deq-glm-rcim-geology-Generalized_Maps.Pdf

The rock in the western part of the Upper Peninsula formed during the time of the volcanoes. That rock is very hard. The glaciers did not break down the hard granite. There are mineral deposits of copper, iron and silver found in the rocks in that part of our state.

The Difference between Rocks and Minerals

Minerals are solids that are made of one kind of substance. The substance has properties that make the rock look and feel the way it does. Minerals give the rock its color, shape and hardness. Rocks are made of one or more minerals.

Useful Properties About Rocks and Minerals

Minerals have properties that make them useful. Living things need minerals to live and grow. They are found in rocks, soil, water, and in plants and animals. There are more than 300 minerals in Michigan. They include salt or halite, gypsum, copper, iron ore and quartz. Rocks also have properties that make them useful. Some of the sedimentary rocks found in Michigan are sandstone, shale, limestone, rock salt, and rock gypsum. People use rocks and minerals in many different ways.

Iron ore is mined in Michigan’s Upper Peninsula. It is used to make iron and steel. Iron and steel are used to build factories, bridges, skyscrapers, ships, machines, locomotives, tools, and cars. Michigan supplies about 25% of the iron ore used in the United States.

Copper is a good conductor of electricity. This makes it useful for electrical wiring. It is easy to bend, but hard to break. It has a high melting point. Copper was important for Michigan after Thomas Edison invented the light bulb. Copper has properties that make it useful for water pipes and fire sprinkler systems too. It is rigid and does not sag. It is also environmentally friendly.

Coal is also considered a mineral, but at one time, coal was a living thing. Before the dinosaurs, giant plants grew and died in swamps. Over millions of years, the plants were buried under water and dirt. Heat and pressure turned the dead plants into coal. Coal is still important today. It is used to generate half of the electricity used in the United States.


The granite found in the Upper Peninsula is used to build long-lasting monuments and for trim on buildings. Sandstone is used as a building material too. Shale is made from clay and is used to make bricks. Limestone is used to make cement. Gypsum is used to make Plaster of Paris, casts, molds, and drywall.

Rock salt or halite is used for curing meats, tanning hides, and preserving food. It is used for melting ice on roads. Today, most of our salt comes from salt mines that are under Detroit.

Metamorphic Rock: Another Way for Rocks to Change

Glaciers changed some of the rocks in Michigan but rocks can change in other ways. Rocks under pressure are heated. They change to metamorphic rock. Limestone and dolomite change to marble by heat and pressure. Shale changes to slate. Slate and basalt can change to schist. Sandstone changes to quartzite. The metamorphic rocks are used for building.

It is important to learn about our natural resources so we will know how to use them wisely. We need to be able to protect the land because we depend on its resources for living and growing.

Use the article, Land: An Important Natural Resource, to answer the following questions:

1. Name the rock or mineral for each use as described in the article.

Use Natural ResourceBricks Answer: shale

Cement Answer: limestone

Generating electricity Answer: coal

Electric wires, water pipes Answer: copper

Plaster of Paris, drywall, casts Answer: gypsum

Curing meat, tanning hides, melting ice Answer: halite, rock salt

Steel for bridges, cars, factories Answer: Iron ore

Monuments Answer: granite


Construction Materials

Answer: Sandstone or metamorphic rocks

2. The metallic minerals in Michigan areA. Limestone, granite and quartzB. Coal, copper, shaleC. Iron ore, copper and silverD. Halite, shale, quartz

Answer: C Iron ore, copper and silver

3. The metallic minerals in Michigan are foundA. Only in the Lower PeninsulaB. In the western part of the Upper PeninsulaC. In the eastern part of the Upper PeninsulaD. In both the Lower and Upper Peninsulas

Answer B. In the western part of the Upper Peninsula

4. Which resource in Michigan is best for conducting electricity?A. Copper B. CoalC. QuartzD. Sandstone

Answer: A copper5. Which resource in Michigan is attracted to magnets?

A. CopperB. Iron C. CoalD. Rock Salt

Answer: B Iron

6. Identify three ways in which humans use land.

Possible Answers:

It is used as a place for us and other living things to live and growIt gives us food and trees.It gives us materials to make things.It gives us oil for energy.It gives us a place to bury our garbage.


SP5


SP6

Lesson Focus Using Earth Science

GeosphereUses of Materials

Lesson 3: Windows into Natural Resources V. 1.E.5 Using Earth Science Knowledge Describe uses of materials taken from the earth. Key concepts: Transportation, building materials, energy, water Real-world contexts: Examples of uses of earth materials, such as gravel into concrete for walls, gypsum into drywall, sand into glass for windows, road salt, ores into metal for chairs, oil into gasoline for cars, coal burned to produce electricity, water for hydroelectric power

Samples of manufactured materials, such as concrete, drywall, asphalt, iron and steel

LESSONThe activity from Lesson 2 helped the students develop prior knowledge they will need to do this activity. Most are not aware of where things come from and the natural resources used to make them. This activity is designed to increase that awareness.

KEY QUESTIONSHow do people use materials from the Earth?

PROCEDURE1. Students take a blank transparency and place it on a

window in the classroom or other location or use the photograph provided with this activity. Note: A copy of the included photograph can be used to save time.

2. Students draw on the film what they see through the window. They must include all the objects and parts of the environment they can see, in as much detail as possible.

3. Label everything in the picture. You may want the students to use a numbering or lettering system.

4. Have students group the items in their list by natural or human-made objects. Use Journal page 7.

5. Start a large chart, “The Window Scene” with columns headed “Object”, “Natural Resources”, and “Resource Composition”. Use Journal page 8 or overhead, if you prefer. Use the discussions questions one to four.

6. Begin filling in the third column labeled “Resource Composition” for any minerals or rocks for in the window scene. Use discussion questions five to seven.


Lesson 3

Vocabularygravel

gypsum

sand

oil

coal

MaterialsJournal pages (7-10)Transparencies for each student or group and markers OR photo of the Ridge at Little Cottonwood (Journal page 9)Transparencies of Student Journal pages 7-8 OR large chart of The Window SceneCopies of rubric for students from Teacher Toolbox page 25)

7. End by having the students complete the assessment activity. Give students the rubric and the assessment together. Rubrics may be copied separately. Two rubrics are on each page.

DISCUSSION QUESTIONS1. How much of the window scene appears to be human-made?2. How do you think the human-made objects arrived at the site?3. What materials do you think the human-made objects are made from? What are the natural

sources of these materials?4. How would you find out more about the resources used to make objects in your window?5. Where at the site of your window scene did you find minerals or rocks?6. Where else in your community might you find minerals or rocks? Are these places natural

or human-made settings?7. Where might the minerals resources in the objects have come from? Are any resources

local? Examples might be clay for bricks, limestone for cement, or sand and gravel for construction.

