Tws 5

Heather Schryver 1
TWS 5
Instructional Design: Integrated Unit
Overview
This unit covered oceans and landforms. It included topics of
weathering (chemical and mechanical), as well as natural processes affecting
Earths crust in constructive and destructive ways. After learning about
Earths crust and landforms that are on Earths crust (continentally), the unit
goes directly into landforms on the ocean floor. There will be comparisons
between landforms on the continental crust and on the ocean floor. The last
section of this unit covers how people affect Earths land and oceans.
Essential questions for the unit include:
What is weathering?
What is chemical weathering? What is mechanical weathering?
What is the difference between constructive and destructive?
What landforms are on the ocean floor?
What are some similarities/differences between landforms on the ocean floor
and on the continental crust?
How do people affect Earths land and oceans?
Resources:
Science books
iPads
Video clips
Pictures
Outside (evidence of erosion and weathering)
Field Trip (Camp Sewee in April)
Technology:
iPads (Webquest)
Video Clips
Pictures
SmartBoard
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Heather Schryver 2
Instructional Strategy Analysis:

In this unit, students will work in small groups (partners) to complete a
WebQuest on iPads. Allowing students to conduct their own research will
enrich their understanding of the content as well as integrate research-based
learning.
Many of these students learn best through peer discussion and whole-group
discussion, so I will be sure to incorporate that into the unit as much as
possible. One ESOL student will also very much benefit from this. .
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Heather Schryver 3
College of Education
Lesson Plan Template
Teacher Candidate: Heather Schryver
1/26/2015
School: Merrywood Elementary
Grade
Date and Time of Lesson:

Subject/Grade Level: Science/5th
Description of Lesson: Students will be able to explain how natural
processes affect Earths oceans and land in constructive and destructive

ways.
Lesson Title or Essential Question that guides the lesson: Earths

Oceans and Landforms
Curriculum Standards Addressed:
National Standard(s): NA
SC Curriculum Standard(s): 5-3: The student will demonstrate an

understanding of features, processes, and changes in Earths land and oceans.
(Earth Science)
SC Academic Indicator(s): 5-3.1: Explain how natural processes (including
weathering, erosion, deposition, landslides, volcanic eruptions, earthquakes, and
floods) affect Earths oceans and land in constructive and destructive ways.
Other:
EEDA Standard(s)(over the course of the entire lesson, days 1-4):

Teacher candidates will use concrete, hands-on instruction and content presentation
with an emphasis on real-world application and problem solving.
Teacher candidates will implement learning strategies that promote cooperation.
Teacher candidates will implement strategies to accommodate the needs of diverse
learners.
SSCA Element(s) (harassment, intimidation, bullying, or appropriate behaviors)
Teacher will go over the rules and procedures for working in groups and centers.
This includes:
o Stay with your group/partner at all times.
o Discuss a plan before you start.
o Share ideas. Listen to everyone in the group/partner. Take turns.
o Respect everyone in the group/class.
o Include everyone.
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Lesson Objective(s):
5th grade students should be able to explain how
natural processes (including weathering,
erosion, deposition, landslides, volcanic
eruptions, earthquakes, and floods) affect
Earths oceans and land in constructive and
destructive ways.
Assessment(s) of the
Objectives:
Students will be
assessed based on
their understanding of
the concept. This will
be determined through
teacher observation
and student
participation in
discussions as well as
checkpoints in the
book.
Materials/Resources:
Day one:
SC Science (purple book)
Pencils
Prerequisites (Prior Knowledge):
Students should have prior basic knowledge of landforms, as well as
weathering, erosion, and deposition.
Procedures:
Day One:
Purple book, pg. 28-33

