A.

Title and grade for unit:

Earths Landforms and Oceans for 5th Grade

B. Unit Standard(s) and indicators: (Number and description)

5. E.3: The student will demonstrate an understanding of how natural processes
and human activities affect the features of Earth's Landforms and oceans.
C. Unit Overview:
In this unit the student will learn about what natural processes take place to create
and form Earth's landforms and oceans. We will also discover different human
activities that affect Earth's landforms and oceans. We will learn how different
landforms result from the location and movement of water on Earth's surface
though watersheds and rivers. We will develop and use models to describe and
compare characteristics and locations of the landforms on continents with those on
the ocean floor, for example, the trench, continental shelf and slope, and the midocean ridge. Analyze and interpret data describe and predict, how natural processes
(weathering, earthquakes, hurricanes or storms) affect Earth's surface.

D. Rationale for unit:

It is important for students to learn about the Earth's landforms and oceans, and
humans influence on them. Some of the students may choose science as a career
field, and will need a strong knowledgeable foundation to build on. Some students
may choose to travel with their families to the places we discuss, and may need to
know some of the details about the location. They can also share their experiences
with their family and classmates.

Description of daily lessons for the unit

Number of
classes

Today we will review a PowerPoint and take notes on how different landforms
and surface features result from the location and movement of water on
Earth's surface through watershed and rivers.

2- 60 minute
classes

Discuss different landforms that are located on the ocean floors, and the
1-60 minute
landforms that are located on the continent that go along with them. Introduce
class
ocean/landform project.
Analyze and Interpret data to describe and predict how natural processes
affect Earth's surface

2-60 minute
classes

Display different models to explain the effect of the movement of ocean water 1- 30 minute
on the ocean shore zone.
class
Construct scientific arguments to support claims that human activities affect
the land and oceans of Earth

Homework

Review a PowerPoint defining problems caused by natural processes or human

1- 60 minute
activities and test possible solutions to reduce the impact on landforms and
class
the ocean shore zone.

Daily Lesson Plan

DAY: Day Three, Wednesday
SUBJECT:

Science

TIME: 10:00-11:00
TOPIC: Similarities of landforms on continents and those on the Ocean Floor
UNIT TITLE: Earths Landforms and Oceans

STANDARD(S)/OBJECTIVE(S)/ASSESSMENTS:
STANDARD(S): 5.E.3A.2- Develop and use models to describe and compare the
characteristics and locations of the landforms and continents with those on the
ocean floor (including the continental shelf and slope, the mid-ocean ridge, the rift
zone, the trench, and the abyssal plain.)

OBJECTIVE(S): The student will be able to develop and use models to describe and
compare the characteristics and locations of the landforms on continents with those
on the ocean floor.

The student will be able to write an essay comparing and contrasting on of each of
the continental landforms and the ocean landforms learned in class.

ASSESSMENT DETAILS: The student will create a 2-D or 3-D model that represents
detailed characteristics of the landforms of the ocean that are similar to the
landforms found on continents. The student will research these landforms and
create a model that represents the landforms they have chosen. The student should
choose one ocean landform we discussed in class and then compare it to the
continental landform that is similar. The project should include a 2-D or 3-D model
and have a typed informative paper comparing the two landforms. The paper should
include some similarities and differences of these landforms. The paper should have
4paragraphs which include an introduction, 2 body paragraphs and a conclusion.
Grading for this assignment will be based on a 100 point scale. The model will be
worth 50 points and the written portion will be worth 50 points. I will include a
rubric for each portion. The rubric will list what each section will be worth and what I
am looking for.

CRITERIA FOR MASTERY OF ASSESSMENT(S): Students should score at least an 80

out of 100 points in order to achieve mastery.

KEY VOCABULARY/CONCEPTS:

Earth is made of solid land. Some of the land is located above Earths water and
some is located
under water in the oceans. Meaning the ocean floor contains geologic structures, or
landforms.
However, there are similarities and differences between the landforms found on the
continents and
those found on the ocean floor. These features can be illustrated using detailed
descriptions,
pictures, or diagrams. These landforms include:

Continental shelf
The edges of the continents slope down from the shore into the ocean.
The part of the continent located under the water is known as the continental
shelf.