RESOURCESMore low altitude aerial photographs are found athttp://home.earthlink.net/~montewt/lowaltitudeaerialphotographygallery/

Handout of Rock Types in Michigan http://www.deq.state.mi.us/documents/deq-glm-rcim-geology-Rocks_Found_In_Michigan.Pdf

Geology in Michigan from the Department of Environmental Quality websitehttp://www.michigan.gov/deq/0,1607,7-135-3308_3582---,00.html


http://www.michigan.gov/deq/0,1607,7-135-3308_3582---,00.html

http://www.deq.state.mi.us/documents/deq-glm-rcim-geology-Rocks_Found_In_Michigan.Pdf

http://home.earthlink.net/~montewt/lowaltitudeaerialphotographygallery/

Name _______________________________________________Earth Science Lesson 3

The Window Scene

Landscape Elements(Physical

Characteristics)Bodies of Water Atmospheric

Features Living ThingsBuildings and other

Human-made Objects(Human Characteristics)

SP7

The Window Scene

Object Natural Resource Resource Composition

SP8

This picture is from: http://home.earthlink.net/~montewt/lowaltitudeaerialphotographygallery/id4.html

Ridge at Little Cottonwood

SP9

http://home.earthlink.net/~montewt/lowaltitudeaerialphotographygallery/id4.html

Name: ________________________________ Earth Science Lesson 3

Assessment

• Select five objects found around school. • List and draw each object. Identify the Earth materials that were

used to make the object.


Rubric(10 points)

Criteria 1 2 3 4 5Completeness of illustrations

Identifies and illustrates one object found around the school.

Identifies and illustrates two objects found around the school.

Identifies and illustrates three objects found around the school.

Identifies and illustrates four objects found around the school.

Identifies and illustrates five objects found around the school.

Correctness of lists of Earth materials

Creates a list that includes a correct Earth material for one object found around the school.

Creates a list that includes a correct Earth material for two objects found around the school.

Creates a list that includes a correct Earth material for each of the three objects found around the school.

Creates a list that includes a correct Earth material for each of the four objects found around the school.

Creates a list that includes a correct Earth material for each of the five objects found around the school.

Rubric(10 points)

Criteria 1 2 3 4 5Completeness of illustrations

Identifies and illustrates one object found around the school.

Identifies and illustrates two objects found around the school.

Identifies and illustrates three objects found around the school.

Identifies and illustrates four objects found around the school.

Identifies and illustrates five objects found around the school.

Correctness of lists of Earth materials

Creates a list that includes a correct Earth material for one object found around the school.

Creates a list that includes a correct Earth material for two objects found around the school.

Creates a list that includes a correct Earth material for each of the three objects found around the school.

Creates a list that includes a correct Earth material for each of the four objects found around the school.

Creates a list that includes a correct Earth material for each of the five objects found around the school.


Lesson Focus

Using Earth Science

Geosphere

Lesson 4: Reduce, Reuse, Recycle

I.1.E.5 Constructing New Scientific KnowledgeDevelop strategies and skills for information gathering and problem solving. Tools: Sources of information, such as reference books, trade books, magazines, web sites, other people’s knowledgeReal-world contexts: Seeking help from or interviewing peers, adults, experts; using libraries, World Wide Web, CD-ROMs and other computer software, other resources

II.1.E.1 Reflecting on Scientific KnowledgeDevelop an awareness of the need for evidence in making decisions scientifically. Key concepts: (K-2) observations; (3-5) data, evidence, sample, fact, opinion Real-world contexts: Deciding whether an explanation is supported by evidence in simple experiments, or relies on personal opinion

V. 1.E.6 Using Earth Science Knowledge Demonstrate ways to conserve natural resources and reduce pollution through reduction, reuse, and recycling of manufactured materials. Key concepts: Materials that can be recycled—paper, metal, glass, plastic. Conservation and anti-pollution activities—reduce, reuse, recycle Real-world contexts: Collections of recyclable materials, plans for recycling at home and school, composting, ways of reusing or reducing the use of paper

LESSONIn this lesson, students will consider some ways to solve our trash problem. They will become aware of the length of time it takes some things to decompose and the need to reduce, reuse and recycle. They and can also consider the advantages and disadvantage of different solutions for our trash problem.

KEY QUESTIONSHow long does it take trash to disappear? What does it mean to reduce, reuse, and recycle?


Lesson 4

Vocabularyreduce

reuse

recycle

MaterialsJournal page 11, Disappearing TrashJournal pages 12-14: Reduce, Reuse, Recycle

PROCEDURE1. Give students the page, Disappearing Trash, journal page 38. Give them a few minutes to

mark their guesses.2. Allow time for discussion. Let students share their guesses. This can be done by having

students raise their hand when you call the category for number of years for each object. A tally chart on the board or overhead can also be made. Give the students the correct information and have them record it on their charts with a different color.

3. Give students time to read independently the section on journal pages 39-41 Reduce, Reuse, Recycle and answer the questions that follow.

4. Assign students in small groups to discuss the answers to the five questions.5. Discuss answers in a whole group discussion.

ANSWERSDisappearing Trash: How long will it take these things to disappear?

Aluminum Can 200 – 500 years Banana Peel 3-4 weeksCotton Sock 5-6 monthsDisposable Diaper 500-600 yearsGlass Bottle 1 million years or moreLeather Belt 40-50 yearsPaper Cup 1 -2 monthsPlastic Cup 1 million years or moreStyrofoam Cup 1 million years or moreWooden Block 10 – 20 years

OBJECT 0 – 1 Year

1-100 Years

100-500 Years

500-1000 Years

1,000 –1,000,000

yearsAluminum CanBanana PeelCotton SockDisposable DiaperGlass BottleLeather BeltPaper CupPlastic CupStyrofoam CupWooden Block

RESOURCESEnergy Kids Page http://www.eia.doe.gov/kids/This page is supported by the Energy Information Administration of the Federal Government. It is an excellent source of information and current statistics for children, and adults.

United Streaming Video: http://www5.unitedstreaming.com/index.cfm See Reducing, Reusing, and Recycling: Environmental Concerns




http://www5.unitedstreaming.com/index.cfm

http://www.eia.doe.gov/kids/

Name _________________________________Earth Science Lesson 4

Disappearing Trash

If you bury these objects, how long will it take them to disappear? Mark your guess for each object.

Your teacher will tell you the correct answer. Mark the correct answer with another color. Then continue to the next page.


OBJECT 0 – 1 Year

1-100 Years

100-500 Years

500-1000 Years

1,000 –1,000,000

YearsAluminum CanBanana PeelCotton SockDisposable DiaperGlass BottleLeather Belt

Paper Cup

Plastic CupStyrofoam CupWooden Block

SP 11

What We Do With Our Trash

Landfill55%

Recycle30%

Burn15%

LandfillBurnRecycle

Reduce, Reuse, and Recycle

Every American throws away about 1,000 pounds of trash a year. Most of this waste is buried in landfills or burned. Energy is used to make the things that people throw away and energy is also used to bury or burn them.People can help save energy if they follow the 3 R’s - reduce, reuse, and recycle. Reducing waste saves money, energy and natural resources. It helps protect the environment.

