Science

Day 1: Preassessment
 Show video of anchoring phenomenon (compiled clips of landforms)
 Ask students what is happening, what they see. Hypothesize what is going on
in the video. Small group/partner discussion about if there are changes
occurring, any problems that can be caused by the phenomenon, what
happens if there are problems?
 Fill out a KWL chart with students- large on board, students have sticky
notes. One for each section. Refer back to at end of unit
 Have students decorate science “journals” (blank, from the dollar section at
Target. You’ve probably seen them  )

Day 2: What’s on Earth’s surface?

 Introduce topic, Ask students what they know about Earth’s surface already.
How is it represented on a globe or a map?
 Read pages 126/127 whole group. Dismiss to partner read remaining pages
(one partner read 2. Earth’s Land, other partner read 3. Earth’s water)
 Students will color and cut out the continents, and cut out a “puzzle” of what
earth was like before they became separated by water. –Print puzzles double
sided with numbers on back as a “key” for how puzzle fits together
 In science journal: “One new thing I learned today is…”

Day 3: What kinds of land and water are found on Earth?

 Together we will look at pictures of water an land formations that can be
found on Earth. Students will use prior knowledge to determine what that
land or water formation is called
 In science journals, students will create a flap-book by gluing a page on top of
their journal page, cutting out “windows” or flaps. On flap will be landform or
water formation, inside is a definition and a picture to remember what that
looks like.
 Mountain, ocean, river, lake, valley stream, island, glacier

Day 4: How do maps show land and water?

 Depending on weather outside: Maybe go out to draw maps?
 Review directions: north, south, east, west (Simon says?)
 Talk about things maps show: size of things, islands, lakes, beaches, high
regions or mountains, trails.
 Map key review: pictures show something on a map (draw a dot to show a
city, a wiggly line to show a lake)
 Compass: what does a compass do? How can we use a compass?
 Challenge: In science journals, draw a map of Cornell’s playground area.
Include a map key showing: body of water (the pond), any pathways, raised
areas, accurate sizing (don’t make the pond take up half of your map if it’s
only a little blob)
Day 5: How Earth’s surface changes
 Discuss the difference between rapid changes and slow changes
 Examples of rapid changes: flood, and landslide. Add two flaps onto a new
page.
 Experiment??? (Soil, rock, sand with water experiment, and rubbing rocks
together experiment) If experimenting, review how to work together in a
group. Assign roles. Have reporter type findings into a Google document.
Review how to properly use a Google document.

Day 6: How earthquakes and volcanoes change the land

 Use TCi website to go through pictures/videos of mexico before, during, and
after the volcano. Have students record observations in their science
journals.
 Share out what did you observe (whole group synthesis)
 In science journals, create a journal entry “looking back”. You’re 80 years old.
When you were a child in Mexico, this volcano erupted! What did the land
look like before? How did it change? What was life like after the volcano
eruption?

Day 7: How wind/water change land

 “Field trip” to the beach!
 TCi website, video observations of the different parts of the beach.
 In science journals, have students write observations and draw a quick
picture of what they observe
 Show what you know: With a partner, look at this picture of a rock formation.
100 years from now, what do you predict it will look like? Draw it in journal.

Day 8: Problems caused by wind/water can be solved

 Paraphrase together pages 178-185. Create a list of solutions to protect
against wind and water
 Experiment?? (Forming a soil mountain, and work as a team to design a
solution to protect it choosing from different materials. Test experiments by
pouring water at base of soil mountain and see if it keeps it “safe” from
water)
 In science journals, have students write about their experiments. What did
they choose. Why? Did it work?
 Have students write a final journal page about what they learned throughout
the unit, and their favorite part!