o What is the difference between constructive and destructive?
(constructive: creating something new (construction); destructive:
tearing something down(destroying)
o Weathering (slow DESTRUCTIVE process that breaks down rocks).
o There are two types of weathering; mechanical and chemical.
o Mechanical: breaking rock into smaller pieces by gravity, ice,
plant roots, or other factors. (Example: water freezing in crack of
a rock)
o Chemical: Changing of materials in a rock by chemical
processes. (Example: Chemicals in the rainwater can dissolve
some kinds of rocks. Chemical weathering can break down the
materials in landforms and cause caves to form)
o Erosion (movement of materials away from one place DESTRUCTIVEchanging/destroying an existing landform)
o Deposition (placing the materials in a new place CONSTRUCTIVE
building onto an existing landform or creating a new landform)
o What can cause Earths materials to move from one place to another?
(Water, gravity, wind, glaciers)
checkpoint pg. 29
o Erosion/Deposition by water
o Flowing river carries sediments (this is erosion)
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Heather Schryver 5
When river slows down, gravity causes sediments to be replaced
(this is deposition)
o Shoreline: sand is moved from one place to another causing
changes in the shorelines.
Erosion/Deposition by wind/glaciers
o Wind can blow dust, dirt, or sand from one place to another. As
these materials hit rock, tiny bits of the rock can be eroded
o Frozen water glaciers can cause erosion too. Gravity pulls
glaciers down a valley, glaciers grind rocks beneath them into
sediments, which move downhill with the glacier.
Checkpoint pg. 30
Landslide
o Occurs when gravity quickly pulls rocks and dirt downhill.
DECONSTRUCTIVE
Volcanoes
o An opening in earths crust through which steam, lava, and
ashes erupt. Volcanoes can cause both DECONSTRUCTIVE and
CONSTRUCTIVE changes on land and in the ocean.
Checkpoint pg. 31
Earthquakes
o Shaking of Earths surface caused by energy released along a
fault.
Checkpoint pg. 32
Floods
o Great flow of water over an area that is usually dry.
Checkpoint pg. 33
o
o
o
Activity Analysis: (should show use of TWS 1)
1. Reading through purple science book about weathering, erosion,

deposition, landslides, volcanoes, earthquakes, and floods. As we read, we
will stop several times and discuss. Many students learn through their
peers and discussion. This will accommodate those learners.
2. Checkpoints: The checkpoints in the lesson will allow us to have stopping
points and discussion starters. These may be completed as a whole class,
in small groups, partners, or individually.
No technology is needed for this part of the lesson. The lesson following
this one will require the students to use iPads and complete a WebQuest
about these concepts.
Differentiation/Accommodations/Modifications/Increases in Rigor
(should show use of TWS 1 data)
Many students learn through peer discussion, so I will be sure to incorporate this
into the lesson. One ESOL student will benefit from this, as well. For the students
that need more teacher support, I will be sure to purposefully include these
students.
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References:
SC Science (Purple book)
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Heather Schryver 7
1/27/2015
Grade


ways.


(Earth Science)
Integrated Standards: CCSS.ELA-LITERACY.W.5.7 Conduct short research projects that use
several sources to build knowledge through investigation of different aspects of a topic.

Other:

learners.
This includes:
o Include everyone.
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destructive ways.
Objectives:
Pre: Students are
assessed the day
before on their
knowledge of the
content material
through discussion and
teacher observation.
During: Students will
be assessed based on
their rich discussions
with small groups.
They will be assessed
based on teacher
observation.
After: Students will
have completed a
WebQuest. This will be
collected and
assessed.
Pencils
iPads
WebQuest
Students should have knowledge (from the previous days lesson)
about weathering, erosion, deposition, landslides, volcanoes,
earthquakes, and floods.
Procedures:
Students will work in small groups to complete a
Web Quest about Weathering, Erosion, Deposition,
Landslides, Volcanoes, Earthquakes, and Floods.
o Web Quest is attached below.
o

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Students are working in small groups to complete a WebQuest on iPads. Allowing
the students to conduct their own research will enrich their understanding of the
content as well as integrate research-based Language Arts.
students.
References:
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In your science notebook, number your page from 1-21.

Use the iPad and your purple science book to find the answers to
the following questions.
Be sure to include your source (EVIDENCE) for each question. (The
source may be the title of the website or the page from your
science book).
For the questions that you to find a photo, find the photo, raise
your hand, and show it to a teacher. The teacher will initial your
paper if you found an accurate photo. Write the source of the
photo.
1. What is the difference between constructive and
destructive?
2. What is weathering?
3. Is it constructive or destructive?
4. What is mechanical weathering?
5. Find a photo of mechanical weathering.
6. What is chemical weathering?
7. Find a photo of mechanical weathering. What is erosion?
8. Is erosion constructive or destructive?
9. Find a photo of erosion.
10.
What is deposition?
11.
Is deposition constructive or destructive?
12.
Name four things that can cause Earths materials to
move from one place to another. Give an example of each.
13.
What is a landslide? What causes it?
14.
Where does a landslide occur?
15.
Find a photo of a landslide that has happened in
American within your lifetime.
16.
What is a volcano? How is it formed?
17.
Find a photo of a volcano in America.
18.
What is an earthquake? What causes it?
19.
Is it constructive or destructive? Explain.
20.
What is a flood?
21.
Is a flood constructive or destructive? Explain.
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Heather Schryver 11
1/28/2015
Grade


ways.