Reduce Buy only what you need. Buying fewer goods means there is less to throw away. Producing fewer things uses less energy. Buying goods with less packaging also reduces the amount of waste and the amount of energy used.

Reuse Don’t buy things that are used once and thrown away. Buy products that can be used again and again. Producing fewer things saves natural resources. It also reduces the amount of landfill space needed when things are thrown away.

RecycleRecycling means to use something again. It makes something old into something new. Newspapers can be used to make new newspapers. Aluminum cans can be used to make new aluminum cans. Glass jars can be used to make new glass jars. Recycling saves landfill space. It can reduce air and water pollution.

Recycling programs are growing across the United States. In 1960, only 6% of the trash was recycled. In 2001, 30 % of the trash was recycled.


Note: It is important for students to know what evidence is. The following can be used to help students understand the difference between evidence and other statements.A) This is not evidence for why we need to recycle. It tells what we do with some of our trash.B and C: These are benefits of recycling, not evidence of a need

Name____________________________ Earth Science Lesson 4

Answer the following questions. You may go back and read the selection.

1. What is the BEST evidence for the need to reduce, reuse and recycle?

A) We burn 15% of our trash.B) We can save energy if we reduce, reuse, and

recycle.C) Producing fewer things saves natural resources.D) Plastic and glass take more than a million years to

decompose.

2. List three things that can be recycled.

Glass Bottles and jarsPlastic containers, Newspapers

Aluminum cans and other choices possible

3. List three benefits for reducing, reusing, and recycling.

Saves energy in manufacturing new products,

Reduces water pollution, Saves landfill space,

Reduces air pollution, Saves money

4. Look at the graph Recycled Trash. What is the BEST conclusion for the data found on the graph?

A) The amount of recycled trash decreased over the years.B) The amount of recycled trash increased over the years.C) The amount of recycled trash will continue to increase in the future.D) The amount of recycled trash will decrease in the future.

5. Trisha was planning a party. What kind of cup should she use to help the environment, paper, plastic or Styrofoam? Explain why.

Trisha should use a paper cup. Plastic and Styrofoam cups take a million years or more to decompose. Paper cups can decompose in less than a year.


Answer: D

Answer: B


SP13

Lesson Focus

6. Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, which are often called dumps. Some landfills are very big and may cover hundreds of acres. But even these big landfills are getting full and may have to be closed.

Here are some ideas for solving the garbage problem. Write what you think is a good point about each idea and what you think is a bad point about each idea.

Ideas for Solving the Garbage Problem

Good Points Bad Points

Recycling Re-use materials Saving natural

resources Less trash to throw

away Saving landfills

Not all things can be recycled

Consumes energy Some people won’t

recycle

Burning Garbage Burned garbage

takes up less space Can be used to make

electricity Keep from needing

more landfills Can be used to enrich

the soil

Smoke from burning garbage pollutes the air

Once burned, material is gone forever

Ash/residue needs to be disposed

Toxic residue

Dumping garbage in the ocean

Garbage does not take up space on land

Saves landfills May provide a home

for fish

Garbage pollutes the ocean

Toxic waste Waste washes up on

shore Harmful to things that

live in the water

Sending garbage to a landfill in another state

Won’t fill up landfills in your state

Other state’s landfill may have more space

Pollutes other state Causing conflict with

other state There will still be

trash

Shipping garbage to outer space

Garbage is off the Earth Trash is gone forever

Pollutes space Expensive Consumes too much

energy It can never be recycled

(loss of resource) May pose a danger to

space travel


SP 14Lesson 5

Using Earth Science Knowledge Constructing New Scientific Knowledge

Atmosphere and WeatherDescribe Weather Conditions

MaterialsJournal PagesTwo-Column Notes Page from JournalColored PencilsOPTIONAL: pencil with eraser, two straws, 4 small drinking cups, and one straight pin or T-pin for each student or groupOPTIONAL: masking tape

Vocabularyatmosphere

precipitation

thermometer

temperature

cloud

evaporation

water vapor

moisture

fog

freezing

melting

liquid

Lesson 5: Weather Conditions

V. 2.E.1 HydrosphereDescribe how water exists on earth in three states. Key concepts: Liquid (K-2)—visible, flowing, melting, dew. Solid (K-2)—hard, visible, freezing, ice; Gas (3-5)—invisible, water vapor, moisture, evaporating. Real-world contexts: Examples of water in each state, including dew, rain, snow, ice, evidence of moisture in the air, such as “fog” on cold bathroom mirrors; examples of melting, freezing, and evaporating.

V.3.E.1 Atmosphere and Weather Describe weather conditions. Key concepts: Atmosphere is a blanket of air around the earth, air is a substance; Air has temperature—cold, hot, warm, cool. Cloud cover—cloudy, partly cloudy; foggy; Precipitation—rain, snow, hail, freezing rain. Wind—breezy, windy, calm; Severe weather— thunderstorms, lightning, tornadoes, high winds, blizzards. Tools: Thermometer, wind sock, rain gauge.Real-world contexts: Daily changes in weather; examples of severe weather.

I.1.E.4 Constructing New Scientific KnowledgeUse simple measurement devices to make measurements in scientific investigations. Key concepts: Measurement units—milliliters, liters, teaspoon, tablespoon, ounce, cup, millimeter, centimeter, meter, gram. Measurement tools: Measuring cups and spoons, measuring tape, scale, thermometer, rulers, graduated cylinders. Real-world contexts: Making simple mixtures, such as food, play dough, papier mache; measuring height of a person, weight of a ball.

LESSONStudents will review key concepts about weather by reading about them and using the Cornell Two-Column Notes strategy. They will practice marking thermometer to show temperatures in degrees Celsius. They will mark a rain gauge to show the amount of rain.


KEY QUESTIONSHow can we describe the conditions that give us weather? What tools are used to describe the weather?

PROCEDURE1. Divide students into groups of two or three. Pair a poor reader with a better reader.2. Assign the journal pages for this lesson. Students will take turns reading a section.

After each section, the student who listened to the reading will tell the reader the main idea. The reader can agree or not. They will discuss any differences.

3. Both students will write the main ideas in the right hand column of the Two-Column Notes page.

4. Both students will fill in the thermometers and rain gauges as indicated.

RESOURCESWeather Smart: Forecasting and Weather Instruments. United Learning (2001). Retrieved April 20, 2006, from UnitedStreaming: http://www.unitedstreaming.com/

OPTIONAL EXTENSION ACTIVITY:The learner could create an anemometer to demonstrate how wind speed is measured.

MATERIALSPencil, 4 small drinking cups, 2 drinking straws, straight pin, and masking tape.

PROCEDURE Have the students take the two straws and cross them over like

an X. Next take the straight pin and push it through the middle of the

two straws and into a pencil with a new eraser to hold them together.

Third, have the students take a sharp pencil and poke a hole into the middle of the drinking cup.

Next, take and insert the straws into the drinking cups. Take masking tape and tape the straws into place.


Name ____________________________ Earth Science Lesson 5

Describing Weather Conditions

A blanket of air surrounds the Earth. This blanket of air is called the

atmosphere. The atmosphere is made of four layers. These layers are pulled

toward the Earth by gravity. Most of the air is in the layer closest to the Earth.

