When Disaster Strikes!
Rocks, Minerals, Erosion and Weather
Including:
Prepare for Disaster-4/5- Culminating Performance
Introduction
ExploreTask
4/5- Weather
and Erosion
Explore/Focus-5-How do Humans Adapt to Weather?
Focus-4- Getting Started-How is Soil Formed?
Focus-5- Getting Started-Weather Instrument
Recipes
Focus-4/5-Temperature
Focus-4-Temperature-Erosion by Ice
Focus-5-Temperature-Measure Temperature
Focus-4- Wind-Erosion by Wind
Focus-5- Wind-Measuring Wind Speed and Direction
Focus-4-Water-Erosion by Water
Focus-5- Water-The Water Cycle
Focus-4/5- Pressure
Focus-4-Pressure-Creating New Rock
Focus-5-Pressure-Atmospheric Pressure
Focus-4/5- Prepare for Weather- How Humans
Respond
Apply-4- Prepare for
Weather-Erosion Control
Apply-5-Prepare for Weather-Interpret Weather Data
Apply-4/5-Culminating Performance Task: Disaster
Strikes
A Unit for Grade 4/5
Written by:
Ontario Teachers
August 2000
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:51:30 AM
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
A Unit for Grade 4/5
Written by:
Ontario Teachers
Ontario Ministry of Education, 2000
Grades 4-6 Math Implementation Resource Project
Original unit available for download at http://planner.media-x.com
Based on a unit by:
Ontario Teachers
Ontario Ministry of Education, 2000
Grades 4-6 Math Implementation Resource Project
Original unit available for download at http://planner.media-x.com
This unit was written using the Curriculum Unit Planner, developed for use in the province of Ontario by the Ministry of
Education and Training. The planner provides electronic access to all provincial Curriculum Expectations, an electronic
Teacher's Guide comprised of fourteen databases (including teaching/learning and assessment strategies, Special
Education guide, glossary, annotated bibliography) and a database of provincially licensed software for use in schools.
The Curriculum Unit Planner offers educators a choice of three writing environments (Outliner, Lite, Open) Units written
using the planner can be shared and then edited electronically. This unit was printed from Version 2.0 (Sept 99), using
the "Open" writing environment.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:51:30 AM
Unit Overview
When Disaster Strikes!
Page 1
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Task Context
Rationale
“Through an examination of the processes of erosion, transportation, and deposition, [Grade 4]
students will develop an understanding of the changing landscape and of the ways in which wind, water,
and ice reshape it. The examination of these processes will lead to an exploration of the ways in which
humans can both prevent changes to the landscape and adapt to these changes. “ (The Ontario
Curriculum, Grades 1-8: Science and Technology)
“Weather, the study of which is called meteorology, is an important aspect of daily life. [Grade 5]
Students will learn that daily weather conditions are not the result of random occurrences, but are, rather,
part of larger climatic systems and patterns that can be predicted both on a short-term and on a seasonal
basis. Students will study various aspects of weather (temperature, wind speed, cloud formation,
precipitation, atmospheric pressure), and examine the role they play in determining weather conditions.”
(The Ontario Curriculum, Grades 1-8: Science and Technology)
In the combined grades classroom there is a both a need to have students share similar experiences,
and a curricular need to have different expectations covered. This unit attempts to have these different
expectations blended by common threads, teaching some of the content together when possible; when each
grade does need to work separately, there is still some connection between the activities. We have chosen
a common Culminating Performance Task for both grades but with different roles for each. Each subtask
leads to the final (culminating performance) task, “When Disaster Strikes.”
Task Summary
Earth and Space Systems- Rocks, Minerals and Erosion
Key Learning Principles Grade 4:
Soil is formed from rock and decomposed plant matter.
Rocks are naturally occuring material that can be classified into three types; igneous, sedimentary and
metamorphic.
Erosion can affect the physical features of a landscape, and can occur naturally by the heating and cooling
of rock and the blowing or washing away of rock or soil on the earth's surface, or can be the result of
human action.
Humans can intervene to minimize erosion by the use of natural resources or human-made systems.
Key Questions Grade 4:
How is soil formed?
How are rocks formed?
What is temperature? What is pressure? How do they effect erosion and rock formation?
How does erosion affect the physical features of a landscape?
What are the causes of erosion?
How can erosion be controlled or minimized?
Earth and Space Systems: Weather
Key Learning Principles Grade 5:
Weather includes a variety of aspects, including temperature, wind speed and direction, cloud formation,
precipitation, and atmospheric pressure, that can be observed, identified, measured and recorded.
Weather conditions can be predicted more accurately through the understanding of weather patterns.
Understanding of aspects of weather enables people to make decisions on how best to adapt their activities
to weather conditions, and what materials to use in designing and building structures.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:51:38 AM
Key Questions Grade 5:
What is temperature? What is pressure? How do they effect weather?
How can the various aspects of weather be observed, identified, measured and recorded?
How can weather conditions be predicted?
How does weather forecasting affect our daily lives?
How do humans adapt to a variety of weather conditions?
Culminating Task Assessment
Disaster Strikes!
Your community is located in an area subject to heavy rains, wind and waves! People are interested in
moving into the area, but they want to feel safe. They want to move into new housing but they want to be
assured that they will have early warning of bad weather and that the land the houses are on will be safe
from the effects of erosion.
Grade 4:
You are a team of geologists and engineers hired by your community to ensure the least amount of damage
happens to the land on which your community is built. Based on your knowledge of rocks and soil, you need
to get to know the characteristics of the soil in your community and suggest ways of protecting the soil from
any type of erosion. Report on the advantages and disadvantages of the methods used .
Grade 5:
Your are team of meteorologists and engineers hired by your community to select and monitor weather
instruments for predicting future storms and preventing damage to your community. You do not have a
weather station in the community. You need to use your knowledge of a variety of weather conditions and
the instruments used to measure them, in order to interpret weather data, and warn the community of the
impending disaster through a weather report. In order for other communities and meteorologists to learn from
your experience, you will be asked to create a news report on how weather forecasts influenced decisions
concerning human activity in the community and how people have adapted to a variety of weather conditions.
Links to Prior Knowledge
Students will need to have some familiarity with the inquiry process, experimentation including drawing
conclusions from systematic observations, and/or the design process in Science and Technology. If they do
not, the teacher should teach some mini-lessons regarding these teaching / learning strategies and apply
them where possible in the subtasks within this unit. Opportunities are provided throughout the unit to apply
the related skills.
Students in Grade 4 should have some background with these expectations from the grade 3 curriculum:
• demonstrate an understanding of the similarities and differences between various soils and the effects of
moving water on soils
• investigate the components of various soils, and describe the effects of moving water on these soils
• recognize the dependence of humans and other living things on soil and recognize its importance as a
source of materials for making useful objects.
Students in grade 5 should have some background with these expectations from the grade 2 curriculum:
• demonstrate an awareness of the forms in which water and air are present in the environment, and
describe ways in which living things are affected by water and air
• investigate the visible effects of air and water in the environment.
Notes to Teacher
General Information
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:51:38 AM
This unit has been written using the principles of 'backward design' (Identify Desired Results, Determine
Acceptable Evidence, Plan Learning Experiences and Instruction) as formally described in Understanding by
Design by Jay McTighe and Grant Wiggins. This unit also incorporates practical ideas from the most current
learning theories and the latest 'Brain Mind Learning' research on how children learn best. For example, the
Culminating Performance Task, with which the students demonstrate their learning from the unit in an
authentic, integrated way, is introduced at the beginning of the unit. Another important feature is the
identification of Key Learnings (the enduring understandings that students will be working to acquire during
this unit). Finally, the sequence of learning experiences or subtasks is organized into an interconnected
framework known as the "Learning Cycle"; in this version the subtasks are organized into a logical flow, with
the phases of the cycle labeled as Explore (introduce concepts and skills, identify prior knowledge and
experiences, engage the students), Focus (focus the teaching and learning on specific knowledge, skills,
and attitudes), Apply (demonstrate their learning by applying their knowledge, skills, and attitudes), and
Celebrate (share their learning in creative ways, have fun with their learning).
Unit Flow: For an overview chart outlining the subtasks and activities for both grades, see the Unit Flow:
Overview of Subtasks Black Line Master in the Unit-Wide Resources. As an alternative, teachers may
wish to introduce the topics of Wind and Water as whole class lessons. Activity 1: Producing Wind in
Subtask 5.5 could be used to introduce the topic of Wind, before the class is divided to work on Erosion and
Weather activities. Activity 1: Water Cycle in Subtask 6.5 could be presented to the whole class to introduce
the topic of Water, before dividing the class. The class would benefit from a discussion about the impact of
wind and water on our daily lives at this time.
Culminating Task and Context: The Culminating Performance Task drives the unit. Each subtask opens
with how it is set in a context which relates to the final Culminating Performance Task. This should be shared
with the students at the beginning of each subtask.
Expectations
This unit was not (and by the very nature of this strand at these grade levels could not be)
designed to address all of the expectations for each grade.
In Grade 4, each overall expectation deals with both rocks and minerals, and erosion. The focus for
this unit is on erosion. This means that one of half each overall expectation is examined. For example, “demonstrate an understanding of the physical properties of rocks and minerals and the effects of erosion
on the landscape,” would read, “- demonstrate an understanding of ...the effects of erosion on the
landscape.” All specific expectations for erosion are covered. There is some exploration of the rock cycle
and how rocks are formed, but more detailed exploration of rocks and minerals should be conducted prior to
or after this unit.
In Grade 5, each overall expectation deals with both local weather, and climate. In order to gain a
clear understanding of climate, weather should be thoroughly understood. The focus for this unit is on local
weather, but larger scale factors which influence them are also reviewed. A more detailed exploration of
global climate may be conducted after this unit.
Inquiry
The scientific inquiry and technological design process are important aspects of Science and
Technology. The subtasks in this unit are such that students can conduct the investigations themselves,
answering the questions by designing an experimental inquiry, following an inquiry process and determining
an appropriate conclusion, with the teacher acting as a guide, debriefing during the process and helping to
analyze the accuracy of the conclusions reached. Approaches to scientific inquiry and technological design
in Science and Technology vary between school districts and classrooms depending on the overriding
philosophy and needs of the students. The teacher may need to review or teach a lesson in how a scientific
inquiry or design challenge is approached, before students begin this unit. Both the Weather, and Rocks and
Minerals topics are heavily concept oriented. The extent of familiarity of students and teachers with inquiry
and their previous understanding of the basic concepts, will direct the intensity with which the subtasks in
this unit are explored through inquiry.
Each subtask and activity poses an inquiry question and a suggestion for the kind of inquiry approach
which might be suitable. The different approaches are suggested as a guide for teachers:
1 -developing an Experimental Problem (fair test) to answer a specific question (deciding on variables to
test, using a control, focusing only on the variable in question) e.g., How does colour effect temperature?
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:51:38 AM
How does slope effect erosion?
2 -developing a Systematic Set of Observations based on an inquiry question and interpreting the result
e.g., How does temperature change during the day, week, month? What kind of patterns are made from sand
when wind blows and objects are placed in various locations? How can we predict weather? How can we
classify soils?
3 -developing an Inquiry Research project that takes data from secondary sources, and synthesizes it to
answer an inquiry question e.g., How do people react to weather? What causes thunderstorms?
4 -developing a Design Challenge using a Design Process to apply principles from the first 3 types of
inquiry, set as a technological design problem, e.g., How can we design a device to prevent erosion under
certain conditions? How can we create an instrument to measure wind speed?
Blackline masters are supplied in the Unit-Wide Resources for each of these areas for your use.
Student initiated, designed and controlled inquiry takes time. Given the rather extensive number of
expectations required to be covered in the Science and Technology curriculum, many basic concepts may
need to be addressed with more teacher direction. Therefore, the subtasks in this unit also delineate more
guided inquiries with teacher direction, following a logical sequence of concept development. Some are done
as demonstrations by the teacher, again to save time. The basic content covered by the investigation is also
provided at the beginning of most subtasks. Almost all investigations can be written in the format provided on
the “Inquiry Problem Organizer” Blackline masters. The presentation of the investigations also follows these
basic steps. Teachers should feel free to use any organizers which are familiar to their students and
themselves.
Order and Choice of Subtasks
Explore:
The first subtask gives students from both grades the opportunity to explore information about weather and
erosion, assessing previous knowledge and developing questions for inquiry.
Focus:
Subtask 2 introduces the scenario of the culminating activity for both grades, and their separate roles.
Although the whole unit may, ideally, be taught through independent inquiry, Subtasks 3 through 6 are
designed to focus on, explore, and establish some basic conceptual knowledge, and to model the
experimental inquiry process. They may be delivered through directed investigations. The topics of
temperature, wind, water, and pressure are studied at the same time by both grades in this phase, but the
activities are separated by how the knowledge is applied. Grade 4 students look at how these factors
influence erosion, while Grade 5 students look at how these factors influence weather and develop weather
instruments.
Apply:
Equipped with a good understanding of the basic concepts, Subtasks 8, 8.4 and 8.5 provide opportunities for
students to design their own inquiries and experiments. Grade 4 students look at different types of erosion
prevention, while Grade 5 students begin to interpret weather patterns in weather data. Together, both
grades see how humans adapt to weather and resulting erosion. This can also be accomplished through
research oriented inquiry.
Apply and Celebrate:
Subtask 9 provides the opportunity for students in both grades to apply and to celebrate their knowledge and
skills by implementing them in a common scenario.
Assessment and Evaluation:
Although Assessment is used in this Curriculum Unit Planner to represent both Assessment and Evaluation, it
is critically important to distinguish between the two. Assessment is the "formal or informal gathering of
information about the progress or achievement of a student or group of students, using a variety of tools and
techniques. There is no judgment inherent in assessment. It is the act of describing student performance for
the purpose of enhancing learning." Evaluation is "the process of judging the quality of student achievement
against provincial standards." (Guidelines for Assessment and Evaluation of Student Achievement Principles and Standards for Effective Practice, Halton District School Board). In this unit, when an
expectation is marked as 'Assessed', we are using that to mean 'Evaluated'. Consequently, various
strategies will be identified in the Assessment section of the Subtask with which to assess the expectations
identified, but it will only be the check marked expectations that will be evaluated.
There are three forms of assessment and evaluation included: diagnostic (used to determine current
knowledge and skills of individual or groups of students prior to beginning instruction; addressed in the "
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:51:38 AM
Links to Prior Knowledge" and the Explore Subtasks), formative (assessment and/or evaluation that is
ongoing throughout the unit, provides students with helpful and motivating feedback, and enables teachers to
track student progress), and summative (evaluation involving making judgments about student progress and
achievement at the end of the unit in relation to provincial learning expectations and achievement levels).
Although both overall and specific expectations are addressed in this unit, only overall expectations are
evaluated. Each of the specific expectations are subsumed under the overall expectations.
Adaptations/Accommodations
In order to meet the needs of all students, teachers may need to make changes to the learning experiences
and assessment and evaluation strategies. These changes should respond to considerations related to
gender, learning style, and accommodations and/or modifications required for students with special needs,
including ESL/ELD. Individual accommodations and modifications must reflect program modifications and
accommodations as outlined in the Individual Education Plan ( IEP ).
Assessment Strategies:
Students keep a Science and Technology Journal or Learning Logs with Experimental Problem Organizer,
Design Process, Inquiry Model, or Systematic Observation Blackline masters, other observations and
reflections made in either written or visual form on each of the completed subtasks. This provides an
ongoing record of student work for assessment. The Experimental Problem Organizer reflects the four
areas of achievement (understanding, inquiry, communication, relating), as well as a method of organizing
inquiry and design skills. A variety of other assessment strategies are provided within the context of each
subtask.
Assessment Recording Devices:
Unit Wide Rubric: Assessment and evaluation can be a time-consuming and sometimes meaningless task
for teachers. It can also be an informative task for students and teachers to share. Changing the
assessment devices for each specific expectation for each subtask can be confusing to students,
overwhelming to teachers, and rather narrow in focus.
For this reason, a general process rubric has been provided for assessment of each of the subtasks.
Teachers may decide to develop their own process rubric with student input to enhance the one provided.
Introduced to students at the beginning of the unit, this rubric provides a consistent guide for students and
teachers to assess and/or evaluate progress against the overall expectations. Using this format allows a
clear picture of consistent performance over the course of the unit. It is suggested that the teacher
reproduce one copy of the process rubric for each student. The teacher focuses on 4-5 students each day
to assess. Student performance on the subtasks (as determined using observation of behaviour, the
assessment strategies developed for each subtask, as well as responses in Science and Technology
Journals or Learning Logs) would be appraised.
Each subtask lists the “area of achievement” which is addressed so that the teacher may then mark a
check next to the description of achievement level which applies to the task being assessed. At the end of
the unit, the teacher then ascertains where the checks are most frequently placed, and then determines the
achievement level for each student.
Anecdotal Records: In addition, it is suggested that anecdotal records be kept for a few students each
period to more fully explain how student behaviour addresses the achievement levels. Notes may also be
made regarding learning skills. A sample Blackline master is provided for anecdotal records.
Self Assessment: Students can use the process rubric for self assessment at key points during their
progress. There is also a Blackline master for learning skills provided for student use. The Student Self
Assessment Blackline may also be used for an assessment recording device for the teacher (referred to as
a Rating Scale).
Tests/Checkpoints: Two pencil and paper tests are provided for each grade at checkpoints during the unit
to insure that students have retained knowledge to that point. These tests reflect the four “areas of
achievement” and may be added to the data collected on the process rubric. Teachers can use the results of
the tests in two ways. As a formative assessment tool, the test results can be used to identify areas that
might require review or reteaching. Alternatively, in addition to the performance task rubric, the test results
can provide additional evidence of student learning.
Product Rubric: The Culminating Performance Task is evaluated by a product rubric. This is more specific
to the products created for the performance task. It is shared with students at the beginning of the
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:51:38 AM
Culminating Performance Task and should be completed by both teacher and student in a conference.
Exemplars or Anchors:
Due to the short amount of time given to complete the writing of this unit, exemplars and anchors are not
supplied. As teachers work through the unit, share positive examples of student work which meets the
highest levels in the class or which begins to approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work which meets those high standards to post in the
class. Be sure to highlight positive accomplishments, or areas of improvement by all students at some point
during the unit. Conference and coach students in what areas they could improve and how they can
achieve a higher level. Using the Student Self Assessment and Unit-Wide Rubric would be a good guide.
Teachers should collect meaningful examples of student work at different levels throughout the unit to
present to students the next time the unit is taught.
Integration:
The activities suggested in this unit lend themselves to integration with other disciplines. There are many
opportunities for applying mathematical skills, especially data management and measurement. Language skills
are used in reading some of the suggested materials, in discussions, in responding and communicating their
knowledge in their Science and Technology Journals. Teachers may choose to assess skills in the arts as
students communicate their learning through visual media. Some expectations from these other disciplines
are addressed, but not directly assessed or evaluated in the unit.
Glossary:
A short glossary of terms is included as a Blackline Master in Subtask 2. There are numerous other more
extensive glossaries available to help students and teachers with the basic concepts presented in this unit.