(Earth Science)
Integrated Standards: CCSS.ELA-LITERACY.W.5.7 Conduct short research projects that use
several sources to build knowledge through investigation of different aspects of a topic.

Other:

learners.
This includes:
o Include everyone.
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destructive ways.
Objectives:
Pre: Students are
assessed the day
before on their
knowledge of the
content material
their rich discussions
with small groups.
based on teacher
observation.
have completed a
WebQuest. This will be
collected and
assessed.
Pencils
iPads
WebQuest
Procedures:
Students will work in small groups to complete a
Web Quest about Weathering, Erosion, Deposition,
Landslides, Volcanoes, Earthquakes, and Floods.
o Web Quest is attached below.
o

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Heather Schryver 13
Students are working in small groups to complete a WebQuest on iPads. Allowing
the students to conduct their own research will enrich their understanding of the
content as well as integrate research-based Language Arts.
students.
References:
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Heather Schryver 14
1/29/2015
Grade


ways.


(Earth Science)
Other:

learners.
This includes:
o Include everyone.
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Objectives:
Heather Schryver 15
destructive ways.
Pre: Students are

assessed the day
before on their
knowledge of the
content material
their rich discussion.
based on teacher
observation.
complete a quiz over
lesson 1.
Lesson 1 Quiz
Procedures:
Students will take a field trip outside to the giant hill in front of
Merrywood. This hill contains evidence of erosion, deposition,
weathering (mechanical and chemical), and means for a landslide.
As a class and in small groups, we will discuss this evidence. We
will also discuss what District 50 did to prevent a landslide from
happening (i.e. plant grass, remove trees, etc.)
We will also discuss what types of careers deal with landforms
and studying weathering, erosion, deposition, etc.
Students will then complete a quiz over lesson 1.

Students are taking a field trip to discuss evidence of the content that we
discussed during lesson one. This helps students to physically see (rather than
through pictures and demonstration) weathering, erosion, deposition, and a perfect
location for a landslide. This reaches the visual (seeing), auditory (whole class and
small group discussion), and kinesthetic/tactual learners (visiting the hill).
No technology is needed for this lesson.
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students.
References:
Ellen Lumley
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1/30/2015
Grade

Description of Lesson: Students will be able to illustrate the geologic

landforms of the ocean floor.
Lesson Title or Essential Question that guides the lesson: The Ocean
Floor

(Earth Science)
SC Academic Indicator(s): 5-3.2: Illustrate the geologic landforms of the ocean
floor (including the continental shelf and slope, the mid-ocean ridges, rift zone,
trench, and ocean basin).
Other:

learners.
This includes:
o Include everyone.
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Objectives:
Heather Schryver 18
5th grade students should be able to illustrate
the geologic landforms of the ocean floor.
Before the unit, I gave the

students a preassessment over the
entire unit. This allowed
me to see what the
students already knew
about the topics
throughout the unit.
During the lesson, I will
assess the students based
on teacher observation
through students
discussions. I may also
ask for an exit slip.
After the lesson, students
will complete a quiz.
Pencils
Students should have basic knowledge of the ocean and what it
contains.
Procedures:
SC Science, pg. 34-36
o What is continental crust? Where is it? If the ground we walk on
is continental crust, then what is oceanic crust? Can we walk on
it?
o Oceanic Crust
o Made mostly of basalt
o Much thinner than continental crust
o Properties affect the landforms on the ocean floor.
(diagram on pg. 34)
o Continental Shelf and Continental Slope
o Continental shelf: extension of the continental crust under
the ocean (beach)
o Continental slope: steep drop-off at the edge of the
continental shelf
o Continental rise: found at the bottom of the continental
slope
o Oceanic crust begins at the continental rise
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o Continental rise is made of sediments deposited