 The width of the continental shelf varies around the edges of the continents.
In some places the continental shelf is fairly shallow and in other place it
becomes very
deep, but it is not the deepest part of the ocean.
Continental slope
The steep slope where the continental shelf drops to the bottom of the ocean
floor is called the continental slope
The depth of the ocean water increases greatly here.
Mid-ocean ridge
On the bottom of the ocean, there is a central ridge, or mountain range, that
divides the
ocean floor into two parts.
These underwater volcanic mountains are known as the mid-ocean ridge.
Volcanic mountains not formed on the mid-ocean ridge are called seamounts.
Rift zone
In the center of the highest part of the mid-ocean ridge is a narrow trench called
a rift.
Underwater volcanic activity that adds mountains to either side of the mid-ocean
ridge
occurs at the rift zone.
Trenches
There are many steep-sided canyons and deep, narrow valleys in the bottom of
the ocean.
Ocean trenches are the deepest part of the ocean basin and are deeper than any
valley
found on land.
Abyssal plain
Begins where the continental margins end
Flat or gently sloping, smooth area of the ocean floor
Cover about 54% of the surface of the Earth
Shrimp and fish live in abyssal plains.

STEP BY STEP PROCEDURES:

INTRODUCTION:

Lesson Overview / Activation of Prior Knowledge: The Teacher will say," Who can
tell me what we have been studying the last few days?" We have learned how
different landforms and surface features result from the location and movement of
water on Earth's surface. Well today we are going to build on what we have learned
and learn how continent landforms compare to those on the ocean floor.

Purpose of Today's Lesson: The teacher will say, "It is important for us to learn
about continental landforms and the ocean floor, because one day we may want to
use this knowledge in a future career, or if you travel with your family or friends to
one of these locations."

Attention Getter: The teacher will say, Raise your hand if you can tell me
something you would see on the ocean floor? Does the ocean have landforms? If so
tell me what kind of landforms the ocean has. If you do not think the ocean has
landforms tell me why you think the ocean does not have landforms
LESSON DEVELOPMENT:
Content Presentation: The teacher will discuss different landforms that are located
on the ocean floors, and the landforms that are located on the continent that go
along with them. The discussion will include showing pictures via PowerPoint, books
and magazines. The teacher will also give examples of these landforms around the
world. The teacher will ask the students to give some real world examples of these
landforms. The discussion will include both continent landform examples and ocean
landform examples.

Formative Assessment: Students will individually be asked to name one ocean

landform and the continent landform that goes along with it. They will also be asked
to give a real world example of each. The students will write down these landforms
in their science notebook. This assessment will assist the student in brainstorming
for their upcoming project. The teacher will go around and give a check mark for
each students complete entry in their science notebook.
ASSESSMENT/CLOSURE:
The teacher will review what was discussed in class today as well as what was
learned previously in this unit. Lastly the teacher will introduce the Ocean landform
project. The teacher will discuss what is expected of the student on this project. The

teacher will pass out a rubric to each student to describe what is expected of this
project and what each category is worth.

Rubric for the Model:

5- Chose an ocean
10- Chose an ocean
landform but not
landform we
one we discussed in
discussed in class.
class

Ocean Landform

0-Not an ocean
landform

2-D or 3-D Model

0- Not a 2-D or
D model

Details

5- Has some detail 10- Has all main

0-Has no details on
but missing some
features of the
the landform
main features
landform

Level of Creativity

5- Some creativity,
0-No use of
(used some
( graphics, 3
graphics, some
dimensional objects,
dimensional objects
no color )
and some color)

3-

0-Turned the model

Model turned in on
5- Turned in 1-2
in 3 or more days
time
days late
late

Rubric for the Paper:

10- The model is 2D or 3-D whichever

the student chose to
create

10- Very Creative

( used a lot of
graphics, used a lot
of dimensional
objects and a lot of
color )
10- Turned the
model in on the
date it was due

Typed

0-Not turning in a
paper

Details

5- Had some details

10- Had all major
0-Had no details of of the landforms but
details of the
the landform
is missing some
landform
major details

Grammatical Errors

0-More than 10
grammatical errors

5- More than 5
grammatical errors

10- Less than 3

grammatical errors

Length

0-If the paper is

missing 2 or more
paragraphs

5- If the paper is
missing 1
paragraph

10- If the paper has

all 4 paragraphs as
required

Paper turned in on
time

5- Turned in a
handwritten paper

0-Turned the paper

5- Turned in 1-2
in 3 or more days
days late
late

10- Turned in a
typed paper

10- Turned the

paper in on the date
it was due