A printable glossary of weather terms is available from Environment Canada at the Weather Office web site:
www.weatheroffice.com
A printable glossary of rocks/minerals and erosion terms is available from Natural Resources Canada at:
http://www.nrcan.gc.ca/mms/school/glossary.htm
or from a variety of other websites such as:
http://www.barkerminerals.com/s/Glossary.asp
or http://www.asi.org/adb/d/geo_glossary.html
or http://www2.csn.net/~rigibson/primer.html
or http://www2.nature.nps.gov/grd/usgsnps/misc/glossaryAtoC.html#A
or http://library.thinkquest.org/10444/glosearth.html
Subtask Numbering
The subtasks are numbered sequentially but also to represent the grade level (as indicated by the second
number); if there is only one number in the subtask, then the subtask is intended for both grades.
Safety Precautions
Some of the student activities in this unit will require students to be reminded about safe use of materials.
Goggles, gloves and filter masks will be required. The teacher is asked to demonstrate activities in which
flame, heat, or hot water is involved. Safety precautions are highlighted in bold and underlined at key points
in the subtasks.
Bias in the Media
Teachers should be cautioned that bias may be present in some media being used as a source of information
for students.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:51:38 AM
List of Subtasks
When Disaster Strikes!
Subtask List Page 1
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
1
Prepare for Disaster-4/5- Culminating Performance Task Introduction
Present the Culminating Performance Task scenario to the class.
Ask what they would need to know in order to successfully prepare for the storms.
Share unit assessment strategies.
2
Explore 4/5- Weather and Erosion
Students begin to explore the concepts of Erosion and Weather by viewing a weather video, building
vocabulary, taking a community walk, and scanning books or other resources. Students finally record
information which they feel they know, and questions they want to know more about in a chart.
Students also create a collage based on their discoveries.
2.5 Explore/Focus-5-How do Humans Adapt to Weather?
Key Questions:
How does weather forecasting affect our daily lives?
How do humans adapt to a variety of weather conditions?
Students use weather forecasts and observations to make daily weather reports to the school, or
class. They use this information to make suggestions about appropriate student preparation for the
upcoming weather (e.g. rainwear, jackets, sunscreen, hats). This will be ongoing throughout the unit.
3.4 Focus-4- Getting Started-How is Soil Formed?
Key Question:
How is soil formed?
Students see that sand bears a close resemblance to the broken rock pieces and learn that soil
contains a large portion of “broken rocks”.
Students observe that soil contains rocks, and plant and animal material (and air and water which they
may not observe). Different soil samples contain different proportions (mostly rock and mineral), and
are different depending on the type of rock and minerals in them.
3.5 Focus-5- Getting Started-Weather Instrument Recipes
Key Questions:
How can the various aspects of weather be observed, identified, measured and recorded?
Students are presented with a variety of recipes for weather instruments, including barometers,
thermometers, weather vanes, anemometers, nephoscopes, and rain guages. They decide on which
recipes they would like to follow to build each of the instruments over the next few classes. They
create a resource list of materials which will have to be collected from the school or from home for
each of the instruments. Collecting the materials, they bring them to class ready for the next day's
work.
4
Focus-4/5-Temperature
Key Questions:
What is temperature? How does temperature affect erosion and weather?
Students discover, through a role playing simulation involving students playing the role of molecules
and a demonstration of air in a balloon, that temperature is kinetic energy of the molecules in a
substance, and that most substances expand when heated.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:51:57 AM
List of Subtasks
When Disaster Strikes!
Subtask List Page 2
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
4.4 Focus-4-Temperature-Erosion by Ice
Key Questions:
How does erosion affect the physical features of a landscape?
What are the causes of erosion?
Students reenact the role of a molecule with changing temperatures, but form crystals of ice to
illustrate that ice expands when it freezes.
Students experiment with ice cubes scraping over soil to note the effect in order to simulate glacier
erosion.
Students observe erosion by ice by submerging a balloon full of water into wet Plaster of Paris and
then freezing it.
Students observe the changes in rock when submerged in water and frozen.
Students are tested on their learning with a Checkpoint Quiz.
4.5 Focus-5-Temperature-Measure Temperature
Key Questions:
How can the various aspects of weather be observed, identified, measured and recorded?
Now that students have an understanding of expansion of liquids and gases when heat is added, they
will be able to more clearly understand how a thermometer works. Students make a thermometer
based on the instructions provided on an activity card.
In a group students design an investigation to learn more about temperatures.
Students are tested on their learning with a Checkpoint Quiz.
5.4 Focus-4- Wind-Erosion by Wind
Key Questions:
How does erosion affect the physical features of a landscape?
What are the causes of erosion?
The next three subtasks explore the three types of erosion.
Wind Erosion
Students spread sand in the bottom of a box. From a close distance and from one direction blow
across the sand. Observe the effects of wind erosion on the landscape and compare to those of
others.
5.5 Focus-5- Wind-Measuring Wind Speed and Direction
Key Questions:
How can the various aspects of weather be observed, identified and recorded?
A demonstration simulates the way wind is produced on earth.
Students investigate air movement in the classroom.
Use the recipes from the earlier subtask to create a weather vane to measure wind direction and an
anemometer to measure wind speed.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:51:57 AM
List of Subtasks
When Disaster Strikes!
Subtask List Page 3
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
6.4 Focus-4-Water-Erosion by Water
Key Questions:
How does erosion affect the physical features of a landscape?
What are the causes of erosion?
Water Erosion
Activity 1:This experiment is to demonstrate water erosion on plain soil or earth. The only variable is
the slope.
Activity 2: Using small stones on their mountain, students create a mountain stream.
6.5 Focus-5- Water-The Water Cycle
Key Questions:
How can the various aspects of weather be observed, identified and recorded?
Teachers direct students through content lessons illustrating the water cycle, how clouds are formed,
the various different cloud types and how they may be used to predict weather conditions.
Students build and test a rain gauge and nephoscope from the recipes explored in Subtask 3.5
7
Focus-4/5- Pressure
Key Questions:
What is pressure? How does pressure affect weather and rock formation?
All students watch demonstrations of air pressure and discuss the results, recording their responses
in a visual representation in their Science Journals.
7.4 Focus-4-Pressure-Creating New Rock
Key Questions:
What is pressure? How does it affect soil and rock formation?
Students learn about three types of rock and the formation of sedimentary rock in a demonstration.
7.5 Focus-5-Pressure-Atmospheric Pressure
Key Questions:
How does pressure affect weather?
Use the recipes from the earlier subtask and build a barometer.
Students complete an investigation illustrating movement of air masses and fronts.
8
Focus-4/5- Prepare for Weather- How Humans Respond
Key Questions: How does weather forecasting affect our daily lives? How do humans adapt to a
variety of weather conditions? How can erosion be controlled or minimized? How does erosion affect
the physical features of a landscape?
Students in both grades read articles about flooding, the Red River Floods in Manitoba, and wind
storms looking for methods used to control erosion, for how humans are affected and how they cope
with the weather conditions. Groups share their findings in a short presentation to the class.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:51:57 AM
List of Subtasks
When Disaster Strikes!
Subtask List Page 4
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
8.4 Apply-4- Prepare for Weather-Erosion Control
Key Questions:
How can erosion be controlled or minimized?
Controlling Erosion: Designing an Investigation
Students use their landscape boxes and a variety of materials to experiment with methods of water
and wind erosion control. Students then develop inquiry questions, with teacher guidance, which
include the use of variables to determine how erosion by wind, rainfall or waves can be controlled or
minimized. Groups choose inquiry questions with variables to investigate more fully using any
resources available, and the landscape boxes.
8.5 Apply-5-Prepare for Weather-Interpret Weather Data
Key Questions:
How can the various aspects of weather be observed, identified, measured and recorded?
How can weather conditions be predicted?
Students use their weather instruments to create a weather station. They read the data from the
instruments, organize the information into charts and graphs, look for patterns in the data, and interpret
the information testing their ability to predict or forecast weather.
The teacher guides students through lessons about interpreting weather information from news
reports (newspapers, radio or television or Internet Sites) and weather maps. Students compare their
weather data to the data reported for their area.
9
Apply-4/5-Culminating Performance Task: Disaster Strikes
Disaster Strikes!
Your community is located in an area subject to heavy rains, wind and waves! People are interested in
moving into the area, but they want to feel safe. They want to move into new housing but they want to
be assured that they will have early warning of bad weather and that the land the houses are on will
be safe from the effects of erosion.
Grade 4:
You are a team of geologists and engineers hired by your community to ensure the least amount of
damage happens to the land on which your community is built. Based on your knowledge of rocks and
soil, you need to get to know the characteristics of the soil in your community and suggest ways of
protecting the soil from any type of erosion. Report on the advantages and disadvantages of the
methods used .
Grade 5:
Your are team of meteorologists and engineers hired by your community to select and monitor weather
instruments for predicting future storms and preventing damage to your community. You do not have a
weather station in the community. You need to use your knowledge of a variety of weather conditions
and the instruments used to measure them, in order to interpret weather data, and warn the community
of the impending disaster through a weather report. In order for other communities and meteorologists
to learn from your experience, you will be asked to create a news report on how weather forecasts
influenced decisions concerning human activity in the community and how people have adapted to a
variety of weather conditions.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:51:57 AM
Prepare for Disaster-4/5- Culminating
Subtask 1
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
30 mins
Description
Present the Culminating Performance Task scenario to the class.
Ask what they would need to know in order to successfully prepare for the storms.
Share unit assessment strategies.
Expectations
4s101 A • demonstrate an understanding of the physical
properties of rocks and minerals and the effects
of erosion on the landscape;
4s102 A • investigate, test, and compare the physical
properties of rocks and minerals and investigate
the factors that cause erosion of the landscape;
4s103 A • describe the effects of human activity (e.g.,
land development, building of dams, mine
development, erosion-preventing measures) on
physical features of the landscape, and examine
the use of rocks and minerals in making
consumer products.
5s105 A • demonstrate an understanding of the major
climatic factors and patterns associated with
weather;
5s106 A • investigate the major climatic factors associated
with weather, and design, construct, and test a
variety of instruments for recording various
features of the weather;
5s107 A • examine how weather forecasts influence
decisions concerning human activity and how
humans have adapted to a variety of weather
conditions.
Teaching / Learning
Key Focus Questions for Grade 4:
How does erosion affect the physical features of a
landscape?
How can erosion be controlled or minimized?
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Teaching / Learning Strategies
Brainstorming
Discussion
Collaborative/cooperative Learning
Assessment
As this is an opportunity to present the
final Performance Task to the class, no
assessment is done at this point. The
assessment recording devices are
introduced to the students. The overall
expectations are listed as being
assessed* in this subtask but appear only
to be introduced.
(*meaning evaluated - see Assessment
and Evaluation in Unit Notes in Unit
Overview)
Assessment Strategies
Assessment Recording Devices
Adaptations
Key Focus Questions for Grade 5:
How can the various aspects of weather be observed,
identified and recorded?
How can weather conditions be predicted?
How does weather forecasting affect our daily lives?
How do humans adapt to a variety of weather conditions?
Present the following scenario to the class.
Ask what they would need to know about in order to
successfully prepare for the storms.
Record the responses on chart paper. Post the paper in
the room.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Prepare for Disaster-4/5- Culminating
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 1
30 mins
Scenario
Your community is located in an area subject to heavy
rains, wind and waves! People are interested in moving
into the area, but they want to feel safe. They want to
move into new housing but they want to be assured that
they will have early warning of bad weather and that the
land the houses are on will be safe from the effects of
erosion.
Grade 4:
You are a team of geologists and engineers hired by your
community to ensure the least amount of damage happens
to the land on which your community is built. Based on
your knowledge of rocks and soil, you need to get to know
the characteristics of the soil in your community and
suggest ways of protecting the soil from any type of
erosion. Report on the advantages and disadvantages of
the methods used .
Grade 5:
Your are a team of meteorologists and engineers hired by
your community to select and monitor weather instruments
for predicting future storms and preventing damage to your
community. You do not have a weather station in the
community. You need to use your knowledge of a variety of
weather conditions and the instruments used to measure
them, in order to interpret weather data, and warn the
community of the impending disaster through a weather
report. In order for other communities and meteorologists to
learn from your experience, you will be asked to create a
news report on how weather forecasts influenced
decisions concerning human activity in the community and
how people have adapted to a variety of weather
conditions.
Introduce the Assessment
Introduce students to the Unit Wide Rubric and Student
Self Assessment Blackline Master. Divide the class into 12
groups. Each group is assigned one category from either
of the assessment forms (8 from the Student Self
Assessment and 4 from the Unit Wide Rubric). Each group
creates a T-chart on chart paper with the headings Looks
Like and Sounds Like at the top (see Cross Classification
Grid Blackline Master).
They begin listing what a
successful mark in their assigned category would Look Like
and Sound Like. For example, Independent Work, might look
like sitting at a desk focussing on the job, writing or
observing carefully, helping others by looking at their work
and pointing out ways to improve; it might sound like quiet
discussion about the topic, or saying, "I can do this!" Each
group then shares their chart with the class. The teacher
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Prepare for Disaster-4/5- Culminating
Subtask 1
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
30 mins
may add some information before, during or after the
presentations.
Post the charts for future reference.
Students may add to the charts as they complete the rest of
the subtasks and make observations throughout the unit.
The class may set a class goal, and/or students may wish
to set a personal goal for a period of time. Periodically
check on the class and personal goals, reassessing and
reformulating if necessary.
You may wish to introduce students to these
questions for the unit:
How do weather forecasts influence decisions concerning
human activity?
How have humans adapted to weather conditions?
What types of materials are used by people to prepare for
the weather?
How might the weather affect people with different jobs?
What are the factors that cause erosion?
What are the effects of erosion on the landscape?
What did people do to change the physical features of the
landscape (erosion prevention or reaction to the erosion)?
They can begin to explore any news stories dealing with
severe weather occurring around the world (see
newspapers, magazines, CBC news Internet site for daily
news articles, live stream audio clips and video reports
and/or Earth Alert). This is something that can be done
throughout the entire unit.
Answer the questions from above in a large
cross-classification chart or grid chart (see samples of
these organizers in visual organizers section of this
planner, and the Cross Classification Grid Blackline Master)
posted in the classroom to compare information, or assign
teams a specific question to gather information about and
report to the class as the unit progresses.
Resources
Unit Wide Rubric Grade 4
Unit Wide Rubric- Grade 5
Anecdotal Recording Learning Skills
Anecdotal Recording Sheet.cwk
Student Self Assessment (Self
Assessment)
self assessment.cwk
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Prepare for Disaster-4/5- Culminating
Subtask 1
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
30 mins
Cross-classification Grid (Intro grid chart) Intro grid chart.cwk
Anecdotal Recording Achievement
anecdotal achievement.cwk
Eyewitness Encyclopedia of Science
Any media about weather in the news
CBC News
Earth Alert
Notes to Teacher
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Explore 4/5- Weather and Erosion
Subtask 2
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
100+ mins
Description
Students begin to explore the concepts of Erosion and Weather by viewing a weather video, building
vocabulary, taking a community walk, and scanning books or other resources. Students finally record
information which they feel they know, and questions they want to know more about in a chart. Students
also create a collage based on their discoveries.
Expectations
4s101
4s102
4s103
5s105
5s107
5e2
5a26
• demonstrate an understanding of the physical
properties of rocks and minerals and the effects
of erosion on the landscape; (Copied)
• investigate, test, and compare the physical
properties of rocks and minerals and investigate
the factors that cause erosion of the landscape;
(Copied)
• describe the effects of human activity (e.g.,
land development, building of dams, mine
development, erosion-preventing measures) on
physical features of the landscape, and examine
the use of rocks and minerals in making
consumer products. (Copied)
• demonstrate an understanding of the major
climatic factors and patterns associated with
weather; (Copied)
• examine how weather forecasts influence
decisions concerning human activity and how
humans have adapted to a variety of weather
conditions. (Copied)
• use writing for various purposes and in a range
of contexts, including school work (e.g., to
summarize information from materials they have
read, to reflect on their thoughts, feelings, and
imaginings); (Copied)
• produce two- and three-dimensional works of
art that communicate a range of ideas (thoughts,
feelings, experiences) for specific purposes and
to specific audiences; (Copied)
Groupings
Students Working As A Whole Class
(copied)
Students Working In Small Groups
(copied)
Students Working Individually (copied)
Teaching / Learning Strategies
Brainstorming (copied)
Field Trip (copied)
Word Wall (copied)
Assessment
Through observation teacher notes group
presentations of charts, noting prior
knowledge and student's questions.
Assessment Strategies
Classroom Presentation (copied)
Assessment Recording Devices
Anecdotal Record (copied)
Adaptations
Teaching / Learning
Context: Refer to the Culminating Performance Task,
"Disaster Strikes!". Suggest that they need to find out what
they know about weather and erosion in order to prepare
for the task. They are going to take a look at some
information and then record what they know about each
topic, then set directions for what they will need to learn.
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. The students will be
working as a whole class for this activity. It may be useful
to stop the lesson after step 3 for the grade 5s while the
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Explore 4/5- Weather and Erosion
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 2
100+ mins
grade 4s continue. The grade 5s could then be introduced
to Subtask 2.5.
1. Teacher shows all students a weather video (see
resources).
Grade 4 students watch for effects of weather on
landforms and humans.
Grade 5 students watch for various types of weather (e.g.,
storms, precipitation) and how humans react.
Students can record their observations in their Learning
Logs and use this information for a general,
teacher-directed discussion.
2. Through class discussion and brainstorming, begin to
develop vocabulary related to each grade topic (see
Glossary Blackline Master). The teacher can begin two
vocabulary charts (erosion words, weather words). Using
magazines and newspapers, students will cut out pictures
and words (or create their own) relating to their topic to
form a collage (individual or group). The charts may include
the Word, Definition and an Illustration in 3 parallel columns
(see Blackline Master).
3. Teacher and students go on a community walk looking
for evidence of erosion and weather on their local
surroundings. Students record their observations in their
Learning Logs (e.g., cracks in pavement, tree roots
exposed).
During the walk, teachers would discuss
possible reasons for the situation being observed. Back in
class, students continue to add more vocabulary to the
class charts.
4. Allow students to peruse resource books on their topic in
the classroom. At this point, students add challenging
vocabulary to their respective charts. Through discussion,
the teacher adds any relevant vocabulary the students
have missed.
5. In small groups, students finally record information which
they feel they know, and questions they want to know
more about in a KWL chart (Know, Want to Know,
Learned).
Review the Context: Remind students of the Context
presented at the beginning of this Subtask. Discuss with
the class how they are now better prepared for when
"Disaster Strikes" (Culminating Performance Task).
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Explore 4/5- Weather and Erosion
Subtask 2
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
100+ mins
Resources
Sample Vocabulary Chart
Sample Vocab Chart.cwk
Glossary
glossary.cwk
Weather video
Notes to Teacher
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Explore/Focus-5-How do Humans Adapt to
Subtask 2.5
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
mins
Description
Key Questions:
How does weather forecasting affect our daily lives?
How do humans adapt to a variety of weather conditions?
Students use weather forecasts and observations to make daily weather reports to the school, or class.
They use this information to make suggestions about appropriate student preparation for the upcoming
weather (e.g. rainwear, jackets, sunscreen, hats). This will be ongoing throughout the unit.
Expectations
5s107 A • examine how weather forecasts influence
decisions concerning human activity and how
humans have adapted to a variety of weather
conditions.
5s110
– predict local weather patterns using data from
their own observations of weather and from
weather reports;
Groupings
Students Working Individually
Students Working In Pairs
Teaching / Learning Strategies
Oral Explanation
Role Playing
Teaching / Learning
Assessment
This Subtask is ongoing throughout the unit.