The sun’s heat energy makes weather happen in this layer of air.

Temperature

Air can be hot or cold, warm or cool. We measure the temperature of

air with a thermometer. In the United States, we use the Fahrenheit scale.

Scientists and most other countries use the Celsius scale. The chart below

shows the important differences between the Fahrenheit and Celsius

temperature scales.

This poem will help you remember how the temperature feels using the

Celsius scale.


Water Freezes Water Boils

Fahrenheit 32º F 212º F

Celsius 0º C 100º C

Thirty is hot.

Twenty is nice.

Ten is cool.

Zero is ice.

SP 15SP15

Mark each thermometer to show the temperature. Circle the word below each thermometer that best describes the marked temperature.

Wind is Moving Air

Earth absorbs the heat energy from the sun, but it does not absorb it

the same in all places. Some places absorb more heat energy and they get

warmer. Some parts of the Earth absorb less heat energy and are cooler.

The Earth heats up unevenly. Warm air rises and when this happens the cool

air moves in to take its place. Moving air is called wind. Winds are the

reason we have changing weather.


65 C4 C22 C

Hot Warm Cold Hot Warm Cold Hot Warm Cold

SP16

A wind sock is used to measure wind. It is

often seen at small airports. It is made of a cloth

cone and is open at both ends. It shows the wind

direction. It can also be used to estimate wind

speed. It shows this by the angle it is lifted when

the wind blows through it.

Clouds and Precipitation

Water on Earth can be a solid, liquid, or gas. When water absorbs heat

energy from the sun, it can change its state. Heat energy makes ice melt,

changing the ice from a solid to a liquid state. Heat energy can also change

water in a liquid state to water that is a gas. When water changes to a gas,

we say it evaporates. It is called water vapor. It seems to disappear, but it is

still there. It is an invisible gas.

Water vapor rises into the atmosphere. There it can lose heat energy

and change back into tiny, visible, liquid water drops. These drops are so

small that they can float in the air and form clouds. Clouds are made of tiny

drops of water. If the tiny drops are high in the atmosphere where it is very

cold, they may lose more heat energy and turn into ice.

When the tiny drops of water become too heavy or

large, they fall back to Earth. If the air is cold all the way

to the ground, it snows. If the air is cold only near the

ground, the raindrops won’t freeze until they hit the

ground. This is called freezing rain and it can damage

trees and break power lines.

Hail is made of balls of ice that get pushed higher into the air by strong

winds. Each time the ball of ice is pushed up; another layer of ice forms and

makes the hail bigger. Rain, snow, freezing rain, and hail are forms of

5th Grade Earth Science Toolbox St. Clair County RESA 2006 39SP 17

precipitation. Precipitation is how water returns to the land, rivers, lakes, and

oceans. This process of water changing its state as in moves through the

atmosphere is called the water cycle.

Rain is measured with a rain gauge. A rain gauge collects rain.

Markings on the side show how much rain has fallen. Snow is measured with

a ruler or meter stick.

Shade in the rain gauges below to show the amount of rain.


2.6 cm 1.8 cm0.3 cm

SP18

Keywords: Notes:

Atmosphere The atmosphere is a blanket of air that surrounds the Earth.

1. It’s made of 4 layers

2. Most of the air is in the layer next to Earth

3. Weather happens in this layer

Temperature Temperature of the air is measured with a thermometer.

1. In the U.S. we use the Fahrenheit scale

2. In other countries scientists use the Celsius scale

3. Water freezes at 0ºC and 32ºF

4. Water boils at 100ºC and 212ºF

Wind Wind is moving air.

1. Some places can absorb more heat energy and get warmer

2. Cooler air is heavier

3. Warm air rises – cool air moves in

4. A windsock measures wind

Water Water can be a solid, liquid, or gas.

1. When water absorbs heat energy it changes its state

2. Solid ice changes to liquid water

3. Liquid water changes to a gas called water vapor

Clouds Clouds are made of tiny drops of water.

1. Drops are so small they can float in the air

2. Some water drops turn into ice

Precipitation There are many forms of precipitation.

1. When drops of water get too heavy they fall back to Earth

2. If the air is cold, rain changes to snow

3. Other forms of precipitations are freezing rain and hail


Two-Column Notes

SP 19

Lesson Focus Using Earth Science Knowledge Constructing New Scientific Knowledge

Atmosphere and WeatherSeasonal Changes

MaterialsJournal Pages (20-24)Colored PencilsAccess to climate data from Internet

Vocabulary

season

fall

winter

spring

summer

daylight

increase

decrease

data

chart

graph

summary

observation

predict

Lessons 6 and 7: Seasonal Changes

V.3.E.2 Atmosphere and Weather Describe seasonal changes in Michigan’s weather. Key concepts: Seasons and types of weather—fall, cool nights and warm days; winter—snowy and constantly cold, getting dark early in the evening; spring—warmer days, often rainy with thunderstorms; summer—hot days and warm nights, daylight lasting until late in the evening.Real-world contexts: Examples of visible seasonal changes in nature.

I.1.E1 Constructing New Scientific KnowledgeGenerate questions about the world based on observation. Key concepts: Questions lead to action, including careful observation and testing; questions often begin with “What happens if…?” or “How do these two things differ?” Real-world contexts: Any in the sections on Using Scientific Knowledge.

I.1.E.2 Constructing New Scientific KnowledgeDevelop solutions to problems through reasoning, observation, and investigations. Key concepts: (K-2) gather information, ask questions, think; (3-5) observe, predict, collect data, draw conclusions, conduct fair tests; prior knowledge. Real-world contexts: Any in the sections on Using Scientific Knowledge.

I.1.E.6 Constructing New Scientific KnowledgeConstruct charts and graphs and prepare summaries of observations.Key Concepts: Increase, decrease, no change, bar graph, data table’Real-world contexts: Examples of bar charts like those found in a newspaper

I.1.E.5 Constructing New Scientific KnowledgeDevelop strategies and skills for information gathering and problem solving. Tools: Sources of information, such as reference books, trade books, magazines, web sites, other people’s knowledge.


Lessons 6 - 7

Real-world contexts: Seeking help from or interviewing peers, adults, experts; using libraries, World Wide Web, CD-ROMs and other computer software, other resources.

II.1.E.1 Reflecting on Scientific KnowledgeDevelop an awareness of the need for evidence in making decisions scientifically. Key concepts: (K-2) observations; (3-5) data, evidence, sample, fact, opinion. Real-world contexts: Deciding whether an explanation is supported by evidence in simple experiments, or relies on personal opinion.

LESSONIn this lesson students will develop inquiry skills in the context of weather data. They will make line and bar graphs from given data. They will interpret these data, construct new questions, and design an investigation to answer one of them.

KEY QUESTIONSWhat can we learn about the seasonal changes from weather data? How can we investigate our own question about seasonal changes in weather?

