Science Unit Plan
Standard: 3.7
Earth and space. The student knows that earth consists of natural resources and its
surface is constantly changing. The student is expected to,
3.7a Explore and record how soils are formed by weathering of rock and decomposition
of plants and animal remains.
Engage:
Activity: What kind of materials do you find in soil?
Teacher collects the soil ahead of time. It
should contain some of these materials:
rocks, sticks, leaves, roots, insects, sand, and
clay.
*Teacher holds a bag of the soil collected
and ask students what they think might find
in the soil if they where to sort it carefully.
*Students can write their predictions on
their science notebooks.
*Have a bag of soil and some sorting tools
(trays, tweezers, and hand lenses) ready for
students to sort.
*Allow groups of students to sort their soil
using their sorting tools.
Guide students to share their findings with
the class by asking:
-What materials did we find in the soil?
-Describe the material that is living, onceliving, never living?
Objective:
TLW analyze the components of the soil by sorting through the materials.
TLW classify the components of the soil by putting them into groups.
This objective relates to the standard by studying the soil and its components, how they
are all different, and how they were put together.
These activities relate to the objective by allowing the students a hands-on opportunity
that helps them to analyze components of soil and classify them.
Explore:
Activity: Exploring Weathering: Chalk vs. Gravel
Materials: chalk, gravel, container with lid
1. Describe and document the appearance of the chalk and
the gravel.
2. Place both into a container with a lid.
3. Put a lid on and shake the container vigorously for 1 minute.
4. When done, open container and pour the contents onto a
piece of paper.
5. Describe any changes you see in the appearance of the
chalk and gravel.
Objective:
TLW observe the changes in chalk and gravel by shaking the container vigorously for
one minute.
TLW describe any changes they observe orally with a partner and writing them down in
their journal.
These objectives directly relate to the state standard because in this objective, students are
observing how the earth’s surface is constantly changing.
This activity relates to the objective because in the activity, students are observing and
describing the chalk and gravel being shaken.
Explain:
Activity: Discuss how sediments eventually will be part of soil; one of
the components in soil is made by weathering rocks (other
components of soil are decomposed plants and animal
remains.)
-How is soil formed? (breaking down of rocks)
-What does soil consist of? (small pieces of weathered rock,
including decomposed plant and animal remains.)
-What is weathering? (process that breaks down Earth’s rocks
into smaller and smaller pieces over time.
-What is soil composed of? (contains many substances
including decomposed plant and animal remains)
- Are all soils alike? (materials in soil (soil type) are different in
different areas.)
Objectives:
TLW comprehend how soil is formed by reviewing the experiment they performed the
day before.
TLW learn what soil consists of, what weathering is, and what soil is composed of by
looking at a power point and filling out a listening guide.
This objective directly relates to the state standard because in the standard, it says that the
student will know that Earth consists of natural resources.
This activity directly relates to the objectives because in the activity, students are
comprehending how soil is formed, what soil consists of, what weathering is and what
soil is composed of by looking at a power point and filling out a study guide.
Elaborate
Activity: Use pgs. 182-183 in the 2nd/3rd ScienceSaurus
book (ask specialist for a copy), to read about
soil formation and layers of soil.
Teacher and students create a Flow Map that
explains how soil forms.
Objectives:
TLW compare and contrast how different soils are created by making a venn diagram in
their journals
TLW evaluate how soil is formed by creating a flow map.
These objectives directly relate to the state standard because in the standard, it says that
students will know that earth consists of natural resources.
The activity directly relates to the objective because in the activity, students are
comparing and contrasting how different soils are created and evaluating how soil is
formed.
Evaluate
Activity: Students will re-create the model of the layers
of soil on pg. 183 in their science notebooks.
Discuss the limitations of the model.
Objectives:
TLW apply what they have learned about weathering by re-creating the model of the
layers of soil.
These objectives relate directly to the state standard because in the standard, it says that
students must know that Earth’s surface is constantly changing.
This activity directly relates to these objectives because in the activity, students apply
what they have learned about weathering by re-creating the model of the layers of soil.
3.7B investigate rapid changes in Earth’s surface such as volcanic eruptions,
earthquakes, and landslides;
Engage
Activity:
1. Begin by asking students to hold their breath for 20 seconds with a timer. Then
ask for observations, what did it feel like? What happened when the timer went
off? What did you hear? What would happen if we did this with say, coke in our
mouths? What if we held our breaths even longer?
2. TTW place images of earthquakes, volcanoes, & landslides at each group.
Objective:
TLW describe how it felt to hold their breath by sharing with their partner.
TLW compare images of volcanoes, earthquakes, & landslides by discussing them in
their groups.
These objectives directly relate to the state standard, because the standard states that
students should know that the earth is constantly changing by earth’s landforms.
This activity directly relates to the objective because in the activity, students are
describing how it feels to hold their breath and comparing images of volcanoes,
earthquakes, and landslides.
Explore
Activity: TLW simulate a volcano, earthquake or landslide with materials provided
Objective:
TLW identify how forces change the earth’s surface by constructing and carrying out the
models.
This objective directly relates to the state standard because in the the standard, it says that
students must know that our earth is constantly changing due to earth’s forces.
This activity directly relates to the objective because in the activity, students are
identifying how forces change the earth’s surface.
Explain
Activity: Lecture, listening guide, questions, and class discussion
Objective:
TLW comprehend how rapid changes in earth’s surface occur by discussing the three
different forces both orally and in writing.
This objective directly relates to the state standard because in the standard, it states that
students should know that earth’s surface is constantly changing due to forces.
This activity directly relates to the objective because in the activity students are
comprehending how rapid changes in earth’s surface occur.
Elaborate
Activities: Show pictures & ask questions
Bring in a piece of lava rock & discuss
Connecting with people globally through the internet who have experienced
these natural disasters.