(DEPOSITION) by currents that change direction or speed
due to the change in slope
o Continental shelf, continental slope, and continental rise
are all called the continental margin
o Not all regions of the continental margin are smooth (like
diagrams show)
Check points 1, 2, 3, 4
o Mid-Ocean Ridges
o Mid-Ocean Ridge: areas of higher elevation that extend the
length of the spreading plate boundary, formed on both
sides of the new crust. Appear like underwater mountain
ranges.
o Crust is made up of plates that are slowly moving
o Plates that are next to each other may push into one
another, pull apart from one another, or move sideways
past each other.
o Spreading plate boundary forms when two plates move
away from one another.
o As the plates move apart, magma rises to fill the space
between the plates.
o The magma cools and hardens as it reaches the surface of
the crust, forming new oceanic crust.
Check points 5 and 6
3. Reading through purple science book about oceanic crust, continental

slope and continental shelf, and mid ocean ridges. As we read, we will
stop several times and discuss. Many students learn through their peers
and discussion. This will accommodate those learners.
No technology is needed for this part of the lesson.
students.
References:
SC Science
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2/2/2015
Grade


Floor

(Earth Science)
Other:

learners.
This includes:
o Include everyone.
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Objectives:
Heather Schryver 22

me to see what the
about the topics
through students
SC Science, purple book
Pencils
contains.
Procedures:
o Yesterday, we talked about the ocean crust. What is that? What
about the continental shelf and slope? Mid-Ocean Ridges? What
are those like?
o Rift Zone
o The notch, or valley, between the edges of the plates at a
spreading plate boundary.
o This iswhere the new oceanic crust is continually being
formed.
o Here, magma rises to fill the space between the spreading
plates, but the magma does not come up in only oen spot
o Magma can flow up through a number of gaps in Earths
crust around a spreading plate boundary.
o This rising magma causes ocean water to be super heated,
but incredibly, living things can still be found there.
o Mid-ocean ridges form on both sides of the rift zone as new
crust is fromed and old crust gets pushed away.
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Diagram
o Ocean Trenches
o Ocean trench: a deep valley that forms when an ocean
plate moves below another plate.
o As plates pull apart at a spreading plate boundary, they
move toward other plates.
o When oceanic crust pushes toward the continental crust,
the oceanic crust slides under the continental crust.
o Ocean trenches are where some of the deepest ocean
water is found.
Diagram
o Ocean Basins
o Ocean Basins: the areas located between the edge of the
oceanic crust and a mid-ocean ridge.
o Ocean basins are huge areas that vary in depth
o Have a variety of features
o Ocean trenches are located in ocean basins
o Scientists estimate that there are about 10,000 volcanoes
on the ocean basins around the world.
Checkpoints 11 and 12
5. Reading through purple science book about rift zones, ocean trenches,
and ocean basins. As we read, we will stop several times and discuss.
Many students learn through their peers and discussion. This will
accommodate those learners.
students.
References:
SC Science
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Heather Schryver 24
2/3/2015
Grade


Floor

(Earth Science)
Other:

learners.
This includes:
o Include everyone.
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Objectives:
Heather Schryver 25

me to see what the
about the topics
through students
Whats on the Ocean Floor? Booklet packet for each student.
Lesson 2 Quiz
contains.
Procedures:
Students will put together small booklets about the ocean floor. They
will then read through the booklet with their table groups (or partners).
We will discuss the booklets as a whole class.
Students will complete a quiz on lesson 2.
Students will complete small booklets about what is on the ocean floor. They
will read through the booklet with their table groups (or partners) and initiate
small group discussion. This will address the visual and auditory learners.
Afterwards, we will have a whole class discussion about what is on the ocean
floor.
No technology is needed for this lesson.
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students.
References:
Whats on the Ocean Floor?
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Heather Schryver 27
2/4/2015
Grade

Description of Lesson: Students will compare oceanic and continental

landforms.
Lesson Title or Essential Question that guides the lesson: How do

oceanic and continental landforms compare?