PROCEDURE1. Ask the key questions.2. Have the students construct a line graph from the data table, Hours of Daylight for Detroit,

Michigan. The scale, title, and labels are already provided, but remind students that these are necessary elements of a graph. The data are from the Hours of Daylight Applet listed in the Resource section.

3. Discuss the graphing results.4. Have the students construct a line graph of the average maximum temperature for Detroit.

Again, the title, scale, and data labels are provided. 5. Compare the two graphs and answer the questions on the next page. 6. For question #4, students might ask what the temperature or the number of daylight hours

is for their city. They may be interested in relationships between the number of daylight hours and latitude. These questions can be investigated by using the Internet resources provided, or another resource they may find.

7. Use the rainfall graph for an assessment. Students must provide data labels, title, ad choose an appropriate scale.

8. Students may use the graphing space on the last page to show the results of their investigation.

RESOURCESThe World Climate web site has data for average temperatures and rainfall for countries around the world. http://www.worldclimate.com/

Hours of Daylight Applet: http://www.jgiesen.de/daylight/#location. Enter the latitude and longitude for a location to find the hours of daylight.


http://www.jgiesen.de/daylight/#location

http://www.worldclimate.com/

Hours of Daylight for Detroit

0

2

4

6

8

10

12

14

16

18

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

21st of Month

Hour

s

Name _____________________________________ Earth Science Lesson 6

The data table below shows the number of hours of daylight for the whole year in Detroit on the 21st day of each month. Use the graphing space to make a line graph to show the hours of daylight for Detroit.


Hours of Daylight for Detroit, Michigan

Jan 8.5 hrs Jul 16.0 hrsFeb 10.5 hrs Aug 14.5 hrsMar 12.0 hrs Sep 12.5 hrsApr 14.5 hrs Oct 10.5 hrsMay 16.0 hrs Nov 8.5 hrsJun 17.0 hrs Dec 7.5 hrs

SP20

Average Maximum Temperatures for Detroit, MI

0

10

20

30

40

50

60

70

80

90

100


Months

ºF


The data table below shows the average maximum temperature for Detroit. Use the graphing space to make a line graph of these temperatures.


Average Maximum Temperature for Detroit

Jan 30 º F Jul 83 º FFeb 33 º F Aug 81 º FMar 44 º F Sep 74 º FApr 57 º F Oct 61 º FMay 69 º F Nov 48 º FJun 79 º F Dec 35 º F

SP21


Comparing the Hours of Daylight and the Average Maximum Temperature

1. Compare the Hours of Daylight graph to the Average Maximum Temperature graph. How are they the same? How are they different?

2. How do the average maximum temperatures for Detroit change during the seasons?

3. How do the hours of daylight for Detroit change during the seasons?

4. Write two new questions about the temperature or hours of daylight that can be investigated.

5. Investigate one of your questions. You may get the data from http://www.worldclimate.com/ Make a data table and graph to answer your question.



Average Rainfall for Port Huron, MI

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5


Months

inch

es


The table below shows the average rainfall for Port Huron. Make a bar graph of using the data from this table. Choose a scale that best fits the data. If you have access to the Internet, you can go to http://www.worldclimate.com/ and find the average rainfall for the city of your choice.


Average Rainfall for Port Huron (inches)Jan 1.6 Jul 3.2Feb 1.6 Aug 3.1Mar 2.1 Sep 3.0Apr 3.0 Oct 2.7May 3.2 Nov 2.9Jun 3.2 Dec 2.1

SP23





SP 24

Lesson Focus Using Earth Science Knowledge Reflecting on Scientific Knowledge

Atmosphere and Weather Severe Weather

Vocabulary

sirens

thunderstorm

tornado

blizzard

temperature

precipitation

MaterialsJournal PagesOptional but recommended: United Streaming Video: Severe Weather Safety: Watch for the WarningOptional but recommended: Print out one copy of information about thunderstorms, hurricanes, tornadoes, and blizzards from United States Search and Rescue web site listed in Resource Section

Lesson 8: Safety Precautions for Severe Weather

II.1.E.2 Reflecting on Scientific KnowledgeShow how science concepts can be illustrated through creative expression such as language arts and fine arts. Key concepts: Poetry, expository work, painting, drawing, music, diagrams, graphs, charts. Real-world contexts: Explaining simple experiments using paintings and drawings; describing natural phenomena scientifically and poetically.

V. 3.E.3 Using Earth Science Knowledge Explain appropriate safety precautions during severe weather. Key concepts: Safety precautions—safe locations, sirens, radio broadcasts, severe weather watch and warning. Real-world contexts: Examples of local severe weather, including thunderstorms, tornadoes and blizzards, examples of local community safety precautions, including weather bulletins and tornado sirens.

LESSONStudents will discuss different weather conditions and severe storms. As a group, the students will create a weather broadcast that includes safety precautions needed for a specific weather condition and will present it to the class.

KEY QUESTIONSWhat are the different types of storms? What safety precautions should be taken for each type of storm?

PROCEDURE1. Review the vocabulary with the class.2. If available, view the weather safety video, Severe Weather Safety:

Watch for the Warning, from United Streaming listed in the resources.

3. Arrange students into groups of 4. Assign each group of students one of the following severe storms – thunderstorms and lightning, tornadoes, hurricanes, or blizzards.

4. Give students printed information from the recommended web site, or from other sources if available.


Lesson 8

5. Working together, the students will create a weather broadcast to present to the class. Their report should include a definition and description of the type of storm as well as safety precautions.

RECOMMENDED RESOURCES Severe Weather Safety: Watch for the Warning. United Learning (1996). Retrieved April 29, 2006, from unitedstreaming: http://www.unitedstreaming.com/ Severe Weather Safety: Watch for the Warning (18:07) Topics:

The Dangers of Severe Weather (01:04) Severe Thunderstorms (03:17) Safety Precautions Involving Severe Weather (03:51) Some Facts About Severe Weather (00:32) Severe Weather Safety in School (05:39) Severe Weather Safety at Home (01:36) Having a Severe Weather Safety Plan (00:27)

For more information about storms and safety tips, go to the United States Search and Rescue Task Force Web Page at http://www.ussartf.org/index.html

Thunderstorms: http://www.ussartf.org/thunderstorms.htmTornadoes: http://www.ussartf.org/tornadoes.htmHurricanes: http://www.ussartf.org/hurricanes.htmBlizzards: http://www.ussartf.org/blizzards.htm

OPTIONAL RESOURCES The Red Cross Disaster Preparedness Coloring Book for Children (ages 3-10)http://www.redcross.org/services/disaster/eduinfo/colorbk.pdf

Thunderstorms, Tornadoes, and Lightning, a 16 paged preparedness color brochure can be downloaded from the American Red Cross at:http://www.nws.noaa.gov/om/brochures/ttl.pdf

INFORMATION FOR TEACHERSevere WeatherLarge bodies of air called air masses are always moving across the Earth. Cold air masses and warm air masses push each other back and forth. Our weather changes when a new air mass passes over us. Sometimes these moving air masses cause severe weather. The weather service gives weather bulletins to let people know about changing weather that could be dangerous. A watch means that severe weather is possible. Stay alert for any changes in weather conditions. Listen to the radio or television for more information. A warning means severe weather has been observed in your area or it was seen on the radar. You need to take shelter immediately.