Students use weather forecasts and
observations to make daily weather
reports to the school, or class.
Use Unit Wide Rubric (Understanding
Basic Concepts, Communication, Relating).
Context: In preparation for warning the residents of the
community of incoming storms the grade 5 meteorologists
need to practise forecasting the weather, communicating it
effectively to the population and preparing the members of
the community for how they should properly respond to
various weather conditions.
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. The students will be
working as a whole class for this activity. It may be useful
to stop the lesson after step 3 for the grade 5s while the
grade 4s continue. The grade 5s could then be introduced
to Subtask 2.5
Assessment Strategies
Classroom Presentation
Self Assessment
Assessment Recording Devices
Rubric
Anecdotal Record
Adaptations
Students use weather forecasts and observations to make
daily weather reports to the school, or class. They use this
information to make suggestions about appropriate student
preparation for the upcoming weather (e.g. rainwear,
jackets, sunscreen, hats). This will be ongoing throughout
the unit.
They should report on predicted temperatures, precipitation,
cloud cover, humidity, pressure, wind speed and direction,
and possibly wind chill or UV Index.
They should be encouraged to watch televised weather
reports, and listen to radio weather reports in order to
imitate some of the more effective techniques used
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Explore/Focus-5-How do Humans Adapt to
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 2.5
mins
communicate weather information. This will be useful in the
final presentation on the day of the disaster.
Review the Context: Remind students of the Context
presented at the beginning of this Subtask. Discuss with
the class how they are now better prepared for when
"Disaster Strikes".
Resources
Newspaper weather forecasts
Television and radio weather
The Weather Office
Notes to Teacher
Students may begin with reading reports from media, but gradually add their own observations from what
they learn over the course of the unit, and from reading their own data recorded from their weather
instruments.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4- Getting Started-How is Soil
Subtask 3.4
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
Description
Key Question:
How is soil formed?
Students see that sand bears a close resemblance to the broken rock pieces and learn that soil contains
a large portion of “broken rocks”.
Students observe that soil contains rocks, and plant and animal material (and air and water which they
may not observe). Different soil samples contain different proportions (mostly rock and mineral), and are
different depending on the type of rock and minerals in them.
Expectations
4s109
– investigate and describe ways in which soil is
formed from rocks; (Copied)
4s101 A • demonstrate an understanding of the physical
properties of rocks and minerals and the effects
of erosion on the landscape; (Copied)
Teaching / Learning
Context: In order to prepare for erosion in the community,
you need to know something about the characteristics of
soil, about how soil is formed and the components of soil.
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. Students in grade 5
will continue their work on Subtask 2 while the grade 4
students are introduced to Subtask 3.4. While grade 4
students are at work on the Observation, Interpretation and
Communication sections, grade 5 students could be given
instructions on Subtask 3.5.
Groupings
Students Working In Small Groups
(copied)
Students Working Individually (copied)
Teaching / Learning Strategies
Demonstration (copied)
Classifying (copied)
Experimenting (copied)
Assessment
Use Unit Wide Rubric (Understanding
Basic Concepts, Inquiry, Relating),
Anecdotal Recording Sheets, and Student
Self Assessment sheet, as you see
appropriate.
Assessment Strategies
Learning Log (copied)
Observation (copied)
See Student Blackline Masters
Assessment Recording Devices
Activity 1
How is Rock Turned to Soil?
Procedure
1. Demonstrate this by covering some rocks with a cloth
and hammering them to form small pieces. Goggles need
to be worn by all observers. Observe the rock pieces
at different stages and hammer some to a fine consistency.
2. With newspaper on student desks, distribute some of the
broken rock pieces, giving a small pile to each pair of
students. Distribute at least two other samples of sand to
each pair.
3. Using magnifying glasses the student will observe the
different particles looking for shape and size and similarities
and differences. Through discussion, they will realize that
sand at the beach is formed by water action (instead of
Rubric (copied)
Anecdotal Record (copied)
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4- Getting Started-How is Soil
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 3.4
80 mins
hammer) over time.
Observation and Interpretation
4. Have students record their observations by illustrating
what they saw with the hand lenses on the Blackline
Master or, if preferred, in their Science learning log.
Students include what they learned about how soil is
formed and can include the definition of weathering (see
teacher notes).
Activity 2
What are the Components of Soil?
Students will observe that soil contains rocks and plant and
animal material (and air and water which they may not
observe).
Different soil samples contain different
proportions (mostly rock and mineral) and are different
depending on the type of rock and minerals in them.
Procedure
1. Each student or pair will spread some soil on their
newspaper on their desk. Make sure students have more
than topsoil in their sample.
2. Have students read the Experimental Problem (Blackline
Master), What is Soil? and make a hypothesis, a possible
answer to the problem.
3. Students sort through the soil using their hands and the
magnifying glass. Observe, then begin to sort into different
piles. Students must explain how they classified. Students
might find leaves, roots, twigs, worms, insects, pebbles,
gravel etc.
4. After discussion of sorting rules and their knowledge
that soil is made up of broken weathered rocks and based
on what they found in the soil, guide the students to sort
into three classification groups. (animal, plant, rocks and
minerals)
Observation and Interpretation
5. Discuss students’ discoveries and discuss what is the
most common ingredient in soil, and discuss if all soil
samples would be the same and why or why not.
6. Have students complete the Experiment worksheet from
the Blackline Master for this activity.
Communicating and Connecting to the World
To relate this knowledge of soil to the real world have
students think about how long it might take for rock to turn
to soil with plant and animal material mixing in, discovering
the importance of soil and discuss the importance of
preventing it from eroding. It can take thousands of years
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4- Getting Started-How is Soil
Subtask 3.4
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
for some soil to form from rock. Scientists estimate that
some sand dunes in the Grand Bend area of Ontario have
been 4000 years in the making and are being destroyed in
less than 30 years by humans walking on them. Special
grasses are being planted and grown to help hold the sand
in place, and to allow new sand to be held in place, to help
rebuild the dunes. Write an entry on your sheet under
Communicating and Connecting to the World.
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this subtask. Discuss with
the class how they are now better prepared for when
disaster strikes.
Resources
What Is Soil? Experimental Problem Sheet Soil 3.4 Act2.cwk
How Is Soil Formed?
Soil Formation.cwk
rocks
cloth
hammer
goggles
sand (different grades)
old newspapers
soil samples from the ground
magnifying glasses
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4- Getting Started-How is Soil
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 3.4
80 mins
Notes to Teacher
Inquiry and Design
This subtask can be covered more independently by students and teachers comfortable with the various
approaches to inquiry and design skills, and who have the time to devote to independent inquiry.
How is rock turned to soil? Use the Inquiry Research Project blackline master as a guide.
What are the components of soil? Use the Inquiry Research Project, or the Systematic Set of Observations
blackline master as a guide.
Weathering, is the term given to the process of rocks and minerals being broken down into small pieces by
wind, water, ice etc. Students will see that sand bears a close resemblance to the broken rock pieces and
learn that soil contains a large portion of “broken rocks”.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5- Getting Started-Weather
Subtask 3.5
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
Description
Key Questions:
How can the various aspects of weather be observed, identified, measured and recorded?
Students are presented with a variety of recipes for weather instruments, including barometers,
thermometers, weather vanes, anemometers, nephoscopes, and rain guages. They decide on which
recipes they would like to follow to build each of the instruments over the next few classes. They create
a resource list of materials which will have to be collected from the school or from home for each of the
instruments. Collecting the materials, they bring them to class ready for the next day's work.
Expectations
5s106
5s117
• investigate the major climatic factors associated
with weather, and design, construct, and test a
variety of instruments for recording various
features of the weather;
– design, construct, and test a variety of
weather instruments (e.g., weather vane,
anemometer,
rain
gauge,
wind
sock,
hygrometer);
Teaching / Learning
Context: As meteorologists hired to help warn of upcoming
storms in the community, you need to find ways of
measuring different aspects of the weather in order to
predict from where the storms are coming, when they might
arrive, how severe the winds might be, what the
temperatures may be, and other such things. You need
weather instruments to help take these measurements.
How do you measure the weather? What instruments can
you make to help?
Groupings
Students Working Individually
Teaching / Learning Strategies
Advance Organizer
Assessment
No assessment is necessary as students
are merely collecting materials and
organizing for future activities.
Assessment Strategies
Assessment Recording Devices
Adaptations
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. Students in grade 5
will continue their work on Subtask 2 while the grade 4
students are introduced to Subtask 3.4. While grade 4
students are at work on the Observation, Interpretation and
Communication sections, grade 5 students could be given
instructions on Subtask 3.5
Weather Instrument Recipes
Brainstorm a list of characteristics of weather which might
be measured and weather instruments which the class
thinks a meteorologist might use to measure or predict
weather. Encourage students to discuss the necessity for
these instruments.
Teacher directs students to a list of weather instruments
that they will be creating (weather vane, barometer,
anemometer, rain gauge, nephoscope). At a resource
centre in the classroom, students will be able to choose
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5- Getting Started-Weather
Subtask 3.5
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
from a variety of ‘recipes’ for each instrument, either from
the Blackline Master provided or from resource texts in the
centre. One recipe is provided in this unit; others are
gathered from resource texts. Students select one ‘recipe’
for each type of instrument and create a list of materials
that they will need to complete the weather instruments.
Some of the materials may be available in the classroom;
others may have to be brought in from home.
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this subtask. Discuss with
the class how they are now better prepared for when
disaster strikes.
Resources
Weather Instrument Recipes
WEATHER.CWK
Notes to Teacher
Inquiry and Design
This subtask can be covered more independently by students and teachers comfortable with the various
approaches to inquiry and design skills, and who have the time to devote to independent inquiry.
What instruments are used to measure different aspects of weather? How can they be built? Use the
Inquiry Research Project blackline master as a guide.
How can aspects of the weather be measured? Use the Inquiry Research Project, or the Design outline for
an engineering challenge.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4/5-Temperature
Subtask 4
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
40 mins
Description
Key Questions:
What is temperature? How does temperature affect erosion and weather?
Students discover, through a role playing simulation involving students playing the role of molecules and a
demonstration of air in a balloon, that temperature is kinetic energy of the molecules in a substance, and
that most substances expand when heated.
Expectations
4s102 A • investigate, test, and compare the physical
properties of rocks and minerals and investigate
the factors that cause erosion of the landscape;
4s108
– describe the effects of wind, water, and ice on
the landscape (e.g., ice breaking rocks into soil),
and identify natural phenomena that cause rapid
and significant changes in the landscape (e.g.,
floods, tornadoes, heavy rainstorms);
4s109
– investigate and describe ways in which soil is
formed from rocks;
4s115
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as hardness, colour, lustre,
and texture when discussing the physical
properties of rocks and minerals);
5s120
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as temperature,
precipitation, humidity, wind chill factor,
barometric pressure, and cloud cover);
5s108
– explain the difference between weather and
climate and the factors that influence both of
these systems (e.g., temperature, moisture,
wind, air pressure, the sun);
5s106 A • investigate the major climatic factors associated
with weather, and design, construct, and test a
variety of instruments for recording various
features of the weather;
4m38
• estimate, measure, and record the capacity of
containers and the mass of familiar objects,
compare the measures, and model the volume of
three-dimensional figures.
4m34
• demonstrate an understanding of and ability to
apply appropriate metric prefixes in measurement
and estimation activities;
4m35
• identify relationships between and among
measurement concepts (e.g., millimetre to
kilometre);
5m37
• demonstrate an understanding of and ability to
Groupings
Students Working As A Whole Class
Teaching / Learning Strategies
Simulation
Concept Clarification
Demonstration
Assessment
Use Unit Wide Rubric (Understanding
Basic Concepts, Communication, Relating),
Anecdotal Recording Sheets, and Student
Self Assessment sheet.
Assessment Strategies
Learning Log
Observation
Assessment Recording Devices
Rubric
Anecdotal Record
Rating Scale
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4/5-Temperature
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 4
40 mins
apply appropriate metric prefixes in measurement
and estimation activities;
Teaching / Learning
Context: In order to measure different aspects of the
weather you need to understand what some of those
aspects are. To prevent and control erosion, you have to
understand some of the things that cause erosion. You
have heard that changes in temperature can have an effect
on the land. Have you ever wondered...
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. Students in grade 5
complete Subtask 4. Students in grade 4 complete Subtask
4 up to the Communication section, in order to receive
instruction on Subtask 4.4, Activity 1. Grade 4 students
work independently on this activity, as well as completing
Subtask 4. At this point, Grade 5 students can be
introduced to Subtask 4.5. While grade 5 students work
independently, grade 4 students work with the teacher on
Subtask 4.4, Activity 2 and 3.
What is Temperature?
Activity Done with the whole class
Part A
Procedure:
1.Inflate the balloon
2.Measure the circumference using a string or tape
measure.
3.Place the balloon in a freezer while you complete the next
part of this activity (10-30 min. or longer)
Part B
1. Have students stand as close to each other as they can
without touching each other.
2. Explain to students that they are behaving like the low
energy molecules in a cold substance.
3. Have students increase their level of kinetic energy by
walking and moving around.
4. As students increase their kinetic energy, you should
notice them spreading out and taking up more space on the
floor. Have them pick up pace by jogging around.
5. Have students stop moving and observe their placement
after walking and jogging.
6. Like moving molecules, they are now spread out.
7. Have students "see and feel" the increased temperature
they have created from movement.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4/5-Temperature
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 4
40 mins
Observation and Interpretation
Help students discover that as substances heat up, their
molecules speed up and the molecules spread apart
causing the substance to expand. Compare this to their
movement - standing still, walking, and jogging. This
expansion makes the substance less dense. The same
volume of air would be lighter because there is less of it in
the same space. This is why hot air rises. (Note: In reality,
the molecules bounce off of each other while moving
around. We have asked the students to abstain from that
both to make the activity a little safer and to encourage the
students to spread out.)
Part A continued:
1.Remove the balloon from the freezer.
2.Measure the circumference and compare it to the
circumference at room temperature.
3.Observe the balloon as it warms up to room temperature?
4.If possible, the teacher should hold the balloon over
a source of heat (e.g., a radiator, heater, stove or hot
plate element, candle, boiling kettle or pot of water) being
cautious not to bring it too close to the source of
heat.
Observe, the balloon and measure the
circumference. Students should observe the air above the
heat source to see the waves of heat rising. You may wish
to let the balloon go to see it rise and then fall in a cooler
part of the room.
Observation and Interpretation
After the activities, ask students to think to themselves
quietly for a minute, discuss with a partner for 2 or 3
minutes, and then share their impressions with the class in
a teacher-directed discussion about why the balloon
became smaller in the cold and larger in the heat.
The teacher should explain:
Temperature is the measure of the average kinetic energy
of the molecules in a substance (kinetic energy is the
energy of motion). The more kinetic energy a molecule has,
the faster it is moving, and the more spread out they
become. Hot molecules move faster than cold ones.
In Learning Logs explain:
What happened when the “molecules” in the class were
cold?
What happened when the “molecules” were given more
kinetic energy?
After the class was “heated up” were you standing in the
same spot?
Explain how the air in the balloon is like the “molecules” in
the class.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4/5-Temperature
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 4
40 mins
Communicating and Connecting to the World
In the Learning Log or orally, discuss:
What is temperature? Why do most things expand as they
are heated? List some examples of things that have
experienced which expand or rise as heat is added (e.g.,
steam in a pot pushes off the lid, glowing hot metal appears
to be larger, steam rises, smoke rises)
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this subtask. Discuss with
the class how they are now better prepared for when
"Disaster Strikes".
Resources
What is Temperature?
balloons
freezer
Large, open space
tape measure or string
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4/5-Temperature
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 4
40 mins
Notes to Teacher
Inquiry and Design
This subtask can be covered more independently by students and teachers comfortable with the various
approaches to inquiry and design skills, and who have the time to devote to independent inqury.
What is temperature? Use the Inquiry Research Project blackline master as a guide.
Teachers may also draw student's attention to how the demonstrations in this lesson models the various
Inquiry Processes, using overheads or posters of some of the Inquiry Blackline Masters in this unit.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Temperature-Erosion by Ice
When Disaster Strikes!
Subtask 4.4
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
Description
Key Questions:
How does erosion affect the physical features of a landscape?
What are the causes of erosion?
Students reenact the role of a molecule with changing temperatures, but form crystals of ice to illustrate
that ice expands when it freezes.
Students experiment with ice cubes scraping over soil to note the effect in order to simulate glacier
erosion.
Students observe erosion by ice by submerging a balloon full of water into wet Plaster of Paris and then
freezing it.
Students observe the changes in rock when submerged in water and frozen.
Students are tested on their learning with a Checkpoint Quiz.
Expectations
4s102 A • investigate, test, and compare the physical
properties of rocks and minerals and investigate
the factors that cause erosion of the landscape;
4s109
– investigate and describe ways in which soil is
formed from rocks;
4s101 A • demonstrate an understanding of the physical
properties of rocks and minerals and the effects
of erosion on the landscape;
4s103 A • describe the effects of human activity (e.g.,
land development, building of dams, mine
development, erosion-preventing measures) on
physical features of the landscape, and examine
the use of rocks and minerals in making
consumer products.
Teaching / Learning
Context: You have just learned about how increases in
temperature (kinetic energy) cause matter to expand.
Cooling causes it to contract. Water is different. This
difference is important to your community, which
experiences a great deal of rain, and cold temperatures.
How is ice different?
Groupings
Students Working In Small Groups
Teaching / Learning Strategies
Experimenting
Oral Explanation
Learning Log/ Journal
Assessment
Use Unit Wide Rubric (Understanding
Basic Concepts, Communication, Inquiry,
Relating), Anecdotal Recording Sheet, and
Checkpoint 1 for Subtask 4.4. You also
may decide to use the Student Self
Assessment at this time, refocusing on
new class or student goals.
Assessment Strategies
Learning Log
Observation
Quizzes, Tests, Examinations
Assessment Recording Devices
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. Students in grade 5
complete Subtask 4. Students in grade 4 complete Subtask
4 up to the Communication section, in order to receive
instruction on Subtask 4.4, Activity 1. Grade 4 students
work independently on this activity, as well as completing
Subtask 4. At this point, Grade 5 students can be
introduced to Subtask 4.5. While grade 5 students work
independently, grade 4 students work with the teacher on
Anecdotal Record
Rubric
Rating Scale
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Temperature-Erosion by Ice
When Disaster Strikes!
Subtask 4.4
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
Subtask 4.4, Activity 2 and 3.
A Short Ice Activity
To illustrate how freezing water takes up more space, have
students take on the role of “molecules” again as in the
temperature investigations. They should walk around
slowly like liquid water and then gradually form into rings by
linking arms in groups of six, and then stand still. They are
now ice. Extra “molecules” can move around trying to find a
group, otherwise they are free to leave (evaporate). Help
the students to see that they take up more space than
when they were bunched together as other elements, but
still have low kinetic energy.
How Does Ice Change the Land?
Teacher presents the following information to the class
either prior to the activities or after, challenging students to
suggest places where they have seen or heard about this
happening in the real world. They might also reflect on any
examples they had noticed on their earlier walk, or direct
them to look for evidence in their journeys to and from
school over the next few days.
Ice can change the land in two important ways. Glaciers
which large, thick sheets of ice and snow, slide over and
gouge the land with tremendous pressure. They are
continually melting, moving and refreezing to erode and
change the landscape. As water freezes it expands.