(Earth Science)
SC Academic Indicator(s): 5-3.3 Compare continental and oceanic landforms.
Other:

learners.
This includes:
o Include everyone.
5th grade students should be able to compare
oceanic and continental landforms.
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Objectives:
students a pre-
Heather Schryver 28
assessment over the
me to see what the
about the topics
through students
Pencils
Students should have knowledge of oceanic and continental
landforms based on the previous two lessons.
Procedures:
o What are continental landforms? What about some oceanic ones?
o Oceanic and Continental Crust
o Continental landforms: landforms on the continents
o Oceanic landforms: landforms found under the oceans
water
o Processes that Shape Landforms
o Destructive forces, like weathering and erosion, occur both
on the continents and in the oceans.
o EX: near the coastline, waves act on oceanic landforms and
on continental landforms.
o Wind, water, ice, and living things cause weathering and
erosion of continental landforms.
o Ocean water and living things cause mechanical and
chemical weathering of oceanic landforms.
o Constructive forces, such as deposition and the building of
mountains, also occur both on land and in the oceans.
o The movement of Earths plates and volcanic activity build
landforms on the continents and under the ocean water.
o Plains
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Plains are large flat areas of land that are relatively low.
A plain found in the ocean is called an abyssal plain.
Plains in the ocean are even flatter than plans on dry land.
Plains are affected by erosion and deposition.
Deposition of sediments makes abyssal plains very smooth.
Checkpoints 1, 2, 3, and 4
o Mountains and Volcanoes
o Colliding plate boundary forms when two plates push into,
or collide, with one another.
o When two continental plates collide, mountains can form
as the continental crust is folded, tilted, and lifted.
o This process produced some of the worlds largest
mountain ranges, including the Himalayas in Asia, and the
Alps in Europe.
o Mid-ocean ridges are like underwater mountain ranges, but
they are formed differently.
o They occur at spreading plate boundaries and involve the
moving apart of oceanic plates.
Checkpoint 5 and 6
o Valleys and trenches
o Valleys are low, narrow areas on Earths crust.
o On land, valleys are usually formed by erosion.
o Ocean trenches are a feature of the ocean floor that has a
lower elevation than the surrounding area.
o Trenches are formed when one plate slides under another
plate, so ocean trenches also form in a different way than
valleys on land.
Checkpoint 7 and 8
o
o
o
o
o

7.
Reading through purple science book comparing oceanic and continental

landforms. As we read, we will stop several times and discuss. Many
students learn through their peers and discussion. This will accommodate
those learners.
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students.
References:
SC Science
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Heather Schryver 31
2/5/2015
Grade

Description of Lesson: Students will compare oceanic and continental

landforms.

oceanic and continental landforms compare?

(Earth Science)
SC Academic Indicator(s): 5-3.3 Compare continental and oceanic landforms.
Other:

learners.
This includes:
o Include everyone.
oceanic and continental landforms.
Revised 9.03.14
Objectives:
students a pre-
Heather Schryver 32
assessment over the
me to see what the
about the topics
through students
Pencils
Students should have knowledge of oceanic and continental
landforms based on the previous two lessons.
Procedures:
After a review, students will complete a quiz over lesson 3.
students.
References:
SC Science
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Heather Schryver 33
2/5/2015
Grade

Description of Lesson: Students will explain how waves, currents, tides,

and storms affect the geologic features of the ocean shore zone.

waves, currents, tides, and storms affect the ocean shore?

(Earth Science)
SC Academic Indicator(s): 5-3.4 Explain how waves, currents, tides, and storms
affect the geologic features of the ocean shore zone (including beaches, barrier
islands, estuaries, and inlets).
Other:

learners.
This includes:
o Include everyone.
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Objectives:
Heather Schryver 34
waves, currents, tides, and storms affect the
geologic features of the ocean shore zone.

me to see what the
about the topics
through students
Pencils
Students should have knowledge of ocean shore zone.
Procedures:
o What happens when a wave hits a beach?
o Waves and Tides
o When a wave hits a beach, it pucks up sand and carries it
away, causing erosion.
o The water cannot carry the sand forever. At some point it is
deposited somewhere else.
o Ocean waves are a major source of erosion along a beach.
o The waves at the shore can be quite gentle, or they can be
very powerful.
o The amount of erosion caused by waves is partly
determined by the strength of the waves.
o Tides are the daily rising and falling in a regular cycle of
Earths waters on its coasts.
o Tides affect the water levels at the beach.
o Currents
o Current: a flow of water in a larger body of water.
o It might help to understand currents by thinking that they
are rivers flowing in the water.
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Heather Schryver 35
o You cant see them by looking at the water.