Thunderstorms and Lightning Thunderstorms occur when warm air is rising very fast and there is plenty of moisture in the air. Thunderstorms include lightning. Lightning is a giant electric spark that develops when the water droplets in the thunderstorm’s clouds rub against each other. It can be deadly, so people should stay indoors during thunderstorms. They should stay away from metal like faucets and pipes because metal conducts electricity. They should not use the telephone. If they are outdoors, they should not go into the water or stand under a tree. Lightning tends to strike the tallest object.


http://www.nws.noaa.gov/om/brochures/ttl.pdf

http://www.redcross.org/services/disaster/eduinfo/colorbk.pdf

http://www.ussartf.org/blizzards.htm

http://www.ussartf.org/hurricanes.htm

http://www.ussartf.org/tornadoes.htm

http://www.ussartf.org/thunderstorms.htm

http://www.ussartf.org/index.html

TornadoesTornadoes are powerful twisting columns of air that form during thunderstorms. They are called funnel clouds when they are in the air and tornadoes when they touch down to the Earth. They usually last only a few minutes, but they have wind speeds up to 300 mph. When a tornado is predicted sirens blow to sound an alarm. Weather bulletins are announced on the television and radio.

Here are some safety tips for tornadoes: Move away from glass doors and windows. Go to the basement, a small room in

the middle of their building, or a closet. If you live in a mobile home, leave and go to a sturdy nearby building or storm

shelter. If you are in a car, get out, lie flat in a ditch, and cover your heads with your hands.

HurricanesHurricanes are Earth’s most destructive storms. They form over the warm tropical ocean waters. Hurricane winds blow at speeds up to 150 mph. They are very big storms. They can measure 300 miles across. People who live where the hurricanes come should be prepared with emergency food, water, and battery-powered radios. They should leave the area and go to a shelter if the weather services tell them to.

BlizzardsThe National Weather Service defines blizzards as a large amount of snow or blowing snow with winds over 35 mph and visibilities less than one fourth of a mile for an extended period of time (3 hours or more). If you are caught outside during a blizzard, do not eat the snow. It will lower your body temperature. Melt the snow first before you drink it. Try to stay dry and cover all exposed parts of your body. Try to find shelter. If you are in a car, keep the windows open a little to avoid carbon monoxide poisoning. Be sure the exhaust pipe is not blocked. Run the engine for 10 minutes every hour for heat. Turn on the dome light while you are running the engine at night. Tie a red cloth to the antenna. Exercise from time to time to keep your blood circulating.

EXTENSIONVideotape the reports and watch them the next day.


Name ____________________________ Earth Science Lesson 8

Type of Storm: _______________________________

Your group is assigned to write a weather broadcast informing your audience of severe weather that is in the weather forecast for where you live. Write a short introduction to your weather report. Describe the characteristics of the coming storm. List the safety precautions that should be followed.

Introduction:

Characteristics of the Storm:

Safety Precautions:


SP 25

MaterialsGlobe Lamp and 40 or 60 watt light bulb (A short lamp is best)Journal Page: Moon Observation Sheet (26)Optional: Body maps found in Lesson 5 of “Our Star the Sun” http://www.eyeonthesky.org/

Vocabulary

spin

orbit

calendar

month

year

Lesson 9: Motions of the Earth and Moon

V.4.E.2 Using Earth Science Knowledge Describe the motion of the Earth around the Sun and the Moon around the Earth. Key concepts: Spin, orbit, length of day, nighttime, month, year, observed movement of the sun and stars across the sky, observed movement of the moon from day to day, calendar. Real-world contexts: Outdoor observing of the sun’s and star’s motions during the night and moon’s motions over several days.

LESSONYoung students have difficulty with the words rotate and revolve as they apply to the motions of the Earth and moon. For this reason, these words are not part of the vocabulary in the Michigan Curriculum Framework for elementary students (K-4). Middle and High School students are expected to use the words rotate or rotation as they apply to the spinning motion of a celestial object on its axis. At this time revolution, as it applies to the orbiting motion of a celestial body, does not appear in the framework at any grade. In Part 1, students will model the motions of the Earth and Moon kinesthetically and with models. At this age, many students do not realize that the Moon orbits the Earth. They seem to understand that as the Earth spins, the side that faces the Sun has day, but they think that the side that does not face the Sun has night because it faces the Moon. In Part 2 they will draw observations of the moon using information found on the Internet.

KEY QUESTIONSWhat makes day and night on Earth? How do the motions of the Earth and Moon define our calendar year and month?


Lesson FocusUsing Earth Science Knowledge

The Solar System and Universe

Lesson 9

PROCEDURE - PART 11. Students should prepare the body map from “Our Star the Sun” web page

http://www.eyeonthesky.org/activities_pdf/05sun_dayni_map.pdf. Tape works better than glue to connect the three pages.

2. Arrange the class so the students are sitting in a circle.3. Give students a chance to explain their ideas for why we have day and night on Earth. Do

not evaluate responses at this time. Encourage students to share their ideas and respect the ideas of their classmates by listening and not laughing.

4. Place a lamp in the center of the circle.5. Place a globe on the floor so that it lies on the same plane as the light. You may have to

place the globe on a box first if the lamp is tall. The light from the lamp should shine more directly on the equator of your globe, not on the top or Northern hemisphere. At this age some students may still think that the sun moves up and down because that is what they observe.

6. Turn off the room lights and observe the light and dark sides of the Earth. Spin the globe so that students can observe it spin on its axis. Pass the globe around the circle so all students can see the light and the dark sides. Help students notice that night can occur although there is no moon in the model. Remind students that they sometimes can see the Moon during the daylight hours.

7. Have students wrap the map around them while they stand in a circle around the lamp. You may need to raise the lamp so that the light is on the same plane as the students’ body maps. If the body maps are not available, tell students to imagine that their heads are planet Earth. Adjust the lamp so that the light shines even with their faces. Have them turn so that half of the time they can see the sun and the other half of the time they cannot. Discuss that it takes the Earth 24 hours or one day to spin once and complete the turn.

8. While the Earth is spinning, it is also moving around or orbiting the sun. It takes the Earth one year or 365 ¼ days to make a complete orbit around the sun. You can mention that every four years, we have a leap year with an extra day in it. Have the students walk around the lamp in a circle to model the orbit of the Earth around the sun.

PROCEDURE - PART 21. Ask students if the moon always looks the same. Ask them if they observed the moon the

previous night. If not, go to a web site such as the U.S Naval Observatory at http://aa.usno.navy.mil/idltemp/current_moon.html to see what the moon currently looks like from Earth.