When water freezes inside of cracks in rock, it expands to
split or fracture the rock into smaller pieces. These pieces
are often eroded or carried off by landslides, water, wind
or within glaciers to be deposited somewhere else.
See Student Blackline Masters
Activity 1
How can a glacier change the land? How can this be
demonstrated?
Investigation of Glacier Erosion
In this exploration, the sand represents the land surface of
soil and rock. The ice represents a glacier. The waxed
paper portrays the underlying rock bed.
Procedure:
1.Spread newspaper onto a table or desk top.
2.Cover the newspaper with waxed paper. It is helpful to
tape both the newspaper and waxed paper in place at the
ends to prevent it from moving.
3.Sprinkle 50-100ml of sand onto the waxed paper.
4.Starting at one end of the sand, take an ice cube or larger
slab of ice and push it slowly over the sand. Watch what
happens to the sand. Observe the ice cube.
5.Return the sand to a storage container to be used again.
Examine the waxed paper for marks.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Temperature-Erosion by Ice
When Disaster Strikes!
Subtask 4.4
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
Experimental Extensions:
Repeat the procedure. Use varying downward pressure,
and take note by marking on the paper where greater or
lesser pressure was used.
Repeat the procedure. Try moving the ice at different
speeds. Move it forward and back slowly as you progress
from one end of the paper to the other.
Observe and Interpret:
In their Learning Logs, students make a chart to answer the
following questions. How did the sand change? What did
you notice about the ice cube? How did different pressure,
speed and/or direction of motion effect the sand pattern left
behind? How did different pressure, speed and/or direction
of motion effect the marks left on the waxed paper?
Connect to the World and Communicate:
Imagine what you think might happen if a huge sheet of ice
were to move slowly over the land. Record your ideas in
your Science Journal.
Further Extensions:
Identify areas which have glaciers. Identify glaciers by
name. Research the types of landforms produced by
glaciers. How was the Niagara Escarpment formed? Are
there any formations in your area caused by ancient
glaciers? Find out what these terms mean and dramatize or
illustrate them: moraine, ice age, cirque glaciers, striations,
cirques, glacierets, niche glaciers, corrie glaciers, drumlin,
arete, tarn, deposition (See Subtask Notes for definitions of
these terms)
Activity 2
How can freezing water effect rock?
Weathering by Ice Investigation: Water Expands as it
Freezes
Procedure:
1.Fill the balloon with water until it is approximately 4 cm in
diameter. Being careful to keep any air spaces out of the
balloon, tie off the balloon.
2. Fill the second balloon with air to approximately 4 cm in
diameter. Tie off the balloon.
3. Cut the tops from the 3 milk cartons.
4. Put on the goggles, filter mask and gloves. Be
cautious of the plaster dust being breathed,
entering the eyes or mouth.
5. Mix the plaster to a smooth consistency. Divide the
plaster equally amoung each of cartons.
6. Into one carton, press the water balloon into the plaster
until it is completely covered.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Temperature-Erosion by Ice
When Disaster Strikes!
Subtask 4.4
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
7. In the second container, press the other balloon in the
same manner. Hold both balloons in place until the plaster
sets.
8. Leave the third container to set.
9. Leave the plaster to harden.
10. Place both containers into the freezer overnight.
11. Put on the goggles, filter mask and gloves again.
12. Observe the containers, peeling the carton from the
plaster. Break plaster blocks to examine the inside by
placing a cloth over them and hitting them with a hammer.
Observations and Interpretation:
Compare what you observe in the 3 containers. Record
your observations in a Venn Diagram in your Learning Log.
Explain the results using your knowledge of how water
expands as it freezes. How does this explain how soil is
formed from rocks? Record answers in your Learning Log.
Connect to the World and Communicate:
Why do you think pot holes are often formed in roads during
the winter? In cold climates, where temperatures are
freezing, houses are built with basements that are buried
below the level at which the soil freezes. Houses in warm
climates, where there is no danger of freezing, do not need
basements. Can you explain why? Why do you think
sidewalks have cracks or ruts and dividers in between the
slabs?
Activity 3
To what extent do rocks absorb water?
Absorbing Rock Investigation: The Effects on Rocks
of Water Expansion Through Freezing
This exploration is likely best done as a teacher
demonstration over 3 days. While the other 2
investigations are being done by the students.
Procedure:
Day 1
1. Observe the sandstone sample carefully, recording your
observations in your Learning Log.
2. Use a balance or scale to determine the mass of the
rock. Record the results.
3. Fill the calibrated container with enough water to
completely cover the rock sample. Record the water volume
before adding the rock.
4. Place the rock into the container.
5. Leave for 24 hours for the rock to absorb water.
Day 2
6. Remove the rock from the water. Weigh the rock again.
Record the water volume in the container and record any
difference in volume. These observations will tell how
much water has been absorbed.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Temperature-Erosion by Ice
When Disaster Strikes!
Subtask 4.4
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
7. Place the rock onto the metal lid.
8. Place both the rock and metal lid into a freezer overnight.
Day 3
9. The next day, remove the rock sample from the freezer.
10. Observe the frozen rock, and make further
observations as it thaws. Describe any water left in the lid.
Record your observations noting any changes in the rock
from day 1 in Learning Log.
Experimental Extensions:
Repeat the experiment with rocks of different sizes and
types. Repeat the experiment with materials used for
buildings, such as bricks, concrete, wood, etc. How do
these variables affect the results?
Repeat the experiment with the same rock samples many
times over the next few days or weeks. How does
frequency affect the results?
Observe and Interpret:
How do you know that the rock absorbed water?
In what ways has the rock changed? Try to explain your
results. What does this have to do with erosion or
weathering of rock in nature?
Connect to the World and Communicate:
How would understanding ice erosion help in constructing
homes and other buildings?
Extensions:
Find out more about ice erosion. Design an experiment to
test the effects of ice erosion on other materials. Which
materials will withstand freezing best? Think back to the
class walk in the community. Were there any examples of
weathering or erosion? Look for examples of weathering or
erosion from ice in your community. Talk to a builder,
architect or other person who deals with construction or
roads to see how they consider, or accommodate for the
effects of ice in their work.
Checkpoint:
After the completion of the activities, distribute the
Checkpoint 1 for Subtask 4.4, Grade 4 assessment
Blackline Master.
Students fill out the answers
independently.
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Temperature-Erosion by Ice
When Disaster Strikes!
Subtask 4.4
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this subtask. Discuss with
the class how they are now better prepared for when
"Disaster Strikes".
Resources
Checkpoint 1 - 4.4
checkup 44.cwk
Absorbing Rock - Activity 3
Absorb Rock.cwk
Weathering by Ice - Activity 2
weather by freeze.cwk
Temperature- Erosion by Ice
Temp Erosion Ice.cwk
old newspapers
sand (different grades)
waxed paper
ice cubes
adhesive tape
water source
cardboard 1 litre milk cartons
3
Plaster of Paris
sandstone or porous rock samples
metal jar lid
container to measure volume
safety goggles
latex or work gloves
filter masks
mixing bowl
stirring spoon
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Temperature-Erosion by Ice
When Disaster Strikes!
Subtask 4.4
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
hammer
balance or scale
access to freezer or freezing
temperatures
Notes to Teacher
Liquid water freezes into six-sided needles; water vapor may form needles, plates, or hollow prisms,
depending on the temperature. The separate crystals of freezing water, called frazil, grow and connect
together until the whole body of water is one solid mass. As these crystals arrange they take up more
space than liquid water. Most liquids contract as they freeze, but water expands. There is less mass (stuff
or matter) concentrated in the same amount of space as liquid water, so ice floats in water.
Inquiry and Design
The opportunities for student directed inquiry are presented in this subtask as Experimental Extensions or
other Extensions (use Experimental Problem Organizer, Design Process, Systematic Observation or
Research Inquiry blackline masters)
Glacier Related Terms
Arete - a sharp mountain spur or ridge
Cirque or Corrie - a circular valley with steep walls
Deposition - that which is deposited (e.g., drumlin, moraine)
Drumlin - a long, oval mound of unstratified glacial debris
Ice age or glacial epoch - any portion of geological time characterized by the formation of ice sheets over
large portions of the earth's surface
Moraine - debris that has been carried by a glacier
Niche - a recessed space or hollow
Striations - fine linear markings; stripes or grooves
Tarn - a small mountain lake
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5-Temperature-Measure Temperature
When Disaster Strikes!
Subtask 4.5
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
Description
Key Questions:
How can the various aspects of weather be observed, identified, measured and recorded?
Now that students have an understanding of expansion of liquids and gases when heat is added, they
will be able to more clearly understand how a thermometer works. Students make a thermometer based
on the instructions provided on an activity card.
In a group students design an investigation to learn more about temperatures.
Students are tested on their learning with a Checkpoint Quiz.
Expectations
5s106 A • investigate the major climatic factors associated
with weather, and design, construct, and test a
variety of instruments for recording various
features of the weather;
5s117
– design, construct, and test a variety of
weather instruments (e.g., weather vane,
anemometer,
rain
gauge,
wind
sock,
hygrometer);
5s118
– formulate questions about and identify needs
and problems related to objects and events in the
environment, and explore possible answers and
solutions (e.g., test a variety of fabrics for their
waterproofing or insulating properties);
5s120
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as temperature,
precipitation, humidity, wind chill factor,
barometric pressure, and cloud cover);
5m38
• identify relationships between and among
measurement concepts (linear, temporal,
monetary);
5m108
• predict the validity of the results of data
collected;
5m109
• interpret displays of data and present the
information using mathematical terms;
5m110
• evaluate and use data from graphic organizers;
Teaching / Learning
Groupings
Students Working In Small Groups
Teaching / Learning Strategies
Fair Test
Experimenting
Model Making
Assessment
Use Unit Wide Rubric (Understanding
Basic Concepts, Communication, Inquiry,
Relating), Anecdotal Recording Sheet,
Checkpoint 1 for Subtask 4.5. You also
may decide to use the Student Self
Assessment at this time, refocusing on
new class or student goals.
Assessment Strategies
Learning Log
Observation
Quizzes, Tests, Examinations
Assessment Recording Devices
Anecdotal Record
Rubric
Rating Scale
Adaptations
Context: As meteorologists, knowing how to determine
temperature and understanding factors which affect
temperature is very important. Can you think of reasons
why temperatures might be a concern to the community?
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. Students in grade 5
complete Subtask 4. Students in grade 4 complete Subtask
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5-Temperature-Measure Temperature
When Disaster Strikes!
Subtask 4.5
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
4 up to the Communication section, in order to receive
instruction on Subtask 4.4, Activity 1. Grade 4 students
work independently on this activity, as well as completing
Subtask 4. At this point, Grade 5 students can be
introduced to Subtask 4.5. While grade 5 students work
independently, grade 4 students work with the teacher on
Subtask 4.4, Activity 2 and 3.
See Student Blackline Masters
Activity 1
Make a Thermometer
Now that students have an understanding of expansion of
liquids and gases when heat is added, they will be able to
more clearly understand how a thermometer works. They
follow the instructions on the blackline master to make a
thermometer, make observations and answer questions.
Activity 2
Investigating Temperature
In a group students design an investigation to learn more
about temperatures following the Experimental Problem
Organizer, Design Process, Systematic Observation or
Research Inquiry blackline masters in the Unit-Wide
Resources.
Sample Investigations:
Experiments with Variables
Develop a question which requires Fair Tests determining
how a controlled variable might have a specified effect or
give a repeatable result. The teacher may demonstrate an
unfair test such as testing how colour affects temperature
by taking a thermometer wrapped in black cloth and one
wrapped in white cloth, then putting one in a sunny
window ledge and the other in the refrigerator, using more
cloth to wrap one than the other, or holding one
thermometer in a hand to read the temperature while the
other is left untouched. Discuss why all variables must be
controlled as much as possible, while leaving only one
factor as a variable.
How does colour effect temperature? Put thermometers
into white, black, and other coloured paper sleeves. Place
them on an overhead projector. Record the temperatures at
one or two minute intervals.
How does air movement affect temperature? Place one
thermometer in front of a fan, and the other in a different
location. Turn on the fan. Record observations at two
minute intervals on a student created classification chart in
Learning Log.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5-Temperature-Measure Temperature
When Disaster Strikes!
Subtask 4.5
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
How does moisture affect temperature? Wrap two
thermometers in paper or cloth towels. Place both
thermometers in the same location, but let one of the towels
make contact with water which has been sitting out in the
room for a long time, to reach room temperature. Record
the temperatures at two minute intervals on a student
created classification chart in Learning Log.
Does water warm to room temperature faster than it cools?
Take the temperature of water that has been sitting in the
room for a couple of hours. From a tap, mix warm and cold
water into one container until it is 10 degrees warmer than
the room water. In a second container pour water that is
10 degrees cooler. Place thermometers in all three
containers.
Record the temperatures at five minute
intervals on a student created classification chart in
Learning Log.
Set up the above experiment but use one container with
recently boiling water, and the other with the coldest water
possible. Record the temperatures at five minute intervals.
How do you interpret these results?
Systematic Observation Investigations- Looking for
Patterns
Decide on a question which requires looking for patterns in
recording temperatures.
How does temperature vary in different locations? Take
measurements in different locations.
How does temperature change throughout the day? Take
measurements in the same location at one hour intervals.
How does temperature change throughout the week? Take
measurements in the same location at regular intervals each
day.
Research Extensions:
Choose more than one investigation to explore. Research
the life of Galileo. Find out more about how temperature
affects the weather. How do temperatures differ around
the world. Record temperature from different locations in
Ontario, Canada or other countries. Try to explain the
differences, looking for sources of kinetic energy.
Design Challenges:
Develop a challenge involving temperature. Design a
container to keep an ice cube from thawing for the longest
possible time. Design a container to hold a thermometer
which will hold its temperature as long as possible when
placed in a freezer, water or sunshine.
Connect to the World and Communicate:
After inquiries are completed, students should reflect on
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5-Temperature-Measure Temperature
When Disaster Strikes!
Subtask 4.5
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
how the results relate to weather, how weather is formed,
how people react or adapt to weather or the
consequences of weather. They should reflect on how the
results of the investigations might be useful to others, or
how it might affect their behaviour in some manner. This
can be done through class discussion and then recorded in
anecdotal reflections in Learning Logs, in groups or as
individual responses.
Checkpoint:
After the completion of the activities, distribute the
Checkpoint 1, Grade 5 assessment Blackline Master. Have
students fill out the answers independently.
After the quiz is evaluated, discuss the answers with the
class or individually to correct any misconceptions.
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this subtask. Discuss with
the class how they are now better prepared for when
"Disaster Strikes".
Resources
Checkpoint 1- 4.5
Checkpoint 45.cwk
Making a Thermometer
Maketherm2.cwk
Temperature Investigation
Investemp.cwk
clear plastic straws
empty juice bottle
empty cup
food colour
modelling clay
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5-Temperature-Measure Temperature
When Disaster Strikes!
Subtask 4.5
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
water source
materials determined by student inquiry
thermometers
Notes to Teacher
Now that students have an understanding of expansion of liquids and gases when heat is added, they will
be able to more clearly understand how a thermometer works.
Galileo Galilei is credited with having invented the thermometer, the device used to measure
temperature, in Italy around 1600. Galileo's device measured the expansion or contraction of air in an
overturned glass container. In the following years air was replaced by other materials, mostly mercury or
alcohol, and a scale for measuring temperatures was set.
As many as 35 different temperature scales were being used in the 1700s when the German
physicist Daniel Gabriel Fahrenheit recalibrated the thermometer. His version considered the freezing point
of water as 32 degrees and a boiling point of 212 degrees. Anders Celsius of Sweden developed the
centigrade scale in 1742 with the freezing point of water as 0 degrees and a boiling point of 100 degrees.
In 1848 William Thomson (Lord Kelvin) used the centigrade scale recalculated to begin at absolute zero, or
-273.15 degrees on the Celsius scale.
Inquiry and Design
Independent student investigations are developed in Activity 2.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4- Wind-Erosion by Wind
Subtask 5.4
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
Description
Key Questions:
How does erosion affect the physical features of a landscape?
What are the causes of erosion?
The next three subtasks explore the three types of erosion.
Wind Erosion
Students spread sand in the bottom of a box. From a close distance and from one direction blow across
the sand. Observe the effects of wind erosion on the landscape and compare to those of others.
Expectations
4s101 A • demonstrate an understanding of the physical
properties of rocks and minerals and the effects
of erosion on the landscape;
4s102 A • investigate, test, and compare the physical
properties of rocks and minerals and investigate
the factors that cause erosion of the landscape;
Teaching / Learning
Context: The community is subject to very strong winds.
You need to investigate how strong winds can cause
erosion in order to prevent damage to the landscape in your
community.
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. Students in grade 5
continue to work independently on Subtask 4.5. Grade 4
students work with the teacher on Subtask 5.4 up to the
Observation section where they can work independently.
Grade 5 students can then be introduced to Subtask 5.5
and can work independently on Activity 2 and 3.
See Student Blackline Masters
Groupings
Students Working In Pairs (copied)
Students Working Individually (copied)
Teaching / Learning Strategies
Experimenting (copied)
Learning Log/ Journal (copied)
Assessment
Use Unit Wide Rubric (Understanding
Basic Concepts, Communication, Inquiry,
Relating), Anecdotal Recording Sheet.
You also may decide to use the Student
Self Assessment at this time, refocusing
on new class or student goals.
Assessment Strategies
Learning Log (copied)
Observation (copied)
Assessment Recording Devices
Anecdotal Record (copied)
Rubric (copied)
Rating Scale (copied)
How can wind cause erosion?
Procedure
1. Students spread sand in the bottom of their box (a box
may be a cardboard box lid from photocopy paper. A plastic
paint tray may also be used). Goggles should be worn
to prevent sand particles from entering the eyes.
From a close distance and from one direction blow across
the sand. Try gently at first until you see how easily the
sand moves. Advise students to blow genlty until they see
how easily the sand moves.
2. Students observe the effects of wind erosion on their
landscape and on those of others.
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4- Wind-Erosion by Wind
Subtask 5.4
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
3. Students flatten the sand and blow again from a different
direction or try blowing through a straw.
4. Students then place their “building” or a wooden block
representing a building on the flattened beach and blow
again.
Observation and Interpretation
5. What happens to the building? Why is it important to
control or minimize wind erosion in some places?
6. In a class brainstorm, discuss how wind erosion can be
prevented, e.g., snow fences, trees, buildings, walls or
fences, knolls, special grasses. List these methods on
chart paper.
6. Students record their observations in picture form with a
before and after picture of their “building” and include a
definition of wind erosion. This can be done in their
Learning Log.
Connect to the World and Communicate
Before the students begin the performance task they will
have opportunities to experiment with different ways of
preventing wind erosion. They can begin thinking of
materials to gather like pebbles, leaves, mesh, etc. Have
students look through magazines, books or the Internet to
locate pictures of evidence of wind erosion or methods
used to prevent wind erosion. Begin to make a list in their
Log. This may also be done as an inquiry extension.
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this Subtask. Discuss with
the class how they are now better prepared for when
"Disaster Strikes".
Resources
Erosion by wind
Erosion by Wind.cwk
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4- Wind-Erosion by Wind
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 5.4
80 mins
sand (different grades)
empty plastic tray or landscape box
plastic building or block
safety goggles
Notes to Teacher
Goggles should be worn while sand is being blown around.
Wind erosion is movement of soil, sand and small pieces of rock by the wind.