o When a wave hits a beach, it usually is moving at an angle
to the beach.
o Many shoreline features are formed by deposition.
o Changes to Barrier Islands and Inlets
o Barrier island: a small island along a coastline formed by
the deposition of sand.
o Barrier islands protect the coastline.
o Inlets: openings between barrier islands.
o Just as waves, currents, and tides cause barrier islands to
shift, they can also cause the shape and size of the inlets
to change.
o Erosion and deposition cause inlets to change over time.
o Storms
o A hurricane is a strong storm that forms over warm ocean
water.
o When a hurricane reaches land, it can cause tremendous
damage to the ocean shore and to the homes and buildings
near the shore.
o Ocean waves get their energy from wind.
o Storms, such as hurricanes, cause waves with huge
amounts of energy.
o A storm surge is water forced inland by a storm.
Checkpoints 5, 6, 7 and 8
9. Reading through purple science book about waves, tides, currents, and
storms. As we read, we will stop several times and discuss. Many students
learn through their peers and discussion. This will accommodate those
learners.
10.Checkpoints: The checkpoints in the lesson will allow us to have stopping
students.
References:
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SC Science
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Heather Schryver 37
2/6/2015
Grade

Description of Lesson: Students will explain how waves, currents, tides,

and storms affect the geologic features of the ocean shore zone.

waves, currents, tides, and storms affect the ocean shore?

(Earth Science)
SC Academic Indicator(s): 5-3.4 Explain how waves, currents, tides, and storms
affect the geologic features of the ocean shore zone (including beaches, barrier
islands, estuaries, and inlets).
Other:

learners.
This includes:
o Include everyone.
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Objectives:
Heather Schryver 38
waves, currents, tides, and storms affect the
geologic features of the ocean shore zone

me to see what the
about the topics
through students
Pencils
Lesson 4 Quiz
Procedures:
After a review, students will complete a quiz on lesson 4.
students.
References:
SC Science
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Heather Schryver 39
2/6/2015
Grade

Description of Lesson: Students will compare the movement of water by

waves, currents, and tides.
Lesson Title or Essential Question that guides the lesson: How does
ocean water move?

(Earth Science)
SC Academic Indicator(s): 5-3.5 Compare the movement of water by waves,
currents, and tides.
Other:

learners.
This includes:
o Include everyone.
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Objectives:
Heather Schryver 40
the movement of water by waves, currents, and
tides.

me to see what the
about the topics
through students
Pencils
Procedures:
o What do you think causes the ocean water to move?
o Moving Water
o Waves, currents, and tides are caused by a variety of
forces acting on ocean water.
o Most waves are cause dby wind energy.
o Tides are caused by the force of gravity.
o Currents are caused by differences in salinity and water
temperature, by winds, and by the angle of waves striking
the shore.
o Waves, some currents, and tides act on the features of the
shoreline by causing erosion and deposition.
o Deep ocean currents move water, but these currents do
not usually cause erosion at the shore.
o Waves
o Ocean waves occur close to shore and in the deep ocean.
o Ocean waves carry energy along the surface of the water.
o In the deep ocean, waves cause water to rise and fall in a
circular motion.
o As a wave approaches, the water moves up and slightly
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Heather Schryver 41
forward and then downward and back in a circular loop.

o Each time a wave passes, the water ends up just about
where it started.
o As waves move closer to shore, the water through which
they are traveling gets shallower.
o The waves that break along the shore are the result of an
ocean wave moving into shallow water.
o These waves cause water to tumble forward onto the
beach.
o Currents
o A current is a flow of water in a larger body of water.
o Deep ocean currents: water flows up and down in the deep
ocean.
o Surface current: caused by the wind moving over the
ocean.
Checkpoints 5 and 6
o Tides
o Tides are the daily rising and falling in a regular cycle of
Earths waters.
o Tides change the water level at most coasts in the world
throughout the day.
o In most places, there are two high tides and two low tides
each day.
o Tides are caused mainly by the moons gravity.
Checkpoint 7 and 8
11.Reading through purple science book about water movement. As we read,
we will stop several times and discuss. Many students learn through their
peers and discussion. This will accommodate those learners.
students.
References:
Revised 9.03.14
Heather Schryver 42
SC Science
Revised 9.03.14
Heather Schryver 43
2/9/2015
Grade

Description of Lesson: Students will compare the movement of water by

waves, currents, and tides.
Lesson Title or Essential Question that guides the lesson: How does
ocean water move?