2. Look at the following interactive web page from Harcourt Publishers that shows the motion of the moon around the Earth http://www.harcourtschool.com/activity/moon_phases/ . Discuss that it takes about 29.5 days for the Moon to orbit the Earth. Since the Sun shines on the Moon and only half of the Moon is lit, just like half of the Earth has light and the other half has dark, people on Earth see a different amount of the lit part as the Moon orbits around us. The Moon does not produce its own light. When the Sun shines on the Moon, the light bounces off or reflects off of it and that light shines toward Earth.

3. Assign the student journal page, Moon Observations. Ideally, students should observe the moon each night for about a month, but since this lesson is designed to be a review and time is short, have students go the Internet to find the phases of the moon for the current month. A very nice web site where this can be found is at http://stardate.org/nightsky/moon/.

RESOURCES


http://stardate.org/nightsky/moon/

http://www.harcourtschool.com/activity/moon_phases/

http://aa.usno.navy.mil/idltemp/current_moon.html

http://www.eyeonthesky.org/activities_pdf/05sun_dayni_map.pdf

http://www.eyeonthesky.org/ Lesson plans about our star, the Sun, presented by Reading First, Fostering Reading through Science and Technology. This is where you will find the link for the body maps in the activity for Part 1.

http://aa.usno.navy.mil/idltemp/current_moon.htmlSee a large image of the current phase of the moon.

http://stardate.org/nightsky/moon/A web site that has the phases of the moon by calendar month. Select the month and year. A calendar with the moon phases on it can be printed from this site.

http://www.harcourtschool.com/activity/moon_phases/Here’s an applet that models the phases of the moon.

http://www.riversci.com/newmoon.shtml Riverside Scientific has an excellent program, New Moon that simulates the phases for the moon as seen from Earth and from Space. A 30-day free trial is available.

EXTRAhttp://www.exploratorium.edu/ronh/solar_system/index.htmlBuild your own scale model of the solar system. You will need an Internet browser that supports JavaScript. Enter the diameter of the Sun in your model and it will tell you how big to make your planets and give you the distances between them.


http://www.exploratorium.edu/ronh/solar_system/index.html

http://www.riversci.com/newmoon.shtml

http://www.harcourtschool.com/activity/moon_phases/


http://aa.usno.navy.mil/idltemp/current_moon.html

http://www.eyeonthesky.org/

Name ______________________________________________ Earth Science Lesson 9

Moon ObservationsEnter the dates for this month on the calendar below. Then go to: http://stardate.org/nightsky/moon/. Shade in the circle for each date to show what the moon will look like on that night.


Sunday Monday Tuesday Wednesday Thursday Friday Saturday

SP 26


planet

star

sphere

space

solar system

heat

light

Vocabulary

MaterialsStudents’ response to Item #10 from practice test (Fall 2005 Released Items)Journal Pages Copy of Rubric from the Teachers’ Guide on page 55 for each student or an overhead transparency of the rubric.

Lesson 10: Characteristics of the Sun and Earth

V.4.E.1 Using Earth Science Knowledge Compare and contrast characteristics of the sun, moon, and Earth.Key concepts: Planet, star, sphere, space, solar system, larger/smaller, closer/farther, heat, light. Real-world contexts: Observations of the moon, Earth, and safe observations of the sun.

LESSONThe item in this lesson is question 10 from Grade 5 Fall 2005 released items. After completing this item, either in the practice test or independent of it, students will read and analyze the responses of students who took the test in 2005. They will score these responses and discuss the reasons for giving their score to the writing.

KEY QUESTIONSHow can I improve my score on the constructed response section of the MEAP?

PROCEDURE 1. Pass out students’ responses to the question #10 of the practice test

(Fall 2005 Released Items) or have students complete the constructed response question at the top of their journal page.

2. Discuss the possible correct answers from the “Rubric for the Comparison of Sun and Earth” on the next page.

3. Arrange students into small groups of 3 or 4.4. Students independently score the first anonymous student’s

response. Then have them share the scores they have given with the other members in their small group.

5. Discuss the scores as a whole class. Ask who gave the student 0 points. Then ask who gave a score of 1 point. Go through this process up to three points. Ask students to give their reasons for their score. Discuss what would make the response better.

6. Let students do the rest of the items. First they should read and score the responses independently. Then they will share them with their group.

7. Discuss responses from anonymous students #2 through #6 as a whole class following the same procedure in step 5


Lesson FocusUsing Earth Science Knowledge

The Constructed ResponseThe Solar System and Universe

Lesson 10


Rubric for the Comparison of Earth and SunDifferences

Earth is smaller than the sun (both are different sizes).

The sun is hotter than Earth (different temperatures).

Earth does not give off light (receives light) and the sun does.

Earth has life and the sun does not (Earth has cities/states/countries).

Earth is a planet and the sun is a star (i.e. gas); Earth has a different

composition (dirt/rocks/water/land/continents).

They are both different colors.

Earth has a moon and the sun does not.

Earth has a different amount of gravity than sun.

Earth has seasons and the sun doesn’t.

Other acceptable differences

Similarities Earth and the sun are both part of the solar system/galaxy/milky way.

Earth and the sun are both spheres (round/circle).

Both rotate.

Both have atmospheres.

Both have cores.

Both have gravity.

Both have layers.

Both have at least 1 planet surrounding them.

Both change temperatures.

Both travel in an orbit.

Both have something orbiting them.

Both help us to survive.

Other acceptable similarities


Name _______________________________ Earth Science Lesson 10

Constructed Response(3 points)

Earth and the sun are different from each other in many ways. They also have some similarities.

Describe two ways that Earth is different from the sun.

Describe one way that Earth is similar to the sun.

Scoring Guide:

3 points The student describes two ways Earth is different from the sun and one way Earth is similar to the sun.

2 points The student describes two ways Earth is different from the sun but fails to describe a way Earth is similar to the sun. ORThe student describes one way Earth is different from the sun and one way Earth is similar to the sun.

1 point The student describes one way Earth is different from the sun. ORThe student describes one way Earth is similar to the sun.

0 points The student fails to show any understanding of differences or similarities between Earth and the sun.

SP 27

Read the responses for this question. Give each written response a score using the scoring guide. Be prepared to use the scoring guide and list of answers your teacher will give you to defend your decision.

STUDENT #1 SCORE ______

The earth is smaller than the sun. The sun stays in place,

the earth moves. The earth and the sun are both in the

same galaxy.

STUDENT #2 SCORE ______

One way the Earth is different from the Sun is that we have

living things. Like animals, humans, trees, and plants.

Another way is that the Earth is not a star. Like the sun is.

The way they are alike is that they both recive or give off

light. This is how they are alike or different.

2

2

The student describes one way the Earth is different from the Sun (Earth is smaller than the sun) and attempts to describe an additional difference (sun stays in place, the earth moves), which is not correct because the sun also rotates and revolves. The student describes one way Earth is similar to the sun (Earth and sun are in the same galaxy).

The student describes two ways the Earth is different from the sun: the statement that “Earth is different…we have living things. Like animals, humans, trees, and plants” implies that the sun does not have living things on it and “Earth is not a star” implies that the difference is that the sun is a star. The response attempts to describe how Earth is similar to the sun (Both recive or give off light). This is not an acceptable similarity because the Earth receives light and the sun gives off light.