Inquiry and Design
This subtask can be covered more independently by students and teachers comfortable with the various
approaches to inquiry and design skills, and who have the time to devote to independent inquiry. These
investigations are important to leave students with lasting, enduring knowledge.
Inquiry Research Project
How can wind cause erosion? How has wind caused erosion?
Inquiry Research Project. Systematic Set of Observations.
Describe the effects of erosion on the land. Observe, collect and/or classify types of wind erosion.
Experimental Problem
How does wind speed effect wind erosion? How does the size, position, angle, shape, etc. of an object
effect erosion? How does land surface, soil type, land size, shape, slope, etc. affect wind erosion?
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5- Wind-Measuring Wind Speed and
Subtask 5.5
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
Description
Key Questions:
How can the various aspects of weather be observed, identified and recorded?
A demonstration simulates the way wind is produced on earth.
Students investigate air movement in the classroom.
Use the recipes from the earlier subtask to create a weather vane to measure wind direction and an
anemometer to measure wind speed.
Expectations
5s106 A • investigate the major climatic factors associated
with weather, and design, construct, and test a
variety of instruments for recording various
features of the weather; (Copied)
5s113
– identify patterns in air movement (e.g., low
pressure and high pressure); (Copied)
5s117
– design, construct, and test a variety of
weather instruments (e.g., weather vane,
anemometer,
rain
gauge,
wind
sock,
hygrometer); (Copied)
5s120
– use appropriate vocabulary, including correct
science and technology terminology, in
describing their investigations and observations
(e.g., use terms such as temperature,
precipitation, humidity, wind chill factor,
barometric pressure, and cloud cover); (Copied)
5m65
• identify, describe, compare, and classify
geometric figures; (Copied)
5e1
• communicate ideas and information for a variety
of purposes (e.g., to present and support a
viewpoint) and to specific audiences (e.g., write
a letter to a newspaper stating and justifying their
position on an issue in the news); (Copied)
Teaching / Learning
Context: Wind is sometimes severe in this community! You
need to know what causes wind and how to measure its
speed and direction in order to be able to alert the
community about its dangers, and to make predictions about
where and when severe winds may arrive. But, what is
wind? How is it caused? How does it move? How can it
be measured?
Groupings
Students Working As A Whole Class
(copied)
Students Working Individually (copied)
Teaching / Learning Strategies
Experimenting (copied)
Learning Log/ Journal (copied)
Demonstration (copied)
Assessment
Use Unit Wide Rubric (Understanding
Basic Concepts, Inquiry), Anecdotal
Recording Sheet. You also may decide to
use the Student Self Assessment at this
time, refocusing on new class or student
goals.
Assessment Strategies
Response Journal (copied)
Observation (copied)
Learning Log (copied)
Assessment Recording Devices
Anecdotal Record (copied)
Rubric (copied)
Rating Scale (copied)
Adaptations
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. Students in grade 5
continue to work independently on Subtask 4.5. Grade 4
students work with the teacher on Subtask 5.4 up to the
Observation section where they can work independently.
Grade 5 students can then be introduced to Subtask 5.5
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5- Wind-Measuring Wind Speed and
Subtask 5.5
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
and can work independently on Activity 2 and 3.
Air on the Move
Activity 1
What is wind? How is it caused?
Producing Wind
This demonstration simulates the way wind is produced on
earth. Done by the teachers, while students watch. See
"Air on the Move" blackline master.
Activity 2
How does air move?
Students investigate air movement in the classroom. See
"Air on the Move" blackline master.
Activity 3
How can air be measured?
Make a Weather Vane and Anemometer
Use the recipes from the earlier subtask to create a
weather vane to measure wind direction and an
anemometer to measure wind speed.
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this subtask. Discuss with
the class how they are now better prepared for when
"Disaster Strikes".
Resources
Weather Instrument Recipes
WEATHER.CWK
Air on the Move
aironmov.cwk
bowl of ice (Copied)
paper towels (Copied)
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5- Wind-Measuring Wind Speed and
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 5.5
80 mins
plastic wrap (Copied)
pinwheel (Copied)
small aquarium (Copied)
lamp with a 100 watt bulb (Copied)
matches (Copied)
Notes to Teacher
Winds are caused by energy from the sun. The sun heats the surface of the earth. The warm earth heats
the air above it. As the air warms it expands, becomes lighter and rises. As the warm air rises, cooler air
takes it’s place. This results in continuous currents of air moving in circles.
Inquiry and Design
Experimental Problems:
How does wind move? How does the size, shape, texture, of a moving object effect wind speed, direction,
intensity?
Systematic Observation:
How is air movement different at different locations, heights, near different objects, etc.?
Research:
What is wind? How is wind caused?
Students can conduct a Research Inquiry into the types, causes and definitions of wind.
Design Process:
What are some different ways that we can produce wind?
How can wind be measured?
After completing Activity 1 and 2, students may design their own instrument to measure wind speed and/or
wind direction following the Design Process. Teachers should monitor the progress throughout.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Water-Erosion by Water
Subtask 6.4
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
Description
Key Questions:
How does erosion affect the physical features of a landscape?
What are the causes of erosion?
Water Erosion
Activity 1:This experiment is to demonstrate water erosion on plain soil or earth. The only variable is the
slope.
Activity 2: Using small stones on their mountain, students create a mountain stream.
Expectations
4s101 A • demonstrate an understanding of the physical
properties of rocks and minerals and the effects
of erosion on the landscape; (Copied)
4s102 A • investigate, test, and compare the physical
properties of rocks and minerals and investigate
the factors that cause erosion of the landscape;
(Copied)
4m76
– measure angles using a protractor; (Copied)
4m77
– use mathematical language to describe
geometric ideas (e.g., line, angle); (Copied)
4m78
– recognize and describe the occurrence and
application of geometric properties and principles
in the everyday world; (Copied)
4m80
– discuss ideas, make connections, and
articulate hypotheses about geometric properties
and relationships; (Copied)
Students Working In Pairs (copied)
Students Working Individually (copied)
Teaching / Learning Strategies
Experimenting (copied)
Learning Log/ Journal (copied)
Assessment
Use Unit Wide Rubric(Understanding Basic
Concepts, Communication, Inquiry,
Relating), Anecdotal Recording Sheet.
You also may decide to use the Student
Self Assessment at this time, refocusing
on new class or student goals.
Assessment Strategies
Teaching / Learning
Context:
Rain, flooding and high waves! Your community has it all.
The meteorologists will be able to predict when they are
coming, but what do you need to know about how water
effects the land in order to keep the community safe?
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. Students in grade 4
are introduced to Subtask 6.4, Activity 1 while grade 5
students continue working on Subtask 5.5, Activities 2 and
3. Grade 4 students can be challenged to begin Subtask
6.4, Activity 2. The teacher leads grade 5 students in
Subtask 6.5, Activity 1 and 3. Activity 2 and 4 can be done
independently by grade 5.
Water Erosion
How does water effect soil?
erosion?
Groupings
Learning Log (copied)
Observation (copied)
Assessment Recording Devices
Anecdotal Record (copied)
Rubric (copied)
Rating Scale (copied)
Adaptations
How does slope affect
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Water-Erosion by Water
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 6.4
80 mins
This will be further experimented with while preparing the
landscape box for when disaster strikes.
Activity 1
Experimental Problem: Does slope affect the amount of
erosion?
Students write their hypothesis (prediction) on the
recording sheet provided.
Build a Landscape Box
Each group or individual takes a cardboard top of
photocopy paper boxes, lined with garbage bags taped into
place to make it waterproof. Each box should be tested for
being waterproof and for not having air bubbles or bags
which are stretched too tight. Debrief during and after the
process to discuss successful strategies. Paint trays, or
large, flat plastic tubs may also be used to save time.
Procedure
1. Fill the box almost full and level with slightly damp soil.
Use books to prop the box at a 30 degree angle. Put a
catch basin at the bottom of the box to catch the
overflowing dirt. Pour water from a watering can at the top
of the box. Use the same amount of water each time, (1
litre) and pour from the same height.
2. Measure the amount of mud that ended in the basin and
record the amount.
3. Repeat the experiment at 60 degrees. If the soil is too
wet, mix in some dry earth and again make it level.
4. Measure the amount of earth in the basin this time and
record it.
Observe and Interpret
5. Students record their findings and include illustrations in
Learning Logs or on the blackline master (Water Erosion
Activity 1) provided to include in their Learning Log.
6. Make a conclusion on the blackline master that the
steeper the slope the more erosion is likely to occur.
Connect to the World and Communicate
Water changes the landscape. In a group begin to discuss
things you could do to prevent some of the dirt from flowing
away. Use books, pictures, or the Internet to get ideas that
you can experiment with soon. For example, plant grass,
ground cover, and trees (roots hold the land). Place cloth
over land (seed) until grass grows as a temporary measure
to prevent erosion. Change a steep hill to a lower grade, or
terrace it with flat areas and retaining walls.
Show the students pictures of rivers winding down
mountains, and deep gorges cut out of rock by years of
moving water, to show how water changes the landscape
slowly (or quickly as in the Red River flood in the prairies in
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Water-Erosion by Water
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 6.4
80 mins
1997). Have students predict answers to the questions
below in the Connect to the World part of the Experiment
Sheet, to assess their understanding of erosion. Students
can continue their writing on the back of the sheet.
1. Would the shape of the land beyond the river banks
affect the extent of the flooding? Think of a river in the
middle of the plains and a river flowing between steep
mountains. Explain your thinking.
2. What changes might you see in the land or the
environment after a big flood? Make an extensive list.
Activity 2
Making a mountain stream. Student Investigation
How can we control the flow of a mountain stream?
After the water erosion experiment and looking at pictures
of mountain streams challenge the students to build a
mountain with a meandering stream, formed by water
erosion. The earth needs to be wet to form a freestanding
mountain. Students will be allowed to place a few small
stones from outside in their own design, to create a
winding stream, when water is poured down one face of
the mountain. They need to plan ahead for where the
stones will best help to guide the erosion. Although they
will see changes immediately on their mountain, it can take
thousands of years to cause these kinds of changes
through rocks and mountains in nature.
Procedure:
1. Moisten your soil and build a mountain in the middle of
your landscape box. Choose one side of your mountain to
be the face to have the stream. Place some small stones in
a design down the mountain in a way to guide the water
and influence the path of erosion.
2. Have students draw a picture of their mountain on the
blackline master (Water Erosion Activity 2), before the
stream is formed.
3. Let the mountain dry overnight.
4. Pour a cup of water at medium speed down the face of
the mountain from a height of 25 cm. and observe what
happens. Pour more water if necessary. The students will
see the winding stream and lakes may even form.
Connect to the World and Communicate
Students now draw a picture of their eroded mountain.
Write a description of your mountain stream and how and
why it formed the way it did (on blackline master provided).
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Water-Erosion by Water
Subtask 6.4
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this Subtask. Discuss with
the class how they are now better prepared for when
"Disaster Strikes".
Resources
Water Erosion Activity 1
wateract1_6_4.cwk
Water Erosion Activity 2
wateract2_6_4.cwk
Erosion by Water
Erosion by Water.cwk
soil samples from the ground
water source
watering can
empty tray or landscape box
small stones
container to measure volume
catch basin
protractor
small cup to hold water
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Water-Erosion by Water
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 6.4
80 mins
Notes to Teacher
Students need to know how to measure angles in order to put the box at different slopes. This experiment
is to demonstrate water erosion on plain soil or earth. The only variable is the slope. Rocks or ridges, for
example, will not be added at this point to minimize erosion.
Inquiry and Design
Experimental Problems:
How do different slopes effect erosion? How does type of soil, slope, height of release of the water,
volume of water, shape of the landscape, etc. affect speed of water flow, the volume of soil eroded, the
path taken by the water, the amount of water retained, etc.?
Systematic Observation:
Classify the types of soil, slopes, shapes of landscape, etc. according to erosion qualities.
Research:
Where in the world has water erosion been a problem? How does water erosion affect Niagara Falls?
Design process:
Challenge students to produce a specific path for a stream to follow. Who can produce the fastest,
slowest, most interesting, moving stream?
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5- Water-The Water Cycle
Subtask 6.5
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
Description
Key Questions:
How can the various aspects of weather be observed, identified and recorded?
Teachers direct students through content lessons illustrating the water cycle, how clouds are formed,
the various different cloud types and how they may be used to predict weather conditions.
Students build and test a rain gauge and nephoscope from the recipes explored in Subtask 3.5
Expectations
5s106 A • investigate the major climatic factors associated
with weather, and design, construct, and test a
variety of instruments for recording various
features of the weather; (Copied)
5s111
– explain the formation of clouds and the effects
of different cloud formations on weather and
climate (e.g., create a model of a cloud in a jar
and relate it to the water cycle; describe the
relationship
between
the
formation
of
cumulonimbus clouds and thunderstorms);
(Copied)
5s112
– describe the water cycle in terms of
evaporation, condensation, and precipitation;
(Copied)
5s117
– design, construct, and test a variety of
weather instruments (e.g., weather vane,
anemometer,
rain
gauge,
wind
sock,
hygrometer); (Copied)
5e1
• communicate ideas and information for a variety
of purposes (e.g., to present and support a
viewpoint) and to specific audiences (e.g., write
a letter to a newspaper stating and justifying their
position on an issue in the news); (Copied)
Teaching / Learning
Context: One of the important things to prepare your
community for is heavy rain. The teams looking after
erosion control need to have fair warning of any severe
rainstorms. Knowing about how clouds are formed, the
direction they are coming from and the different cloud types
is important for predicting heavy rain.
Groupings
Students Working As A Whole Class
(copied)
Students Working In Small Groups
(copied)
Students Working Individually (copied)
Teaching / Learning Strategies
Experimenting (copied)
Learning Log/ Journal (copied)
Demonstration (copied)
Assessment
Use Unit Wide Rubric (Understanding
Basic Concepts, Communication, Relating),
Anecdotal Recording Sheet. You also
may decide to use the Student Self
Assessment at this time, refocusing on
new class or student goals.
Assessment Strategies
Learning Log (copied)
Response Journal (copied)
Observation (copied)
Assessment Recording Devices
Anecdotal Record (copied)
Rubric (copied)
Rating Scale (copied)
Adaptations
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. Students in grade 4
are introduced to Subtask 6.4, Activity 1 while grade 5
students continue working on Subtask 5.5, Activities 2 and
3. Grade 4 students can be challenged to begin Subtask
6.4, Activity 2. The teacher leads grade 5 students in
Subtask 6.5, Activity 1 and 3. Activity 2 and 4 can be done
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5- Water-The Water Cycle
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 6.5
80 mins
independently by grade 5.
Activity 1
Where does rain come from?
The Water Cycle
Procedure (led by teacher)
1. Fill one pot with ice cubes and cold water
2. In the other pot, bring water to a boil on the hot plate
3. Hold the pan with ice cubes over the top of the boiling
water
Observation and Interpretation
In your learning log explain:
What happened when the hot air (steam) came in contact
with the cold pot?
What produced this effect?
Using a diagram, illustrate and label the water cycle.
Communicating and Connecting to the World
Explain why the water cycle is important in our daily lives.
Activity 2
How can the amount of rainfall be measured?
Rain Gauge
Use the recipes from Subtask 3.5 and create a rain gauge.
Place the rain gauge on a level surface outside or attach it
to a wall or fence. Avoid overhangs, wires and trees.
After each rain or snowfall, record the amount of
precipitation. What other weather conditions were present
(e.g. temperature, cloud cover, wind, air pressure)?
Compare your readings with local weather reports.
Activity 3
How are clouds formed?
Cloud Formation
Procedure (led by teacher)
1. Students will be observing a simulation of cloud formation
led by the teacher. Students should not be allowed to
handle the matches.
2. The black sheet of paper is taped onto one side of the
jar. Warm water is poured into the jar to fill approximately
one-third of the jar.
3. Light a match, hold it in the jar for a few seconds and
then drop it in. At this point, the jar should be covered
quickly with the bag of ice. Shine the flashlight on the jar.
Observation and Interpretation
Students should record their observations in their Learning
Log.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5- Water-The Water Cycle
Subtask 6.5
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
1. What did you see in the jar?
2. Where did the cloud come from?
3. How did the warm water affect the cloud formation?
4. What did the ice cubes do to help the clouds form?
5. What role did the match and its smoke play in the cloud
formation?
Connecting to the World and Communicating
Discuss how your cloud simulation compares with real
clouds? Using your observations and resource texts,
sketch (in your Learning Log) the different types of clouds
and describe the weather they usually bring.
Discuss: What is a thunderstorm? What type of clouds
would you expect to see during one?
Extension
Each student could draw a picture of how a real cloud
would form, and what effects the warm earth and the cool
air in the mountains would have.
The process could be repeated by students without using
matches or using other materials such as dust, flour, sand,
or cedar shavings to see if the cloud would still form.
Activity 4
How can the direction
measured?
Make a Nephoscope
of
cloud
movement
be
Use the recipes from Subtask 3.5 to create a nephoscope.
On a cloudy day, place the nephoscope on level ground
with the north mark facing north. Follow the path of the
cloud as it passes over the circle and the surface of the
mirror. Where the cloud begins its journey across the
circle, the mirror will tell the wind direction at the altitude of
the clouds (i.e. if the cloud is moving toward the east, the
wind is coming from the west).
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this subtask. Discuss with
the class how they are now better prepared for when
"Disaster Strikes".
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5- Water-The Water Cycle
Subtask 6.5
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
Resources
Weather Instrument Recipes
WEATHER.CWK
ice cubes (Copied)
water source (Copied)
large jar (Copied)
plastic bag of ice to fit over jar (Copied)
pitcher of warm water (Copied)
sheet of black paper (Copied)
materials from weather recipes (Copied)
hot plate or stove (Copied)
metal pots (Copied)
2
matches (Copied)
flashlight (Copied)
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5- Water-The Water Cycle
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 6.5
80 mins
Notes to Teacher
Water Cycle
As the sun’s heat warms the earth’s surface, some of the earth’s water evaporates into the air as water
vapour. The water vapour rises because it is warmer than the surrounding air, and lighter and less dense
than the water it is coming from. As it rises into the atmosphere it cools and then condenses into visible
clouds made up of tiny water droplets and tiny particles of dust, pollution or ash from volcanoes. The
particles are small and lightweight, so they remain suspended in the air. When the clouds become
saturated, this condensed water falls back to the earth as precipitation (rain, sleet, snow). This cycle
continually supplies the earth with fresh water.
Although not listed in the body of this subtask, the following information, including the
learning from the inquiry and design listed, should be included, if possible, as important,
enduring knowledge connected to the topic of weather.
Clouds
Clouds come in many different shapes. There are four major types. Cumulus clouds are white, puffy, fair
weather clouds common on a warm summer afternoon. Cumulus clouds form when air, heated by the sun,
rises and cools like bubbles rising in an aquarium. A cumulus cloud may grow into a cumulonimbus cloud
which produces storms. A Stratus cloud is a grey sheet like cloud layer that blankets the sky. The cirrus
clouds are thin feather-like clouds made of ice crystals high in the cold atmosphere. Sunlight reflecting
through cirrus ice crystals can form what we see as a ring around the sun or moon.
Inquiry and Design
Experimental Problems:
How does the temperature of the water, size of the pan, amount of ice etc., affect the results of the cloud
or water cycle experiments?
Systematic Observation:
Classify or seriate cloud types. Observe cloud types in your community. How do they vary during the day,
during the week? Observe cloud movement over a period of time. Is there a relationship between cloud
movement, and cloud type, or weather?