(Earth Science)
SC Academic Indicator(s): 5-3.5 Compare the movement of water by waves,
currents, and tides.
Other:

learners.
This includes:
o Include everyone.
Revised 9.03.14
Objectives:
Heather Schryver 44
the movement of water by waves, currents, and
tides.

me to see what the
about the topics
through students
Pencils
Paper
Coloring Supplies
Technolgy/Videos
Procedures:
Students will discuss with their tables the different causes of ocean
water moving. They will then create a small poster/chart indicating
this.
As a class, we will watch several short video clips that show the
different movements of water.
After a short review, students will complete a quiz on lesson 5.
1. Students will discuss with their table groups the different things that cause
water to move. They will then create a chart/poster. This will benefit the
visual, auditory, and tactual learners.
2. We will watch short video clips of moving water (tides, currents, etc.). This
will allow the students to physically see the different water movements.
Technology is used to show students moving water.
Revised 9.03.14
Heather Schryver 45
students.
References:
SC Science
Revised 9.03.14
Heather Schryver 46
2/10/2015
Grade

Description of Lesson: Students will learn how human activity has

affected the land and oceans of Earth.

people affect Earths land and oceans?

(Earth Science)
SC Academic Indicator(s): 5-3.6 Explain how human activity (including
conservation efforts and pollution) has affected the land and oceans of Earth.
Other:

learners.
This includes:
o Include everyone.
Revised 9.03.14
Objectives:
Heather Schryver 47
human activity has affected the land and oceans
of Earth.

me to see what the
about the topics
through students
Pencils
Students should have knowledge the ocean.
Procedures:
o How do you think humans have affected Earths land and
oceans?
o Human Impact
o Resource: a supply that meets a need for materials or
energy.
o Sometimes, when people get and use resources, they can
damage Earths land and oceans.
o Pollution is one of the main ways that people damage
ocean waters.
o When people conserve resources, they use them wisely.
Checkpoints 1 and 2
o Mining
o Mnay resources that people use are found underground.
o Mining is the process of removing a resource from the
ground.
o Coal, a fossil fuel, is obtained by mining.
o Iron, which is used to make steel, is also obtained by
mining.
o Drilling
Revised 9.03.14
Heather Schryver 48
o Drilling changes landforms, which affects the habitats of

organisms living.
o Drilling can also pollute water.
Checkpoints 3 and 4
o Oil Spills
o Oil is found underground and under the ocean floor.
o After oil is collected, it must be moved.
o An oil spill can damage large areas of ocean for long
periods.
o Agriculture
o Agriculture, or farming, is a way that people change Earths
land.
o Famers use many methods to reduce or prevent erosion.
Checkpoints 5 and 6
13.Reading through purple science book about how human impact affects
Earths land and oceans. As we read, we will stop several times and
discuss. Many students learn through their peers and discussion. This will
students.
References:
SC Science
Revised 9.03.14
Heather Schryver 49
2/11/2015
Grade




(Earth Science)
Other:

learners.
This includes:
o Include everyone.
Revised 9.03.14
Objectives:
Heather Schryver 50
of Earth.

me to see what the
about the topics
through students
Pencils
Procedures:
o What ways did we read about yesterday that showed us how
humans affected Earths land and oceans?
o Pollution of Land and Water
o Garbage that is not properly disposed of becomes
pollution.
o Pollution of ocean water also happens when wastes from
industry are dumped into the ocean.
Checkpoints 7 and 8
o Repairing Land and Oceans
o Many laws protect Earths land and oceans.
Diagram pg. 60
Checkpoint 9 and 10
o Reducing, Reusing, and Recycling
o Reduce: using less of the product.
o Reuse: using a material more than once.
o Recylce: treat a material so that it can be used again.
Checkpoints 11 and 12
Revised 9.03.14
Heather Schryver 51
15.Reading through purple science book about how human impact affects
Earths land and oceans. As we read, we will stop several times and
discuss. Many students learn through their peers and discussion. This will
students.
References:
SC Science
Revised 9.03.14
Heather Schryver 52
2/12/2015
Grade




