Term 1-2 2012 Earth - 3rd Rock from the Sun

Big Question
BIG IDEAS SO WHAT?

Years 5-6 (Levels 2-4)

Does it matter that our planet is different to the other planets in our solar system?
7Our planet is made up of rocks and landforms that are continuously built up and broken down through the combined action of tectonics, volcanism, freezing, thawing, gravity, wind, water, the Sun, plants, animals and people 7 If we understand the processes that have formed our environment and each of the spheres, we will be better able to protect our Earth in the future - The Earths spheres are impacted and changed by people and their actions. - How can I help to sustain our planets natural resources? 1. 2. 3. 4. 5. 6. Earth is part of the Solar System and is made up of water, rocks and soil, air and life forms. Earth is the water planet Earth is a complex system of interacting rock, water, air, and life which all link to each other Earth is 4.6 billion years old and continuously changing Landscapes have observable rock and landform patterns that we can observe and make conclusions about what geological processes might have occurred. Geologists use repeatable observations and testable ideas to understand and explain our planet

KEY UNDERSTANDINGS

THINKING: use thinking skills, ICT tools and strategies to help me make accurate observations, reflect on the thinking I have done. Relating to others, Participating and Contributing SEMESTER 1 - Broad Curriculum Overview Science-Planet Earth and Beyond Social Studies o Water Cycle o Human impact on the environment o Earth systems-the interactions between them and the sun and the moon. o Healthy Communities o Environmental Health o Changes overtime o L2 Understand how time and change affect peoples lives. Earth systems o L2 Understand how the status of Mori as tangata whenua is significant for communities in New Investigate and understand the spheres of the Earth system: geosphere (land), Zealand. hydrosphere (water), atmosphere (air), and biosphere (life). o L3 Understand how people make decisions about access to and use of resources. Interacting systems o L4 Understand that events have causes and effects. Investigate and understand that the geo-sphere, hydrosphere, atmosphere, and biosphere are connected via a complex web of processes. KEY COMPETENCIES LITERACY: Experiences generating oral language as basis for ongoing reading / writing reports, persuasion, instructions, procedures. Focus on Procedural Texts, flow chart /diagrams, Cause and effect Key vocabulary = sphere, cycle,
ASSESSMENT ROUTINES & RECORDS

Maori Tangata Whenua- relationship with the land, Myths and Legends, Hauora

SCHOOL-WIDE ASSESSMENT - Term 2

Develop sign posts a reflection for each Inquiry stage Whole Class reflective learning log Self/Peer assessment activities at regular intervals Skills checklist to document individual progress Anecdotal notes in daily diary about children

1)

The students will make specific links between one of the Big Ideas investigated during the first semester and GF and TA make their own conclusions throughout the inquiry process using a range of thinking tools including KWHL.

2)

Scientific Skills and Processes

Communicating & Interpreting Describe the ideas their own and others and objects and images communicate. Developing Ideas Students will develop and revisit visual ideas.

Term 1-2 2012

Years 5-6 (Levels 2-4)

Understanding in Context Investigate the purpose of objects and images in past and present cultures and identify contexts in which they were or are made, viewed, and valued.

LISTENING, READING AND VIEWING

LEVEL 2: Processes/Strategies Students will: Select and use sources of information, processes and strategies with some confidence to identify, form and express ideas. By using these processes and strategies when listening, reading, or viewing, students will: Purposes and audiences Show some understanding purposes/audiences. of how texts are shaped for different

SPEAKING, WRITING AND PRESENTING

LEVEL 3: Processes/strategies Students will: Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas. By using these processes and strategies when listening, reading, or viewing, students will: Purposes and audiences Show a developing understanding of how texts are shaped for different purposes/audiences. Ideas Show a developing understanding of ideas within, across, and beyond texts. Language features Show a developing understanding of how lang features are used for effect within & across texts. Structure Organise texts, using a range of appropriate structures.

Ideas Show some understanding of ideas within, across, and beyond texts. Language features Show some understanding of how lang features are used for effect within & across texts. Structure Show some understanding of text structures.

Possible Activities

    

Flow Charts - visual features, layout, and effects combined to convey a particular idea or theme re the rock, tectonic or water cycles. Procedural texts experimenting. Explanations processes. texts mythology, explaining landmarks, formations,

Possible Activities

    

Flow Charts - visual features, layout, and effects combined to convey a particular idea or theme re the rock, tectonic or water cycles. Procedural texts experimenting. Explanations texts mythology, explaining landmarks, formations, processes. Viewing Images graphs, photos and captions, Reports - Going Further: gathering & organising information re our local landscapes.

Viewing Images graphs, photos and captions, Reports - Going Further: gathering & organising information re our local landscapes.

Term 1-2 2012

Picture Interpretation Focussing Questions

Word Bundling What do We Already Know?