Research:
Find out more about the water cycle.
Students can conduct a Research Inquiry into the types, causes and definitions of different clouds.
What kind of weather is associated with different clouds?
Design Process:
Challenge students to design a new rain gauge or nephoscope.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4/5- Pressure
Subtask 7
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
40 mins
Description
Key Questions:
What is pressure? How does pressure affect weather and rock formation?
All students watch demonstrations of air pressure and discuss the results, recording their responses in a
visual representation in their Science Journals.
Expectations
5s108
– explain the difference between weather and
climate and the factors that influence both of
these systems (e.g., temperature, moisture,
wind, air pressure, the sun);
4s102 A • investigate, test, and compare the physical
properties of rocks and minerals and investigate
the factors that cause erosion of the landscape;
4s101 A • demonstrate an understanding of the physical
properties of rocks and minerals and the effects
of erosion on the landscape;
5s106 A • investigate the major climatic factors associated
with weather, and design, construct, and test a
variety of instruments for recording various
features of the weather;
Teaching / Learning
Context: Temperature and wind are part of our weather,
and causes of erosion, but there is another factor of both
weather, and rocks and soil, that the meteorologists and
erosion control experts need to understand - pressure!
The teacher follows this basic script and
demonstrations in presenting the information in the
form of a directed lesson and demonstration.
Pressure
Air Has Mass (It’s Made of Stuff)
The air above us is made up of tiny particles. This invisible
substance called air is really a mixture of several gases.
Each gas is present in the form of separate, tiny units called
molecules. Although we can't see air, the gas molecules still
have mass, and gravity acts upon it.
Groupings
Students Working As A Whole Class
Teaching / Learning Strategies
Demonstration
Direct Teaching
Sketching To Learn
Assessment
Use Unit Wide Rubric (Understanding
Basic Concepts, Communication)
Anecdotal Recording Sheet. You also
may decide to use the Student Self
Assessment at this time, refocusing on
new class or student goals.
Assessment Strategies
Learning Log
Assessment Recording Devices
Rubric
Anecdotal Record
Rating Scale
Adaptations
Teacher Performs a Short Demonstration that Air
has Mass
Tie two inflated balloons to a metre stick on either end.
Suspend the metre stick by a thread or string tied in the
middle so that it is perfectly balanced. Pop one of the
balloons. The inflated balloon should move down due to the
air contained inside having some mass (stuff), while the
deflated balloon has lost that mass.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4/5- Pressure
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 7
40 mins
Air Pressure: The Stuff in the Air Presses Down on
Us
Even though we can't feel it, air is constantly
pressing down on us with a tremendous force. Air
pressure is created by the weight of billions and billions of
molecules above us in the earth's atmosphere being pulled
downward by gravity. The lower we are on the earth, the
more air there is above us to press down, and the greater
the pressure. Imagine five people standing on each others’
shoulders. The person on the top would feel no weight, or
pressure on them. The person on the bottom would feel a
great deal of weight, or pressure from above. The air
pressure changes daily due to the heating and cooling of
the earth's surface. When air gets warm, it expands,
becoming less dense, and therefore pushes with less
pressure. We can measure changes in atmospheric
pressure by using a barometer.
Teacher Demonstrations of Atmospheric Pressure
(See Atmospheric Pressure Blackline for illustrations)
A
To show that air takes up space and can press
enough to push water out of the way, fill a clear glass bowl
about halfway with water. Place a crumpled piece of
paper in the bottom of a clear plastic glass. Turn the glass
upside down and push it into the water enough to cover the
glass if possible. Observe the water level in the glass.
Without tipping the glass, pull it back out. The paper should
still be dry. Discuss why this happens.
B
Place a sheet of paper over the top of a glass filled
with water. Hold the paper firmly in place and turn the glass
upside down. Now the water will remain in the glass even
if the paper is not held. This is because the paper prevents
air from entering the glass. If the water ran out, it would
create a vacuum. This demonstrates that the pressure of
air against the paper is greater than the weight of the
water.
C
Place a metre stick on a table with one end hanging
over the side. Cover the stick with a sheet of newspaper.
Smooth out the paper so there is no air space under it. Rap
the end of the stick hanging over the edge with a hammer
or mallet. The stick should rip through the paper because
the paper is held in place by the air pressure pressing
down on it.
D
To show the increase of air pressure through
expansion, first tie a rubber balloon onto the neck of an
empty pop bottle. Place the bottle in a pan of warm water
and set the pan on a hot burner. This heats the water, the
bottle, and the air inside the bottle all at the same time. As
the air is heated, it expands and presses into the balloon to
fill it.
E
An experiment can be performed to show the
power of lowering air pressure. Boil a cup of water in an
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4/5- Pressure
Subtask 7
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
40 mins
open can. The heated vapour expands and some escapes.
Carefully put the cover on the can, making the container
airtight. Next, place the can into a sink and drench it with
cold water. This causes the vapour in the can to contract
and creates a vacuum inside the container. The air
pressure on the outside will then crumple the can.
Response:
In their Learning Logs students write or draw their
impressions about what pressure is and what air pressure
is through the use of symbols words and analogous
images.
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this subtask. Discuss with
the class how they are now better prepared for when
"Disaster Strikes".
Resources
Atmospheric Pressure Demonstrations
pressure demos.cwk
balloons
thread to tie balloons
water source
empty cup
sheets of paper
old newspapers
empty pop (soda) bottle
empty metal can with airtight lid or seal
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4/5- Pressure
Subtask 7
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
40 mins
metre stick
glass bowl
hot plate or stove
metal pots
2
Notes to Teacher
These experiments help to establish the concept of pressure. Students then apply the concept to air as it
effects weather, and to soil as it affects the formation of rock.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Pressure-Creating New Rock
Subtask 7.4
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
Description
Key Questions:
What is pressure? How does it affect soil and rock formation?
Students learn about three types of rock and the formation of sedimentary rock in a demonstration.
Expectations
4s106
– recognize that there are three classes of
rocks: igneous, sedimentary, and metamorphic;
(Copied)
4s101 A • demonstrate an understanding of the physical
properties of rocks and minerals and the effects
of erosion on the landscape; (Copied)
Teaching / Learning
Context: Pressure is everywhere in the air.
Our
meteorologists are involved in finding out about how
pressure affects the weather, but it is busy under the
community as well! That's right - pressure is working
wonders underneath us! What does that have to do with
erosion in our community? Let's find out...
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. Students in grade 5
are introduced to Subtask 7.5 Activity 2 while grade 4
students watch Bill Nye the Science Guy: Earth’s Crust,
Rocks and Soils (30 min.). Grade 5 students complete
Activity 1 independently while the grade 4 students work
with the teacher on Subtask 7.4 (See Creating New Rock
blackline master).
See Student Blackline Masters
Subtask: Pressure and Rocks
How does pressure affect soil?
Groupings
Students Working As A Whole Class
(copied)
Teaching / Learning Strategies
Demonstration (copied)
Note-making (copied)
Classifying (copied)
Assessment
Use Unit Wide Rubric (Understanding
Basic Concepts, Communication, Relating),
Anecdotal Recording Sheet, Checkpoint
for Subtask 7.4. You also may decide to
use the Student Self Assessment at this
time, refocusing on new class or student
goals.
Assessment Strategies
Learning Log (copied)
Observation (copied)
Quizzes, Tests, Examinations (copied)
Assessment Recording Devices
Anecdotal Record (copied)
Rubric (copied)
Rating Scale (copied)
Adaptations
The teacher can make a chart outlining the way three types
of rock are formed. Students can copy the chart into their
Learning Log for future reference when more study of
rocks is done in a unit on rocks and minerals. Students use
library and resource books to find names rocks for each of
the categories. Find samples of these in rock kits and
observe them carefully to see if they can tell the
differences among the types.
Activity - Rocks and Pressure
Demonstrate the formation of sedimentary rock.
Question: What is the role of pressure in the
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Pressure-Creating New Rock
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 7.4
80 mins
formation of sedimentary rock?
1. Put dirt in a beaker of water and stir. Let it sit until the dirt
settles to the bottom. The dirt on the bottom is called
sediment. (Students can be observing rocks and finding
rock names for each category or completing the chart while
waiting.)
2. Repeat this demonstration using small shells gravel, sand
and soil. Shake the jar. Let it settle and observe the layers.
The heavier objects are on the bottom as happens in the
sea but this happens over and over taking thousand of
years to form sedimentary rock.
3. Students record their observations in picture form in their
Learning Log, and answer the question at the beginning
(What is the role of pressure in the formation of
sedimentary rock?).
Rocks are constantly changing and being recycled very
slowly over millions of years. The teacher leads a guided
discussion about the formation of sedimentary rock and and
its connection to erosion.
(e.g., waves are responsible for weathering and eroding
rocks - pieces of sand, shells, etc. settle in the lake and
begin to form new sedimentary rock)
4. Communicate some of this information under the picture
they drew of the layering of sedimentary rock
demonstration in step 3.
Checkpoint:
After the completion of the activities, distribute the
Checkpoint 1 for Subtask 7.4, Grade 4 assessment
Blackline Master.
Students fill out the answers
independently.
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this Subtask. Discuss with
the class how they are now better prepared for when
disaster strikes.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Pressure-Creating New Rock
Subtask 7.4
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
Resources
Checkpoint 2- Grade 4
chpt2_4.cwk
Checkpoint 2 -Grade 4 answers
anschpt2_4.cwk
Creating New Rock
Creating new rock.cwk
Bill Nye: Earth's Crust
Disney Educational /Magic Lantern Communications
Ltd
1
Rock Kit (Copied)
shells (Copied)
gravel (Copied)
large jar (Copied)
water source (Copied)
soil samples from the ground (Copied)
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4-Pressure-Creating New Rock
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 7.4
80 mins
Notes to Teacher
There are three types of rocks. Two are formed by pressure.
Igneous rock forms when hot, melted rock pushes through the earth’s crust and cools and hardens ( the
lava in a volcano) or hardens under the earth.
(e.g., pumice, basalt, granite, felsite, obsidian)
Sedimentary rock is formed from small pieces of rock, shells and plants that settle in layers on the bottom of
rivers, lakes and oceans. Over millions of years the layers are pressed together to form new rocks. These
are new rocks formed under pressure from the weight of the sediment above.
(e.g., limestone, shale, sandstone [notice layers])
Metamorphic rock is changed rock. This rock was once igneous or sedimentary rock but changed after
going through intense heat from the pressure deep within the earth. These rocks become smaller and
denser from this great pressure.
(e.g., marble, slate, quartzite [very hard rock])
Inquiry and Design
Experimental Problems:
How does type of soil, volume of water, and type of other materials added to the solution affect layers in
the experiment from this subtask?
Systematic Observation:
Observe and classify soil types and shapes according to how they settle in the container. Collect
sedimentary rocks. Sort and classify them according to similar qualities. Look for evidence of layering in the
community.
Research:
Find out about the kinds of rocks in your community? Research how other rocks are formed.
Design Process:
Challenge students to produce a specific soil layering pattern in this activity, such as those found in their
local area (e.g., Niagara Escarpment) or far away (e.g., Grand Canyon); consider the most layers, the
fewest layers, the most colourful layers.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5-Pressure-Atmospheric Pressure
Subtask 7.5
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
Description
Key Questions:
How does pressure affect weather?
Use the recipes from the earlier subtask and build a barometer.
Students complete an investigation illustrating movement of air masses and fronts.
Expectations
5s106 A • investigate the major climatic factors associated
with weather, and design, construct, and test a
variety of instruments for recording various
features of the weather;
5s108
– explain the difference between weather and
climate and the factors that influence both of
these systems (e.g., temperature, moisture,
wind, air pressure, the sun);
5s115
– identify the effects of air pressure (e.g., low
pressure air masses are associated with mild
temperature and create conditions that cause
storms or clouds; high pressure air masses are
cooler and are often associated with clear
weather conditions);
5s117
– design, construct, and test a variety of
weather instruments (e.g., weather vane,
anemometer,
rain
gauge,
wind
sock,
hygrometer);
Teaching / Learning
Context: Atmospheric pressure is one of the best
indicators of upcoming weather. We need to know about
how to measure it and what it means in order to best inform
the community about future storms, but how can we
measure atmospheric pressure?
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. Students in grade 5
are introduced to Subtask 7.5 Activity 2 while grade 4
students watch Bill Nye. Grade 5 students complete
Activity 1 independently while the grade 4 students work
with the teacher on Subtask 7.4
Groupings
Students Working As A Whole Class
Teaching / Learning Strategies
Model Making
Experimenting
Sketching To Learn
Assessment
Use Unit Wide Rubric (Understanding
Basic Concepts, Communication, Inquiry,
Relating), Anecdotal Recording Sheet,
Checkpoint 2 for Subtask 7.5.. You also
may decide to use the Student Self
Assessment at this time, refocusing on
new class or student goals.
Assessment Strategies
Learning Log
Assessment Recording Devices
Anecdotal Record
Rubric
Rating Scale
Adaptations
See Student Blackline Masters
Activity 1
How can we measure atmospheric pressure?
Build a Barometer
Use the recipes from Subtask 3.5 and build a barometer.
Observe the barometer over many days. Compare its rise
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5-Pressure-Atmospheric Pressure
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 7.5
80 mins
and fall to the other weather conditions such as
temperature, wind, precipitation and cloud cover. Check
barometric readings in the newspaper or other media. Can
you predict when your barometer might change?
Activity 2
Why do air masses, fronts and pressure zones
effect the weather?
Investigating Air Masses and Fronts
Procedure
1. In the centre of a glass baking dish, use clay to create a
watertight wall representing an air front.
2. Pour cold water mixed with some food colouring into the
dish behind one side of the wall.
3. Pour very warm water into the other side of the dish.
(You may wish to try vegetable or baby oil instead of
the warm water)
4. Looking closely through the sides of the plate, slowly and
gently lift the air front (clay wall) out of the way.
5. Watch how the two liquids react. Which one appears on
top? How do they mix?
Observation and Interpretation
Draw a picture of what you saw using a story board (see
blackline master) to show the stages of motion.
What happens to the warmer air? Which is lighter? Which
would have the greater pressure?
Communicate and Connect to the World
In Learning Logs, students write responses to the following
questions:
What do you think might happen when a warm front meets
a cold front?
Predict where it is warmer in a house; upstairs or
downstairs?
How might a change in barometric (atmospheric) pressure
indicate a change in weather?
How is barometric pressure related to air masses and
fronts?
Pair up with another student and share and compare
answers. Then, as a class, the teacher directs a class
sharing of the answers while students elaborate on their
own answers in their Learning Logs.
Checkpoint:
After the completion of the activities, distribute the
Checkpoint 2, Grade 5 assessment blackline master.
Students fill out the answers independently.
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5-Pressure-Atmospheric Pressure
Subtask 7.5
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this subtask. Discuss with
the class how they are now better prepared for when
"Disaster Strikes".
Resources
Weather Instrument Recipes
WEATHER.CWK
Checkpoint 2 -Grade 5
checkpoint 2 - 5.cwk
Checkpoint 2 -Grade 5 answers
checkpoint 2_5 Answers.cwk
materials from weather recipes
modelling clay
food colouring
300ml cold water coloured with food
colouring
300ml of very warm water (vegetable or
mineral oil)
low, flat, clear glass baking dish
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-5-Pressure-Atmospheric Pressure
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 7.5
80 mins
Notes to Teacher
Masses and Fronts
Large bodies of air that have a similar temperature and moisture are called air masses. They may be wet,
dry, warm or cold. The boundary between different air masses is called a front. Where two air masses
meet there tends to be more storms because one type of air will cause a change in the temperature or
moisture of the other.
Inquiry and Design
Experimental Problems:
Revise the experiment in this subtask. How do different liquids react? How do greater or lesser extremes
in temperature affect the resulting water movement?
Systematic Observation:
Record barometric pressure over a period of time. Draw some conclusions about how barometric pressure
is associated with other weather data.
Research.
Find other recipes for barometers. Find information about the discovery of atmospheric pressure, what
kind of weather it indicates, different styles of barometers. Find out how animals and people behave
differently when there is a change of pressure. Find other demonstrations of atmospheric pressure.
Design Process:
Challenge students to improve the design and calibration of their barometer to match more closely to
commercial versions.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4/5- Prepare for Weather- How
Subtask 8
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
Description
Key Questions: How does weather forecasting affect our daily lives? How do humans adapt to a
variety of weather conditions? How can erosion be controlled or minimized? How does erosion affect
the physical features of a landscape?
Students in both grades read articles about flooding, the Red River Floods in Manitoba, and wind storms
looking for methods used to control erosion, for how humans are affected and how they cope with the
weather conditions. Groups share their findings in a short presentation to the class.
Expectations
4s101 A • demonstrate an understanding of the physical
properties of rocks and minerals and the effects
of erosion on the landscape;
4s103 A • describe the effects of human activity (e.g.,
land development, building of dams, mine
development, erosion-preventing measures) on
physical features of the landscape, and examine
the use of rocks and minerals in making
consumer products.
4s117
– communicate the procedures and results of
investigations for specific purposes and to
specific audiences, using media works, oral
presentations, written notes and descriptions,
drawings, and charts (e.g., put together a
labelled exhibit of rocks found in the local
environment; create a chart of the physical
characteristics of different types of rocks and
minerals).
5s107 A • examine how weather forecasts influence
decisions concerning human activity and how
humans have adapted to a variety of weather
conditions.
5s124
– explain how climatic and weather conditions
influence the choice of materials used for building
shelters (e.g., bricks are often used for building
in cold climates, stone and marble in warmer
climates);
5s126
– understand and explain the importance of
weather forecasts for people in certain
occupations (e.g., farmers, pilots);
4e27
• read a variety of fiction and non-fiction
materials (e.g., short novels, myths, biographies,
short articles) for different purposes;
4e31
• decide on a specific purpose for reading, and
select the material that they need from a variety
of appropriate sources;
4e53
• ask questions on a variety of topics and
respond appropriately to the questions of others;
5e22
• read a variety of fiction and non-fiction
materials (e.g., novels, short stories, biographies,
Groupings
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Jigsaw
Peer Teaching
Reading Response
Assessment
Use Unit Wide Rubric (Understanding
Basic Concepts, Communication, Inquiry,
Relating), Anecdotal Recording Sheet.
You also may decide to use the Student
Self Assessment at this time, refocusing
on new class or student goals.
Assessment Strategies
Performance Task
Learning Log
Self Assessment
Assessment Recording Devices
Anecdotal Record
Rating Scale
Rubric
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4/5- Prepare for Weather- How
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
5e26
5e46
Subtask 8
80 mins
editorials) for different purposes;
• decide on a specific purpose for reading, and
select the material that they need from a variety
of appropriate sources;
• ask and answer questions on a variety of
topics to acquire and clarify information;
Teaching / Learning
Context: Now that you have learned a lot about how
erosion happens, what makes weather and how to
measure events in the weather, you need to begin
preparing the community for the possibility of severe rain,
wind and waves. To do this you need to look at what has
happened in the past, including how other communities
have tried to prevent erosion, reacted to severe weather
and learned to predict weather before it arrives so that
your community can be ready. In the Farmers' Almanac this
year, it has been suggested that there is some severe
weather coming within the next week or two.
Meteorologists have also indicated this as a possibility.