SP 28

STUDENT #3 SCORE _______

The sun is very hot. No one lives on the sun. They both

are round.


Two ways that earth is different from the sun are the sun is what gives of light and earth recieves the light. Another way they’re different is that the sun is much, much bigger than the earth. One way that the earth and the sun are alike is that they’re both in the solar system.


The student describes two ways Earth is different from the sun: (sun is very hot) implies that the Earth is not hot and (No one lives on the sun) implies that the Earth is lived on. The student describes one way the Earth is similar to the sun (Both are round).

The student describes two ways Earth is different from the sun (the sun is what gives of light and earth receives the light; sun is much bigger than the earth) and describes one way Earth is similar to the sun (They’re both in the solar system).

3

3

2

SP 29

The Eath is different from the sun by the sun is very, very, very hot. And the Eath is not very, very, very hot. Thay both look like ball.


The Earth and sun have differences and similarities. The Earth is different from the sun because people live on the earth and it is cooler in temperature and there is land and water on it. The sun and Earth are similar because they each have something orbiting them. The other planets orbit the sun and the moon orbits the Earth.

Go back and score your own response. Give it to a friend to score and compare your scores.

Earth Science Vocabulary

atmosphere - The blanket of gasses that surrounds the earthblizzard - A very heavy snowstorm with high winds

3

The student describes two ways Earth is different from the sun (people live on the earth and it is cooler in temperature and there is land and water on it). The student describes one way Earth is similar to the sun (They each have something orbiting them. The other planets orbit the sun and the moon orbits the Earth).

The student describes one way Earth is different from the sun (the sun is vey, very, very hot…the Eath is not very, very, very hot) and describes one way Earth is similar to the sun (both look like a ball).

SP 30

boulder - A large rounded mass of rock lying on the surface of the ground or embedded in the soil

calendar – A table showing the months, weeks, and days in at least one specific yearcentimeter - A unit of length equal to one hundredth of a meterclay - A fine-grained, firm earthy material that is plastic when wet and hardens when

heated, consisting primarily of hydrated silicates of aluminum and widely used in making bricks, tiles, and pottery

cloud - a mass of tiny droplets of condensed water in the atmospherecoal - A natural dark brown to black graphite like material used as a fuel, formed from

fossilized plants and consisting of amorphous carbon with various organic and some inorganic compounds

data - Factual information, especially information organized for analysis or used to reason or make decisions

daylight - The light of day; sunlightdecrease - To grow or cause to grow gradually less or smaller, as in number, amount, or

intensityearthquakes - Movement or vibration in the rocks that make up Earth’s crusterosion - The wearing away of soil and rock particles by waves, wind, running water, or

glaciersevaporation - The process in which water particles change from liquid to a gasfall - To drop or come down freely under the influence of gravityflexible - 1) Capable of being bent or flexed; pliablefog - Condensed water vapor in cloudlike masses lying close to the ground and limiting

visibilityfreeze - The process in which moving particles in water slow down, lose heat, and change

from a liquid to a solidglaciers - A large mass of snow and ice that slowly moves downward and outward over

the landgraph - A diagram that exhibits a relationship, often functional, between two sets of

numbers as a set of points having coordinates determined by the relationship gravel - An mixture of rock fragments or pebblesgypsum - A widespread colorless, white, or yellowish mineral, CaSO4·2H2O, used in the

manufacture of plaster of Paris, various plaster products, and fertilizersheat - The movement of thermal energy from warmer to cooler objectsincrease - To become greater or largerlight - Electromagnetic radiation that has a wavelength in the range from about 4,000

(violet) to about 7,700 (red) angstroms and may be perceived by the normal unaided human eye

liquid - A state of mater that takes up a definite amount of space but has no definite shapemelt - When particles absorb heat energy and change from a solid to a liquidmillimeter - A unit of length equal to one thousandth of a metermineral - A natural occurring substance, neither a plant nor animalmoisture - Diffuse wetness that can be felt as vapor in the atmosphere or condensed

liquid on the surfaces of objects; dampness month - A unit of time corresponding approximately to one cycle of the moon's phases, or

about 30 days or 4 weeks

SP 31

observe -To use one or more of the senses to identify or learn about an object of eventoil - Any of numerous mineral, vegetable, and synthetic substances and animal and

vegetable fats that are generally slippery, combustible, viscous, liquid or liquefiable at room temperatures, soluble in various organic solvents such as ether but not in water, and used in a great variety of products, especially lubricants and fuels

orbit - The path an object follows as it revolvesore - A mineral or an aggregate of minerals from which a valuable constituent, especially a

metal, can be profitably mined or extractedplanet - A satellite of the sunprecipitation - Water in the atmosphere that falls to Earth as rain, snow, hail or sleetpredict- To state possible results of an event or experimentreduce - To bring down, as in extent, amount, or degree; diminishrecycle - To put or pass through a cycle again, as for further treatmentreuse - To use again, especially after salvaging or special treatment or processingrigid - Not flexible or pliant; stiffrock - A naturally formed solid in the crust made up of one or more mineralsrough - Having a surface marked by irregularities, protuberances, or ridges; not smoothsand - Small loose grains of worn or disintegrated rockseason - One of the four natural divisions of the year, spring, summer, fall, and winter, in

the North and South Temperate zones. Each season, beginning astronomically at an equinox or solstice, is characterized by specific meteorological or climatic conditions

smooth - Having a surface free from irregularities, roughness, or projections; evensoil - Manure, especially human excrement, used as fertilizer solar system - The Sun and all the objects that orbit around itsphere - A three-dimensional surface, all points of which are equidistant from a fixed pointspin - A swift whirling motionspring - Of, relating to, occurring in, or appropriate to the season of springstar - A hot sphere of gas that gives off energysummary - Presenting the substance in a condensed formsummer - The usually warmest season of the year, occurring between spring and autumn

and constituting June, July, and August in the Northern Hemisphere, or, as calculated astronomically, extending from the summer solstice to the autumnal equinox

temperature - A measure of how hot or cold something isthermometer- An instrument used to measure temperaturethunderstorm - A transient, sometimes violent storm of thunder and lightning, often

accompanied by rain and sometimes hailtornado - rotating column of air ranging in width from a few yards to more than a mile and

whirling at destructively high speeds, usually accompanied by a funnel-shaped downward extension of a cumulonimbus cloud

transportation - The business of conveying passengers or goodsvolcanoes - An opening in the earth's crust through which molten lava, ash, and gases

are ejected water vapor- A gas in the Earth’s atmospherewinter - The usually coldest season of the year, occurring between autumn and spring,

extending in the Northern Hemisphere from the winter solstice to the vernal equinox, and popularly considered to be constituted by December, January, and February

SP 32

year- The time it takes a planet to orbit the Sun; a year is different from planet to planetit the Sun. A year is different from planet to planet.

SP 33

Documents

mlhartma/5thGradeEarthScience... · Web viewCircle the word below each thermometer that best describes the marked temperature. Wind is Moving Air Earth absorbs the heat energy from