(Earth Science)
Other:

learners.
This includes:
o Include everyone.
Revised 9.03.14
Objectives:
Heather Schryver 53
of Earth.

me to see what the
about the topics
through students
Pencils
Small paper cups
Tub and spoon
Magnifying glass
Sand
Mud
Rocks
Eraser
Ruler
Water
Procedures:
Lab Zone Activity, pg. 62-65
Students will observe erosion by blowing on sand, mud, and
rocks. They will also Observe erosion by moving water over
sand, mud, and rocks.
They will record their observations in their Science books.
17.Students are completing a hands-on experiment that will demonstrate

erosion. All kinesthetic, auditory, visual, and tactual learners will benefit
from this.
Revised 9.03.14
Heather Schryver 54
students.
References:
SC Science
Revised 9.03.14
Heather Schryver 55
2/13/2015
Grade




(Earth Science)
Other:

learners.
This includes:
o Include everyone.
Revised 9.03.14
Objectives:
Heather Schryver 56
of Earth.

me to see what the
about the topics
through students
Lesson 4 Quiz
Pencils
Procedures:
After a review, students will complete a quiz over lesson 4.
After the quiz, we will review the entire unit so that the students will
be prepared for their unit 2 test.
students.
References:
SC Science
Revised 9.03.14

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Heather Schryver 1

Instructional Strategy Analysis:

Date and Time of Lesson:

Description of Lesson: Students will be able to explain how natural

processes affect Earths oceans and land in constructive and destructive

Lesson Title or Essential Question that guides the lesson: Earths

SC Curriculum Standard(s): 5-3: The student will demonstrate an

EEDA Standard(s)(over the course of the entire lesson, days 1-4):

Purple book, pg. 28-33

Activity Analysis: (should show use of TWS 1)

1. Reading through purple science book about weathering, erosion,

Date and Time of Lesson:

Description of Lesson: Students will be able to explain how natural

processes affect Earths oceans and land in constructive and destructive

Lesson Title or Essential Question that guides the lesson: Earths

SC Curriculum Standard(s): 5-3: The student will demonstrate an

several sources to build knowledge through investigation of different aspects of a topic.

EEDA Standard(s)(over the course of the entire lesson, days 1-4):

Activity Analysis: (should show use of TWS 1)

In your science notebook, number your page from 1-21.

Date and Time of Lesson:

Description of Lesson: Students will be able to explain how natural

processes affect Earths oceans and land in constructive and destructive

Lesson Title or Essential Question that guides the lesson: Earths

SC Curriculum Standard(s): 5-3: The student will demonstrate an

several sources to build knowledge through investigation of different aspects of a topic.

EEDA Standard(s)(over the course of the entire lesson, days 1-4):

Activity Analysis: (should show use of TWS 1)

Date and Time of Lesson:

Description of Lesson: Students will be able to explain how natural

processes affect Earths oceans and land in constructive and destructive

Lesson Title or Essential Question that guides the lesson: Earths

SC Curriculum Standard(s): 5-3: The student will demonstrate an

EEDA Standard(s)(over the course of the entire lesson, days 1-4):

Pre: Students are

Students will then complete a quiz over lesson 1.

Date and Time of Lesson:

Description of Lesson: Students will be able to illustrate the geologic

SC Curriculum Standard(s): 5-3: The student will demonstrate an

EEDA Standard(s)(over the course of the entire lesson, days 1-4):

Before the unit, I gave the

o Continental rise is made of sediments deposited

3. Reading through purple science book about oceanic crust, continental

Date and Time of Lesson:

Description of Lesson: Students will be able to illustrate the geologic

SC Curriculum Standard(s): 5-3: The student will demonstrate an

EEDA Standard(s)(over the course of the entire lesson, days 1-4):

Before the unit, I gave the

Date and Time of Lesson:

Description of Lesson: Students will be able to illustrate the geologic

SC Curriculum Standard(s): 5-3: The student will demonstrate an

EEDA Standard(s)(over the course of the entire lesson, days 1-4):

Before the unit, I gave the

Date and Time of Lesson:

Description of Lesson: Students will compare oceanic and continental

Lesson Title or Essential Question that guides the lesson: How do

SC Curriculum Standard(s): 5-3: The student will demonstrate an

EEDA Standard(s)(over the course of the entire lesson, days 1-4):

Activity Analysis: (should show use of TWS 1)