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. The three Subtasks 8,
8.4 and 8.5 can be organized in several ways. One
suggestion might be that both groups begin work on
Subtask 8. After they are underway, the grade 5 students
could begin work on Subtask 8.5. While they are working
independently, the grade 4 students could receive
instruction on Subtask 8.4.
Alternatively, these readings can be done in parallel with
the Subtasks dealing with water and wind, or can be done
afterwards. They can be done as a whole class reading,
discussing the prompts and choosing appropriate reading
responses. They can be done individually by students.
They would be appropriate to read during language time.
Students read the following sections from Nelson
Language Arts: What Should I Do?
(If this series is not available, other resources dealing with
human preparation and reaction to weather may be
substituted; see Websites, videos, media in the Resource
List of this unit for some possibilities)
• Floodwaters, p. 48
• The Dust Bowl, p.56
• Manitoba Flood Facts, p. 140
• The Red River Flood, p. 146
• Red River Courage, p. 152
• Headline News, p. 158
In small groups, students read the different stories and
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4/5- Prepare for Weather- How
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 8
80 mins
respond to the Reading Tip, Learning Goal and After You
Read prompts at the beginning and end of each story.
They should discuss and reach consensus on their
responses. The responses should go in the Science
Journals.
Each group prepares a short presentation sharing the
content with the class, discussing and commenting on the
questions:
How do weather forecasts influence decisions concerning
human activity?
How have humans adapted to weather conditions?
What types of materials are used by people to prepare for
the weather?
How might the weather affect people with different jobs?
What are the factors that caused erosion? What were the
effects of erosion on the landscape?
What did people do to change the physical features of the
landscape (erosion prevention or reaction to the erosion)?
As a follow up, read from a variety of other resources
available, such as:
• The Day of the Black Blizzard
• Earth Alert
• any news stories currently dealing with severe weather
(see CBC news Internet site for daily news articles, live
stream audio clips and video reports). This is something
that can be done throughout the entire unit.
Answer the same questions from above in a large
cross-classification chart posted in the classroom to
compare information, or assign teams a specific question to
gather information about and report to the class.
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this Subtask. Discuss with
the class how they are now better prepared for when
"Disaster Strikes".
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Focus-4/5- Prepare for Weather- How
Subtask 8
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
80 mins
Resources
What Should I Do?
Nelson Language Arts 5
Library Resources or Stories About
Weather Disasters
Any media about weather in the news
Twister
Earth Alert
Discovery Channel Guide to Extreme Weather
Discovery Channel’s Guide to the Earth
The Day of the Black Blizzard
CBC News
Notes to Teacher
Inquiry and Design:
This subtask involves directed Inquiry Research through guided reading responses with reading materials
provided. Teachers can focus on methods or subskills required in inquiry. Give opportunities for students
to extend their learning by conducting further research into some of the questions provided or related
investigations of their choice.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Apply-4- Prepare for Weather-Erosion
When Disaster Strikes!
Subtask 8.4
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
200 mins
Description
Key Questions:
How can erosion be controlled or minimized?
Controlling Erosion: Designing an Investigation
Students use their landscape boxes and a variety of materials to experiment with methods of water and
wind erosion control. Students then develop inquiry questions, with teacher guidance, which include the
use of variables to determine how erosion by wind, rainfall or waves can be controlled or minimized.
Groups choose inquiry questions with variables to investigate more fully using any resources available,
and the landscape boxes.
Expectations
4s101 A • demonstrate an understanding of the physical
properties of rocks and minerals and the effects
of erosion on the landscape;
4s102 A • investigate, test, and compare the physical
properties of rocks and minerals and investigate
the factors that cause erosion of the landscape;
4s103 A • describe the effects of human activity (e.g.,
land development, building of dams, mine
development, erosion-preventing measures) on
physical features of the landscape, and examine
the use of rocks and minerals in making
consumer products.
4s113
– formulate questions about and identify needs
and problems related to objects and events in the
environment, and explore possible answers and
solutions (e.g., create a mould of a fossil and use
the mould to make a replica of the fossil to
demonstrate how the fossil was formed; design
and carry out an investigation using sand
structures to show the relationship between
volume of water and erosion);
4s114
– plan investigations for some of these answers
and solutions, identifying variables that need to
be held constant to ensure a fair test and
identifying criteria for assessing solutions;
4s119
– determine positive and negative effects of
human alteration of the landscape (e.g., use of
farm land for housing developments; use of
wilderness areas for cultivation of crops;
creation of parks);
4s120
– identify ways in which soil erosion can be
controlled or minimized (e.g., by planting trees, by
building retaining walls), and create a plan for
reducing erosion of soil in a local field or plot;
4s121
– design, build, and test a system to control the
Groupings
Students Working In Small Groups
Teaching / Learning Strategies
Experimenting
Model Making
Problem-solving Strategies
Assessment
Use Unit Wide Rubric (Understanding
Basic Concepts, Communication, Inquiry,
Relating), Anecdotal Recording Sheet.
You also may decide to use the Student
Self Assessment at this time, refocusing
on new class or student goals.
Assessment Strategies
Exhibition/demonstration
Response Journal
Self Assessment
Assessment Recording Devices
Rubric
Anecdotal Record
Rating Scale
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Apply-4- Prepare for Weather-Erosion
When Disaster Strikes!
Subtask 8.4
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
200 mins
effects of soil erosion;
Teaching / Learning
Context: It is time to test the land against harmful effects
of erosion in your community in order to develop effective
protection. Don't forget that you want to insure the safety
of those who want to move to your community.
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. The three Subtasks 8,
8.4 and 8.5 can be organized in several ways. One
suggestion might be that both groups begin work on
Subtask 8. After they are underway, the grade 5 students
could begin work on Subtask 8.5. While they are working
independently, the grade 4 students could receive
instruction on Subtask 8.4 (See Prepare for Erosion
blackline master).
Controlling Erosion
Designing an Investigation
On the final days of this unit, “When Disaster Strikes,” your
landscape box will be subjected to different weather. In
the next few days you will need to prepare your landscape
box for:
- erosion by wind from either a fan at high speed or from
blowing 50 breaths.
- erosion by water from a heavy rain (water poured from a
watering can held at a height of 50 cm); your box will need
to be at a 30 degree angle.
- erosion by water from waves splashing against the
shore; water will be splashed up against it from the level of
the shoreline either by pushing waves by hand or by
spraying the shoreline with a squirt gun or bottle. Decide on
the final rules for the test as a class.
Materials
- landscape boxes (built from cardboard tops of photocopy
paper boxes, lined with garbage bags taped into place, or
paint trays)
- 2 litres or more of various soils
- a variety of materials selected by students to try to
prevent erosion
- fans, pans of water, squirt bottles
- protractors for measuring angles
- water
- a place to make a mess (outside is recommended)
Procedures
This activity may be done individually or in small groups.
Groups allow for fewer boxes and materials, and for
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Apply-4- Prepare for Weather-Erosion
When Disaster Strikes!
Subtask 8.4
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
200 mins
productive discussion and decision-making.
Develop small group teams of 2-4 students by collecting 2-4
types of rock or soil samples with enough samples for each
student. Give each student one sample. Students look for
other students with the same sample. This is their team or
group.
Explore
1. Look at examples of how people have tried to prevent
erosion from each source by looking at books, Internet
sites, homes and properties in your community, or by
contacting members of the community who may work with
landscaping or building. Also refer to student notes and lists
of materials in the Learning Log.
Plan
2. Your group may be assigned a specific soil to test, or
you may be asked to choose the type of soil or soils you
may use. Consider this as you plan.
3. Make a list of materials that you might use to prepare for
each form of erosion. Check the list with your teacher for
approval.
4. Sketch a few possible plans for how you might use the
materials, checking with your teachers regarding
practicality and safety. Each team member should have
input into the plan. Don’t forget, you may be on different
teams for the final days “When Disaster Strikes,” so
everyone must understand what erosion prevention
devices are being used.
Test, Experiment and Modify
5. Gather the materials before you begin each day.
6. Build and test your landscape box many times being
cautious of safe use of materials. Observe what
works and what does not. Modify your plan as often as
you can to find the best possible design.
Record
7. Make a labeled sketch of the best design to help your
group members remember it for the final test.
Observation and Interpretation
At the end of each day, share with the class materials,
designs and general strategies that worked and those that
did not.
Assess how you worked as an engineer, how successful
you were, how you may still need to modify your
investigation and how well you worked with your group.
Scientific collaboration is what makes successful science.
Write a reflection about these thoughts in your Learning
Log.
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Apply-4- Prepare for Weather-Erosion
When Disaster Strikes!
Subtask 8.4
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
200 mins
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this subtask. Discuss with
the class how they are now better prepared for when
disaster strikes.
Resources
Design Process
DesignProcess.cwk
General Inquiry Model
Inquiry Model.cwk
Experimental Problem Organizer
Experimental Prob.cwk
Systematic Observation
systobserve.cwk
Prepare for Erosion
Prepare for Erosion.cwk
Notes to Teacher
Inquiry and Design
This set of activities involve the application of Inquiry and Design skills following the Design Process.
Students will have many opportunities to set and solve challenges.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Apply-5-Prepare for Weather-Interpret
When Disaster Strikes!
Subtask 8.5
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
200 mins
Description
Key Questions:
How can the various aspects of weather be observed, identified, measured and recorded?
How can weather conditions be predicted?
Students use their weather instruments to create a weather station. They read the data from the
instruments, organize the information into charts and graphs, look for patterns in the data, and interpret
the information testing their ability to predict or forecast weather.
The teacher guides students through lessons about interpreting weather information from news reports
(newspapers, radio or television or Internet Sites) and weather maps. Students compare their weather
data to the data reported for their area.
Expectations
5s105
• demonstrate an understanding of the major
climatic factors and patterns associated with
weather; (Copied)
5s106 A • investigate the major climatic factors associated
with weather, and design, construct, and test a
variety of instruments for recording various
features of the weather; (Copied)
5s107 A • examine how weather forecasts influence
decisions concerning human activity and how
humans have adapted to a variety of weather
conditions. (Copied)
5e2
• use writing for various purposes and in a range
of contexts, including school work (e.g., to
summarize information from materials they have
read, to reflect on their thoughts, feelings, and
imaginings); (Copied)
5e22
• read a variety of fiction and non-fiction
materials (e.g., novels, short stories, biographies,
editorials) for different purposes; (Copied)
5m109
• interpret displays of data and present the
information using mathematical terms; (Copied)
Teaching / Learning
Context: Now it is time to put your knowledge of weather
to the test. You need to learn to read and interpret
information about the weather in order to warn the
community about any difficult weather ahead. It is time to
forecast the weather!
Handling the Split: Refer to the Unit Flow Subtasks and
Activities Overview in the Unit Overview, Unit Notes to
Teachers at the beginning of the unit. The three Subtasks 8,
8.4 and 8.5 can be organized in several ways. One
suggestion might be that both groups begin work on
Subtask 8. After they are underway, the grade 5 students
could begin work on Subtask 8.5. While they are working
Groupings
Students Working As A Whole Class
(copied)
Students Working In Small Groups
(copied)
Students Working Individually (copied)
Teaching / Learning Strategies
Advance Organizer (copied)
Inquiry (copied)
Learning Log/ Journal (copied)
Assessment
Use Unit Wide Rubric (Understanding
Basic Concepts, Communication, Inquriy),
Anecdotal Recording Sheet. You also
may decide to use the Student Self
Assessment at this time, refocusing on
new class or student goals.
Assessment Strategies
Learning Log (copied)
Response Journal (copied)
Exhibition/demonstration (copied)
Assessment Recording Devices
Anecdotal Record (copied)
Rubric (copied)
Rating Scale (copied)
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Apply-5-Prepare for Weather-Interpret
When Disaster Strikes!
Subtask 8.5
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
200 mins
independently, the grade 4 students could receive
instruction on Subtask 8.4.
Weather Station
The following three activities should be done concurrently if
possible. Students will learn about weather forecasting
through the use of local weather observations, weather
maps, weather reports and imaginary weather scenarios.
Activity 1
Materials
- acetate overheads of weather maps
- videotaped recording of several weather reports
Procedure
View several television weather reports. Ask students to
notice what type of information is included in the report.
Record their responses on a class chart. Using overheads
made from newspaper weather maps, students will
practise interpreting the information contained in the maps.
Students identify the various symbols used on the maps
and their meaning. For example, students locate high and
low pressure areas, location of precipitation, and warm or
cold fronts. Assign groups of students different locations
on the map. Have students describe the weather in their
area in their learning logs. A large group discussion would
compare the different weather each group experienced.
This activity should be repeated over several days.
Activity 2
Materials
- weather instruments (commercially available would be
preferable)
- weather forecasts
Procedure
1. In a small group or individually, create a chart to record
your daily observations of the weather. Your chart must
include the time and the date. Measure any precipitation,
wind direction, wind speed, cloud types and air pressure.
Try to make your observations at the same time each
morning. Leave room on your chart to draw the clouds you
see and to describe the type of precipitation (if any).
2. After you have recorded your observations, write a
weather forecast in your Learning Log based on the
forecasting tips provided in the blackline masters. Include
information that you would normally see or hear in a
weather forecast such as predicted temperature highs and
lows, chances of precipitation and any suggestions for
appropriate responses to the weather.
3. Repeat your observations for several days.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Apply-5-Prepare for Weather-Interpret
When Disaster Strikes!
Subtask 8.5
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
200 mins
Activity 3
Materials
- list of Weather Scenarios, Weather Forecasting Tips, Sky
Watchers' Tips (Blackline Masters)
Procedure
Provide additional practise for students in weather
forecasting by providing them with several weather
scenarios in which they have to predict what weather
would accompany the scenario.
Debrief, Share and Self-Assess: Where appropriate,
discuss and share positive examples of student work
which meets the highest levels or which begins to
approximate the higher levels. Point out, discuss with the
class, and make an ongoing list of the qualities of the work
which meets those high standards to post in the class. Be
sure to highlight positive accomplishments, or areas of
improvement by all students at some point during the unit.
Review the Context: Remind students of the Context
presented at the beginning of this Subtask. Discuss with
the class how they are now better prepared for when
"Disaster Strikes".
Resources
Weather Scenarios
Sample Weather Scenarios 8,.cwk
Weather Forecasting Tips
weather forecasting tips.cwk
Sky Watchers Tips
skywatchers.cwk
weather forecasts (Copied)
videotaped recording of weather reports
(Copied)
acetate overheads of weather maps
(Copied)
weather instruments (Copied)
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Apply-5-Prepare for Weather-Interpret
When Disaster Strikes!
Subtask 8.5
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
200 mins
Notes to Teacher
Inquiry and Design
This set of activities involve the application of Inquiry and Design skills following Systematic Observation
and Inquiry Research. Students will have many opportunities to set and solve challenges.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Apply-4/5-Culminating Performance Task:
Subtask 9
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
Description
Disaster Strikes!
Your community is located in an area subject to heavy rains, wind and waves! People are interested in
moving into the area, but they want to feel safe. They want to move into new housing but they want to be
assured that they will have early warning of bad weather and that the land the houses are on will be
safe from the effects of erosion.
Grade 4:
You are a team of geologists and engineers hired by your community to ensure the least amount of
damage happens to the land on which your community is built. Based on your knowledge of rocks and
soil, you need to get to know the characteristics of the soil in your community and suggest ways of
protecting the soil from any type of erosion. Report on the advantages and disadvantages of the
methods used .
Grade 5:
Your are team of meteorologists and engineers hired by your community to select and monitor weather
instruments for predicting future storms and preventing damage to your community. You do not have a
weather station in the community. You need to use your knowledge of a variety of weather conditions
and the instruments used to measure them, in order to interpret weather data, and warn the community of
the impending disaster through a weather report. In order for other communities and meteorologists to
learn from your experience, you will be asked to create a news report on how weather forecasts
influenced decisions concerning human activity in the community and how people have adapted to a
variety of weather conditions.
Expectations
4s101 A • demonstrate an understanding of the physical
properties of rocks and minerals and the effects
of erosion on the landscape;
4s102 A • investigate, test, and compare the physical
properties of rocks and minerals and investigate
the factors that cause erosion of the landscape;
4s103 A • describe the effects of human activity (e.g.,
land development, building of dams, mine
development, erosion-preventing measures) on
physical features of the landscape, and examine
the use of rocks and minerals in making
consumer products.
5s105 A • demonstrate an understanding of the major
climatic factors and patterns associated with
weather;
5s106 A • investigate the major climatic factors associated
with weather, and design, construct, and test a
variety of instruments for recording various
features of the weather;
5s107 A • examine how weather forecasts influence
decisions concerning human activity and how
humans have adapted to a variety of weather
conditions.
Groupings
Students Working Individually
Teaching / Learning Strategies
Problem-solving Strategies
Model Making
Oral Explanation
Assessment
• Grade 4 students will be evaluated on
the effectiveness of their erosion
prevention techniques, including their
Learning Logs in which they compare the
results from each landscape box and
comment on the techniques used
(Process - teacher evaluates using the
Unit Wide Rubric for Grade 4); Grade 4
students will also be evaluated on their
report (Product - Use Product Rubric for
Grade 4).
• Grade 5 students will be evaluated on
the effectiveness and accuracy of their
ongoing weather analysis (Process -
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Apply-4/5-Culminating Performance Task:
Subtask 9
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Teaching / Learning
Context:
The day when disaster strikes has finally arrived. Are you
ready?
Culminating Performance Task Readiness
Students will have acquired the knowledge throughout the
unit to prepare for this task. This task requires students to
apply the knowledge and skills gained through the lessons
building up to the task.
Grade 4 students will have background knowledge of the
different types of erosion (water, wind, ice) and of the
various natural and human techniques used to diminish the
effects of erosion.
Grade 5 students will have experience interpreting weather
data, knowledge of building weather instruments and some
knowledge of how humans adapt to various weather.
Day One
1. The teacher will challenge students to prepare for an
impending weather disaster.
2. Grade 4 students will collect materials, both natural and
manufactured (e.g., popsicle sticks, pebbles, stones, strips
of plastic, containers of water, sod) and fill a previously
waterproofed, empty landscape box with 4-5 litres of soil.
3. Meanwhile, the teacher will provide Grade 5 students
with a predetermined set of weather data (see Blackline
master). The students, as a group, read the data and
determine the type of approaching weather (major
windstorm). They will prepare a brief dramatic report* for
the class explaining the type of weather and the reasons
for their decision using their weather instruments or
commercial instruments as props to back up their opinions.
4. After the report, all students will have 30 minutes to
prepare for the storm. Grade 4 students will use their
materials to protect their landscape from wind erosion.
Grade 5 students begin to develop a report about
Preparations and Human Action required for survival in the
event that the storm is serious. They draw from their
inquiry, research and observations from past activities as
well as from observations of how the the Grade 4 students
prepare for the wind.
5. At the end of 30 minutes (or whatever time is required)
all preparations cease. The teacher announces that the
storm is here. The teacher will subject student landscapes
and weather instruments to varied winds (e.g., from fans at
different speeds or cardboard sheets being waved to
create gusts).
Grade 5 students make and record
observations about the type of and extent of the damages
caused to the landscape boxes for their final report.
* See attached Storyboard in Resources to assist in
120 mins
teacher evaluates using the Unit Wide
Rubric for Grade 5); Grade 5 students
will also be evaluated on their final news
report/survival guide (Product - teacher
evaluates using the Product Rubric for
Grade 5).
• Teacher leads discussion on how
successful the unit was and what they
might do to improve it.