Dunedin and St Clair? Using the brainstorms, begin to develop a definition that can be unpacked and developed throughout the inquiry. Examine the pictures closely using the content of the picture: o write down 4 facts, 3 opinions and formulate a question. Take home discussion questions with the aim of children discussing and speculating all of them. No research at this stage! Answers recorded in draft for only. At school, at the end of the fortnight, students select one question and respond to it. Ensure time for Walk and Gawk and sharing of responses onto the charts if the information has not already been written down. Thinking about our local landscape, physical features of planet earth brainstorm and classify word banks. Cross-section of the Earth- What would you see on the inside, on the outside and in the air. Introduce term sphere what does it look like cut in half? Make from plasticine and explain?

Summarise Brainstorm

Connections Photos of Dunedin buildings and landscapes Discussion questions on homework grid. Instruction Cards Word Bundling p14, Classroom Connections. Visual Representation, p39, Classroom Connections

pairs

Brainstorm Reflections Drawing Conclusions Brainstorm Brainstorm think, pair, share Visual Representation Summarise

Individual with families at home. Individual or pairs at school. buzz groups individual and pairs

hat do we know or think we know about the rocks and landforms on ourSupporting Questions planet?

Years 5-6 (Levels 2-4) We are finding out and clarifying what we think we know are needed to seepressor TIFF neededdecomthis picture. QuickTim ))decom pressor are (LZW and a TIFF(LZWe to see QuickTim and a this picture. e about Learning Activities What or ofEarth is made of the individuals. Select to meet the needs of the class Thinking Groupin Resources Structures of the Earth and its Tools & Skills layers g Rocks and landforms unique to Dunedin and New Zealand Introduce Big Question and discussHow is our planet Brainstorm Brainstorming Graffiti Board different to the other planets in our Solar System? as modifications, buzz Blooms the reason for our inquiry. Using the quick-fire think, pair, p12-13, groups Remembering brainstorm approach, unpack what is our planet, NZ, share Classroom

Making Conclusions

Term 1-2 2012 Years 5-6 (Levels 2-4)

cts of our planet/ New Zealand/ Dunedin life be traced to # How do rocks in the Dunedin area affect our lives? local rock?

Term 1-2 2012

Years 5-6 (Levels 2-4)

Term 1-2 2012

Years 5-6 (Levels 2-4)

We are learning to
We are learning to
identify how earths landforms are the result of natural processes. describe the observable features and patterns in landscapes that we can use to identify them.

We are learning to
explain how the outer layer of the Earths crust is made up of tectonic plates and to describe the impact of their gradual motion.

The Earths Structure pp25-27, Making Better Sense of Observations world maps PE&B Making labels for continents Individuals, Connections polystyrene whole class Plate Tectonics Experimenting Here We Go Round the Mantle Bush Moving Plates *** Investigation = Through Thick and Thin = observe, record and discuss the effect that the thickness of the earths crust would have on the continents.*** Background Reading Understanding Magma under constant pressure - Understanding Making - Making Rockets, SJ the pressure pressure created by gases, pp28-31, Making Better Connections 3:1:99 Individuals and it effect on Sense of PE&B Drawing Hot Springs and magma. o Volcanic Cannisters Conclusions Geysers, Connected Blooms Investigating 2:99 o Magma Rising Comprehension Steam Powered o The Push of Magma Cars, Connected o Class Spurts Day 2:99 The Mountain, SJ 4:2:99 *** Investigation = Class Spurts Day Part 2 : testing variables including temperature and quantity. Share read The Case of the Erupting Lawn and draw a diagram, flowchart or picture sequence to explain what happened.***

Blooms Creating and

Treasure Island key vocabulary includes mountain range, river bed, foothills,

** See separate technology, Arts and Visual language plan 6

# WhatSupporting Questions

Understanding the Earths Structure Blooms Comprehension

Term 1-2 2012 Analysing peninsula, lakes, harbour, bay, cave, cliff faces, plains. Pg 36 Act 11

Years 5-6 (Levels 2-4)

Understanding The Earths crust buckles and cracks, letting magma how the Earths Aerial Photographs Individual rise to the surface, pp 42-43, Making Better Sense of crust buckles Explaining of South Dunedin, and group PE&B and cracks Interpreting the coastline o The Cracking Crust Blooms Justifying Moro Bars o Mapping and Models Comprehension *** Introduce the Dunedin Volcano begin to explore maps of the Dunedin area. Guest speaker = Beryl Lee*** Venn Diagrams, T Charts, Y-Charts comparison of landforms and landscapes including Harbour Cone, Organ Pipes, Blackhead Quarry Our Place Maori Legends and Place Names of the Tangata Whenua Myths relating to the formation of the Earth Rangi and Papa, Ihenga, Kuiwai and Horomatangi. Maui and Te Ika re North Island, Aorakis Canoe by Rewa McConnell = retelling of the forming of the South Island. Maori Place names including the landform eg. awa (river), roto (lake). ** See separate Arts and Visual language plan re Maori place names and landscape mural

Term 1-2 2012

Years 5-6 (Levels 2-4)

We are learning to
demonstrate and explain how new rocks and landforms are formed from old rocks and landforms as the materials they consist of are changed by ongoing geological processes.