Objective:
TLW evaluate the affect of natural disasters by connecting with the people who have
experienced it first hand through a type of medium such as pen pals, emailing, Facetime,
etc.
This objective directly relates to the state standard because in the standard it says that
students should know that earth’s surface is constantly changing due to natural disasters.
This activity directly relates to the objective because in the activity the students are
evaluating the effect of natural disasters by communicating with a real person who has
been personally effected by a natural disaster.
Evaluate
Activity: TLW choose to make a glacier, volcano, or earthquake model label important
parts and present to the class.
Objective:
TLW comprehend how earth’s forces change the earth’s surface by creating a model of a
chosen force.
This objective directly relates to the state standard because the state standard says that
students should know that earth’s forces are constantly changing its surface.
This activity directly relates to the objective because in this activity, students are
comprehending how earth’s forces change the earth’s surface by creating a model of a
chosen force.
3.7c Identify and compare different landforms, including mountains, hills, valleys,
and plains; and
Engage
Activity: TLW watch a Discovery education video called “Geographical Features” and
create a matrix in their science journals.
Objective:
TLW identify geographical features by creating a matrix in their science journal.
This objective directly relates to the state standard because the state standard says that
students should identify and compare different landforms.
This activity directly relates to the objective because in this activity students are
identifying geographical features by creating a matrix in their science jounal.
Explore
Activity: explore a chosen and approved landform using various types of media.
Objective:
TLW identify what they know, what they want to know about their landform by creating
a KWL chart in their journal.
This objective directly relates to the state standard because the state standard says that
students should know about different landforms.
This activity directly relates to the objective because students are identifying what they
know, and what they want to know about their landforms they choose by creating a KWL
chart in their journal.
Explain
Activity: class discussion on what they learned from their exploration and TT & other
learners will answer some of the “what they want to know” from their KWL charts.
Further research guided by teacher to learn the academic language of landforms.
Objectives:
TLW distinguish between the different landforms by answering a “What landform am
I?” worksheet created by TT.
This objective directly relates to the state standard because in the standard it says that
students should know about the different landforms.
This activity directly relates to the objective because in the activity students are
distinguising between the different landforms by answering a what landform am I
worksheet.
Elaborate
Activity: Put class in groups give them pictures of landforms and ask how these
landforms could enhance their lives. (ex. Mountains/skiing, beach/vacation, plateau/rock
climbing)
Objective:
TLW evaluate how different landforms add recreation to their lives by writing a summary
of their discoveries.
This objective directly relates to the state standard because in the standard it says that
students should know about landforms and how they add recreation to their lives.
This activity directly relates to the objective because in the activity students are
evaluating how different landforms add recreation to their lives by writing a summary of
their discoveries.
Evaluate
Activity:
1. TLW take a multiple choice assessment on the different landforms.
2. TLW create a landform model of their choice and label correctly.
Objective:
TLW demonstrate their knowledge of a landform by creating a model or taking an
assessment.
This objective directly relates to the state standard because the state standard says that
students should know about earth’s landforms.
This activity directly relates to the objective because in the activity students are
demonstrating their knowledge of a landform by creating a model of taking or taking an
assessment.
3.7D Explore the characteristics of natural resources that make them useful in
products and materials such as clothing, and furniture, and how resources may be
conserved.
Engage:
Activity: Show EDUSmart resource, pause to allow the students the opportunity to guess
which natural resources are used to make Jamie’s boots. And discuss.
Objective:
TLW understand about different resources by watching a video.
TLW identify resources used to make certain objects by recalling what they know about
resources and from watching a video on resources.
These objectives directly relate to the state standard because it states that students should
know about different resources.
This activity directly relates to the objective because in the activity students are
understanding about different resources and identifying resources used to make certain
objects.
Explore:
Activity: TTW provide groups with everyday items and TLW classify the items 3-4
groups according to the materials they are made from.
Objective:
TLW distinguish between different resources by classifying them into different groups.
This objective directly relates to the state standard because the standard states that
students should know about different resources.
This activity directly relates to this objective because in the activity students are
distinguishing between different resources by classifying them into different groups.
Explain
Activity: Show and discuss EduSmart video “Reduce, Reuse, Recycle” video and fill out
a listening guide that will require the use of academic language.
Objective:
TLW understand the academic language involved in learning about resources by filling
out a listening guide.
TLW distinguish between the words reduce, recycle, and reuse by watching a video.
These objectives directly relate to the state standard because the standard states that
students should know about resources.
This activity directly relates to the objective because in the activity students are
understanding the academic language and distinguishing between the words reduce,
recycle, and reuse by watching a video and filling out a listening guide.
Elaborate
Activity:
1. In groups students create a conserving natural resources mobile. Students will
present their mobiles to the class.
2. The class on a whole will do a recycle drive and classify into groups.
Objective:
TLW understand the importance of conserving resources by creating a conserving natural
resources mobile and presenting them to the class.
This objective directly relates to the state standard because the standard states that
students should know the importance of resources.
This activity directly relates to the objective because in the activity students are
understanding the importance of conserving resources.
Evaluate
Activity: TLW choose one of the following questions to answer from their notebooks
a) What makes cotton a good resource to use for clothing? How strong is it?
Does it rip easily? Is it warm?
b) Design a plan for your school to conserve paper. What kind of activities
would you do? How could your school communicate with families near
by?
c) Think about your day-to-day life which resources have you used?
Describe at least one of the resources and how you have used them today.
Objective:
TLW demonstrate their knowledge of resources by answering a question of their choice
in their science journals.
This objective directly relates to the state standard because the standard states that
students should know about resources.
This activity directly relates to the objective because in the activity students are
demonstrating their knowledge of resources by answering a question.