Longterm Investigation

pp 54-55, Making Better Sense of PE&B o In the Pink

Predicting Observation

Gardens Lime, aluminium

Supporting Questions # What

Reflecting on our understandings so far. Look back to original model and diagrams. Evaluate initial ideas and journal any changes of thinking and understandings. So Where Did The Rock Cycle = Classifying rocks and developing Elaborating rocks from around the Magma Go? rock cycles specifically relevant to local rock Explaining Dunedin Pairs and Blooms formations. Classifying Geological map of groups Comprehension Dunedin Applying Question Key The answer is Magma/ Igneous/ Metamorphic/ Considering Jigsaw Groups Small groups Blooms Sedimentary/ Rocks/ Minerals/ Crystals list five options make use of group Comprehension questions that answer these... Predicting specialisation. Clarifying ideas Experimenting Soil is the top layer of the Earths crust, pp 48-53, Making Better Sense of PE&B o Soil is Made Up of Different Particles o Whats in Soil? o Shaken not Stirred o Watery Soil o Water Filters CSI Crime Scene Set up a crime scene the clue being a shoe that has Investigating Soil samples with pairs and soil in the tread of its sole. Use observation skills and extending ideas different acidity and small groups. introduce ph testing as a further attribute of different experimenting alkalinity levels. soils. Comparing Litmus paper

Term 1-2 2012

Question Key Blooms Comprehension o All Roads Lead Back to the Soil o Worm Hotel The answer is Soil - list five questions that answer these... Variables

Years 5-6 (Levels 2-4)

Considering options Predicting Clarifying Understanding potassium sulphate, worm farm, etc. Photos and samples of different soil types. Small groups

Comparative Study Blooms Analysing, Applying

Water and Wind Erosion Natural phenomenon impacting on our landscapes - pp 34 - 41, Making Better Sense of PE&B o The landform expedition o 3D models of landforms o Water Erosion o Wind Erosion o The Wind Transporter

In a different context: Revisit Apply Share

*Various

Term 1-2 2012

Years 5-6 (Levels 2-4)

We are learning to
Investigate and describe processes which change the Earths surface over time at local and global levels.

We are learning to
Gather and present information about the origins and history of major natural features of the local landscape.

Activity To be selected to suit the needs of the class. Exploring our Local Area and Knowing and Mapping Our Place pp 38 - 41, Making Better Sense of Comparative Study PE&B Blooms Peninsula Trip = White House, Remembering Company Bay, Harbour Cone, Understanding Pyramids, Kilns at Sandymount. Second Beach- geology, erosion

Thinking Tools & Skills

Resources

Grouping s

Making Conclusions Thinking Hats in combination Rock Hounds Bingo TCharts

Selecting Key ideas Headings 7 Servants Note-taking

Field Trip

Individual and groups

Presentatio n
Blooms Creating

Select a presentation tool that best suits the comparative information collected about a local landform. List some possible tools Slideshow Cartoon Role play Video Play Song Flow Chart/ Diagram

Selecting Creating Presenting

Various

Individual

Audience feedback: Has the presentation deepened my understanding of the big question or idea? How has my understanding 10

Term 1-2 2012 Map Create the presentation. Present to an audience (negotiate who, what, when and where)
Taking Action- Tour, Adopt an area, Informative display board, Testing-soil/water, hydrangeas

Years 5-6 (Levels 2-4) grown or changed?

RESOURCES
Classroom Connections (K. Murdoch) The Dunedin Volcano Compiled by Beryl Lee Beryl Lee local expert as a Science and Technology Teacher Fellowship Dunedin Rock and Crystal association Discovery World = The Mobile Crust, Rocks, Rocks and More Rocks Aorakis Canoe by Rewa McConnell Nga Reo o te Whenua: The Voices of the Land The Reed Dictionary of Maori Place Names School Journals Making Rockets, SJ 3:1:99 Hot Springs and Geysers, Connected 2:99 Steam Powered Cars, Connected 2:99 The Mountain, SJ 4:2:99 The Case of the Erupting Lawn, Connected 2:99 Limestone Caves, SJ 4:2:78 Web Sites http://rocksforkids.com http://www.cotf.edu/ete/modules/msese/earthsys.html http://sites.google.com/site/theotagorockandmineralclub/ Assessment Sign Posts Landforms

Level One

Level Two

Level Three

Level Four
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Term 1-2 2012

Make a model of their immediate local landscape and locate places of significance. Contribute to class brainstorming session on how they can care for their local environment. Students can suggest how their model of the landscape may be different to the landscape in the past. Describe the main features on their model. Explore local landscapes and environments and identify easily observable features. name easily observable local physical features.

Years 5-6 (Levels 2-4)

Contribute orally to a class discussion on how to care for our local environment. Name the feature on their model that in the actual landscape, has developed over time.

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