• Students should fill out their own Product
Rubric and Self Assessment form
referring to the charts from Subtask 1 of
what each category Looks Like and
Sounds Like.
• Ideally, the teacher should conference
with each student about the student
assessment and the teacher assessment.
Assessment Strategies
Self Assessment
Performance Task
Classroom Presentation
Assessment Recording Devices
Rubric
Anecdotal Record
Rating Scale
Adaptations
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Apply-4/5-Culminating Performance Task:
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Subtask 9
120 mins
developing the final news report.
Day 2
1. The same process is repeated from the previous day, but
with weather data indicating and upcoming heavy rain.
2. After the weather report, Grade 4 students, using fresh
materials, set their landscape boxes at an angle of 30
degrees. A catching tray is placed at the bottom of the
landscape box to collect any run-off. This may be more
appropriate to do outside, if the weather cooperates.
3. Grade 5 students continue their role as a reporter,
concentrating on the effects of the rainfall. They comment
on damages, how Grade 4 students reacted, and speculate
on what things would need to be done in the community as
a followup to the storm. Again, they draw from their
inquiry, research and observations from past activities as
well as from observations of how the the Grade 4 students
prepare for the water.
4. The teacher announces the arrival of the next storm and
subjects students' work to heavy rainfall (e.g., pouring
water from a watering can).
5. Grade 4 students examine the amount of soil in the
run-off.
6. Grade 5 students observe and record any damages to
the landscape.
Day 3
All students report on their findings. Previous learning
around weather reports should have provided students
with expertise needed to organize this information
independently.
Grade 4 students write a news report outlining the effects
of the recent bad weather on the local landscape, steps
taken to prevent the erosion, successful measures, and
what would could be done to improve the results.
Grade 5 students write a news report describing the
weather over the past two days, describe the effects on
people, their reactions and adaptations. They finally draft a
survival guide for the community, outlining aid and
provisions necessary, to help reassure the new residents
that they would be safe to live there.
Evaluate using the Product Rubric.
Day 4
1. Students present their news show.
2. Teacher leads a followup discussion about the results:
What techniques were successful? Why? Which were
less successful? Why? What would you do to improve the
results?
3. Teacher reminds students of the information they
generated in the first and second Subtasks. Discuss how
their thoughts about erosion and weather changed.
Discuss how they met their class and individual goals.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Apply-4/5-Culminating Performance Task:
Subtask 9
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
120 mins
Discuss how successful the unit was and what they might
do to improve it.
Resources
Performance Task: Grade 5
Performance Task: Grade 4
Weather Scenarios
weather subtask 9.cwk
Storyboard
storybd2.cwk
Earth Alert
Discovery Channel Guide to Extreme Weather
Discovery Channel’s Guide to the Earth
Fanklin’s Forecast
On Line Guides: Meteorology
The Science Spot: Weather Links for Kids
The Weather Office
Weather Here and There
Grade 4: Materials for landscape box
Grade 5: Weather Instruments
weather instruments
Notes to Teacher
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:52:17 AM
Appendices
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather
Resource List:
Black Line Masters:
Rubrics:
Unit Expectation List and Expectation Summary:
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:53:00 AM
Resource List
Page 1
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Rubric
Performance Task: Grade 4
3
ST 9
Performance Task: Grade 5
2
ST 9
Unit Wide Rubric Grade 4
ST 1
2
To be used throughout the unit for assessment and
evaluation, including ongoing feedback, and for student
self assessment.
Unit Wide Rubric- Grade 5
ST 1
2
To be used throughout the unit for assessment and
evaluation, including ongoing feedback, and for student
self assessment.
Blackline Master / File
Absorbing Rock - Activity 3
Absorb Rock.cwk
Use to record and explain observations while
investigationg rock absorbing water.
ST 4.4
Air on the Move
aironmov.cwk
Moving air investigations, including background
information.
ST 5.5
Anecdotal Recording Acheivement
Unit
anecdotal achievement.cwk
Use throughout the unit to evaluate progress related to
four Achievement Levels categories.
Anecdotal Recording Achievement
anecdotal achievement.cwk
Use to evaluate progress in the four Achievement
Levels categories.
ST 1
Anecdotal Recording Learning Skills
Anecdotal Recording Sheet.cwk
Unit
Anecdotal Recording Learning Skills
Anecdotal Recording Sheet.cwk
Use to gather evidence of progress in developing
Learning Skills.
ST 1
Atmospheric Pressure Demonstrations
pressure demos.cwk
These are illustrated descriptions of the teacher
demonstrations of air pressure referred to in this
subtask.
ST 7
Checkpoint 1 - 4.4
checkup 44.cwk
Grade 4 Quiz and Answer Key
ST 4.4
Checkpoint 1- 4.5
Checkpoint 45.cwk
Grade 5 Quiz and Answer Key
ST 4.5
Checkpoint 2- Grade 4
chpt2_4.cwk
Grade 4 Quiz on Rocks and Erosion
ST 7.4
Checkpoint 2 -Grade 4 answers
anschpt2_4.cwk
Grade 4 Quiz Answers
ST 7.4
Checkpoint 2 -Grade 5
ST 7.5
checkpoint 2 - 5.cwk
Grade 5 quiz on water cycle, air pressure, and air
movement.
Checkpoint 2 -Grade 5 answers
checkpoint 2_5 Answers.cwk
Grade 5 Quiz answers
ST 7.5
Creating New Rock
Creating new rock.cwk
ST 7.4
Cross-classification Grid (Intro grid chart)
ST 1
Intro grid chart.cwk
Sample chart for class to begin compiling answers to
unit-related questions
Design Process
Unit
DesignProcess.cwk
For Design challenges or engineering-type inquiry
projects such as, Create an instrument to measure wind
speed,
or Create a mountain stream which flows in the shape
of an "S".
Design Process
ST 8.4
DesignProcess.cwk
This is a commonly used version of the Design Process.
Erosion by Water
ST 6.4
Erosion by Water.cwk
Instructions on how to build a landscape box for use in
investigating water erosion.
Erosion by wind
Erosion by Wind.cwk
Student activity description
ST 5.4
Experimental Problem Organizer
Unit
Experimental Prob.cwk
An organizer reflecting the Scientific Method for Fair
Tests determining how a controlled variable might have
a specified effect or give a repeatable result
Experimental Problem Organizer
ST 8.4
Experimental Prob.cwk
An organizer reflecting the Scientific Method for Fair
Tests determining how a controlled variable might have
a specified effect or give a repeatable result
General Inquiry Model
Unit
Inquiry Model.cwk
Outline of a Scientific Inquiry Model used for
researching a topic from a variety of primary or
secondary sources such as, Why does thunder follow
lightning?, or What methods have people used to
prevent erosion from waves?
General Inquiry Model
ST 8.4
Inquiry Model.cwk
This is a commonly used version of the Inquiry Model.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:53:08 AM
Resource List
Page 2
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Glossary
glossary.cwk
Important terminology for both Grades 4 and 5.
ST 2
How Is Soil Formed?
ST 3.4
Soil Formation.cwk
Students use this sheet to record observations of soil,
define weathering, and tell how soil is formed
Making a Thermometer
ST 4.5
Maketherm2.cwk
Background information on thermometers, how to make
a simple thermometer, and related teaching / learning
ideas.
Prepare for Erosion
Prepare for Erosion.cwk
Student Blackline Master
Sample Vocabulary Chart
Sample Vocab Chart.cwk
Use this chart to record information on required
terminology, including definitions and illustrations.
ST 8.4
ST 2
Unit Flow- Overview of Subtasks
Unit
Unit Flow.cwk
A chart comparing and outlining the subtasks and
activities for both grades, when they are taught together
and when separately.
Water Erosion Activity 1
ST 6.4
wateract1_6_4.cwk
Experimental Problem Sheet for water erosion related to
slope.
Water Erosion Activity 2
ST 6.4
wateract2_6_4.cwk
Before and after recording sheet for Mountain Stream
activity.
Weather Forecasting Tips
ST 8.5
weather forecasting tips.cwk
Numerous detailed tips for forecasting weather based on
wind, air pressure, and precipitation
ST 3.5
ST 8.5
Weather Instrument Recipes
WEATHER.CWK
A list of recipes to make a variety of weather
instruments.
ST 5.5
Storyboard
storybd2.cwk
Provides a format for planning the final reports,
especially if video and audio are used for the
dramatization.
ST 9
Weather Instrument Recipes
WEATHER.CWK
A list of recipes to make a variety of weather
instruments.
ST 6.5
Student Self Assessment
self assessment.cwk
Unit
Weather Instrument Recipes
WEATHER.CWK
A list of recipes to make a variety of weather
instruments.
ST 1
Weather Instrument Recipes
WEATHER.CWK
A list of recipes to make a variety of weather
instruments.
ST 7.5
Student Self Assessment (Self Assessment)
self assessment.cwk
Students use to self-assess their Learning Skills,
including group work skills.
Sky Watchers Tips
skywatchers.cwk
Weather forecasting tips from Sky Watchers,
Environment Canada
Systematic Observation
Unit
systobserve.cwk
Outline of Scientific Inquiry using Systematic
Observation which focuses on the use of concrete,
observed data from primary sources, such as, How
does the temperature vary during the day?, or How can
I classify types of soil?
Systematic Observation
ST 8.4
systobserve.cwk
Outline of Inquiry using Systematic Observation which
focuses on the use of concrete, observed data from
primary sources, such as: How does the temperature
vary during the day?
How can I classify types of soil?
Temperature- Erosion by Ice
Temp Erosion Ice.cwk
Student worksheet
ST 4.4
Weather Scenarios
ST 8.5
Sample Weather Scenarios 8,.cwk
Sample weather scenarios involving the effects of wind
and air pressure.
Weather Scenarios
ST 9
weather subtask 9.cwk
Weather scenarios to use with Culminating Performance
Task
Weathering by Ice - Activity 2
ST 4.4
weather by freeze.cwk
Use this to record and explain observations during the
Weathering by Ice investigation.
What Is Soil? Experimental Problem Sheet
ST 3.4
Soil 3.4 Act2.cwk
Students use this sheet to record the process and
results of experimenting with soil.
Temperature Investigation
ST 4.5
Investemp.cwk
Planning sheet to guide students in developing their own
temperature investigations.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:53:08 AM
Resource List
Page 3
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Licensed Software
Eyewitness Encyclopedia of Nature
Media
Unit
Any media about weather in the news
ST 1
Eyewitness Encyclopedia of Science
Unit
Any media about weather in the news
ST 8
Eyewitness Encyclopedia of Science
ST 1
Weather Workstation
Unit
Bill Nye: Atmosphere
Unit
Disney Educational /Magic Lantern Communications
Ltd
Available through Magic Lantern Communications Ltd.
#38-775 Pacific Road, Oakville, Ontario, L6L 6M4
Print
Deeper and Deeper Kit
Unit
Prospectors and Developers
Association of Canada
An extensive kit with all necessary materials, teacher
resources and student workbooks based on the Rocks,
Minerals and Erosion Science and Technology topic.
Library Resources or Stories About Weather
Disasters
ST 8
Newspaper weather forecasts
ST 2.5
weather forecasts (Copied)
ST 8.5
What Should I Do?
Nelson Language Arts 5
ISBN 0-17-607428-7
Ministry Approved Language textbook
ST 8
Bill Nye: Climates
Unit
Disney Educational /Magic Lantern Communications
Ltd
Available through Magic Lantern Communications Ltd.
#38-775 Pacific Road, Oakville, Ontario, L6L 6M4
Bill Nye: Earth's Crust
Unit
Disney Educational /Magic Lantern Communications
Ltd
Available through Magic Lantern Communications Ltd.
#38-775 Pacific Road, Oakville, Ontario, L6L 6M4
Bill Nye: Earth's Crust
ST 7.4
Disney Educational /Magic Lantern Communications
Ltd
Available through Magic Lantern Communications Ltd.
#38-775 Pacific Road, Oakville, Ontario, L6L 6M4
Bill Nye: Earth's Seasons
Unit
Disney Educational /Magic Lantern Communications
Ltd
Available through Magic Lantern Communications Ltd.
#38-775 Pacific Road, Oakville, Ontario, L6L 6M4
Bill Nye: Rocks and Soil
Unit
Disney Educational /Magic Lantern Communications
Ltd
Available through Magic Lantern Communications Ltd.
#38-775 Pacific Road, Oakville, Ontario, L6L 6M4
Bill Nye: Water Cycle
Unit
Disney Educational /Magic Lantern Communications
Ltd
Available through Magic Lantern Communications Ltd.
#38-775 Pacific Road, Oakville, Ontario, L6L 6M4
Bill Nye: Waves
Unit
Disney Educational /Magic Lantern Communications
Ltd
Available through Magic Lantern Communications Ltd.
#38-775 Pacific Road, Oakville, Ontario, L6L 6M4
Bill Nye: Wind
Unit
Disney Educational /Magic Lantern Communications
Ltd
Available through Magic Lantern Communications Ltd.
#38-775 Pacific Road, Oakville, Ontario, L6L 6M4
Television and radio weather
Twister
ASIN: 6304169558
videotaped recording of weather reports
(Copied)
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:53:08 AM
ST 2.5
ST 8
ST 8.5
Resource List
Page 4
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Weather video
See list in Unit Wide Resources
ST 2
Website
Unit
Arches National Park
http://www.exploratorium.edu/ronh/adventure/
arches.html
This site features great pictures of the Arches
National Park and the incredible rock formations
that have been created by wind, ice and water.
CBC News
ST 1
http://www.cbc.ca
This site has excellent QuickTime, Real Audio, Real
Video clips about news and weather events. Look for
floods, forest fires, hurricanes, tornadoes, etc.
CBC News
ST 8
http://www.cbc.ca
This site has excellent QuickTime, Real Audio, Real
Video clips about news and weather events. Look for
floods, forest fires, hurricanes, tornadoes, etc.
Discovery Channel Guide to Extreme
Weather
Unit
http://www.discovery.com/guides/weath
er/weather.html
ST 8
Discovery Channel’s Guide to the Earth
http://www.discovery.com/guides/earth/earth.h
tml
Discovery Channel’s Guide to the Earth: Asteroids
Avalanches and Earthquakes, Fire and Ice,
Oceans, Origins and Epidemics, Volcanoes. Fun
& Games: Crumble California, Unleash a Hyper
Hurricane, Launch a Meteor, You Control the
Earth
ST 9
Discovery Channel’s Guide to the Earth
http://www.discovery.com/guides/earth/earth.h
tml
Discovery Channel’s Guide to the Earth: Asteroids
Avalanches and Earthquakes, Fire and Ice,
Oceans, Origins and Epidemics, Volcanoes. Fun
& Games: Crumble California, Unleash a Hyper
Hurricane, Launch a Meteor, You Control the
Earth
Earth Alert
Unit
http://www.discovery.com/news/earthal
ert/earthalert.html
Discovery Channel’s daily update on the
state of the planet. An excellent starting
point for students to explore and discover
about severe weather with interactive
games and video.
Good interactive information about extreme weather
Discovery Channel Guide to Extreme
Weather
ST 8
http://www.discovery.com/guides/weath
er/weather.html
Good interactive information about extreme weather
Discovery Channel Guide to Extreme
Weather
ST 9
http://www.discovery.com/guides/weath
er/weather.html
Good interactive information about extreme weather
Unit
Discovery Channel’s Guide to the Earth
http://www.discovery.com/guides/earth/earth.h
tml
Discovery Channel’s Guide to the Earth: Asteroids
Avalanches and Earthquakes, Fire and Ice,
Oceans, Origins and Epidemics, Volcanoes. Fun
& Games: Crumble California, Unleash a Hyper
Hurricane, Launch a Meteor, You Control the
Earth
Earth Alert
ST 1
http://www.discovery.com/news/earthal
ert/earthalert.html
Discovery Channel’s daily update on the
state of the planet. An excellent starting
point for students to explore and discover
about severe weather with interactive
games and video.
Earth Alert
ST 8
http://www.discovery.com/news/earthal
ert/earthalert.html
Discovery Channel’s daily update on the
state of the planet. An excellent starting
point for students to explore and discover
about severe weather with interactive
games and video.
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:53:08 AM
Resource List
Page 5
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
ST 9
Earth Alert
http://www.discovery.com/news/earthal
ert/earthalert.html
Discovery Channel’s daily update on the
state of the planet. An excellent starting
point for students to explore and discover
about severe weather with interactive
games and video.
Erosion Slide Show
Unit
http://ucs.byu.edu/bioag/aghort/282pres/Erosi
on/sld001.htm
This is a slideshow about erosion from a class.
There is some good basic information as well as
higher level information.
Fanklin’s Forecast
Unit
Unit
http://ww2010.atmos.uiuc.edu/(Gh)/gui
des/mtr/home.rxml
ST 9
ST 9
http://ww2010.atmos.uiuc.edu/(Gh)/gui
des/mtr/home.rxml
A good site for Meteorology information
A great interactive site for kids
Unit
http://hammer.ne.mediaone.net/earth_f
orce/default.html
Learn about volcanoes, earthquakes, plate
tectonics, and rocks and minerals from
this great project by third and fourth grade
students.
Unit
Rocks
Unit
http://www.netspace.net.au/~mwoolley/t
op.htm
Mineral Identification Site- includes ways
to identify minerals along with other
information.
Smithsonian Gem and Mineral Collection
Unit
http://
Find pictures and information on different
minerals and gems.
http://ww2010.atmos.uiuc.edu/(Gh)/gui
des/crclm/act/ftmp.rxml
Some weather forecasting lessons
Geology 41 Slides
http://www.sci.mus.mn.us/greatestplac
es/book_pages/iguazu2.htm
Find out about these amazing waterfalls in
Brazil. Site includes facts, pictures,
movies, and info on rainbows and erosion.
On Line Guides: Meteorology
http://sln.fi.edu/weather/index.html
Forecasting Temperatures: Scaffolding
Activity
Unit
Iguazu Falls
A good site for Meteorology information
A great interactive site for kids
Forces of the Earth
http://www.glacier.rice.edu/weather/3_i
ntroduction.html
Some good introductory information and
activities for kids with good illustrations of
erosion
On Line Guides: Meteorology
http://sln.fi.edu/weather/index.html
Fanklin’s Forecast
Unit
Glacier–Weather Introduction
The Day of the Black Blizzard
Unit
http://www.geo.duke.edu/geo41/geo41.
htm
Includes photos that represent the effects
of glaciers, wind, and weathering, as well
as shots of igneous and sedimentary
rocks.
http://www.discovery.com/area/history/d
ustbowl/dustbowlopener.html
A very interesting account of the dust
storms in the Dust Bowl with eyewitness
accounts, great photographs, voices and
interaction
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:53:08 AM
Unit
Resource List
Page 6
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
The Day of the Black Blizzard
ST 8
http://www.discovery.com/area/history/d
ustbowl/dustbowlopener.html
A very interesting account of the dust
storms in the Dust Bowl with eyewitness
accounts, great photographs, voices and
interaction
The Mine Safety and Health
Administration's Kids' Page
The Weather Office
Unit
http://www.msha.gov/KIDS/KIDSHP.HT
M
- learn about mine safety and which
minerals are found in each of the 50
states from the MSHA
The Science Spot Weather Internet
Scavenger Hunt
Unit
Unit
ST 9
Unit
http://www.wxdude.com/
A good site with weather information for
kids
The Weather Office
http://www.weatheroffice.com/free/regio
ns/ont/default.asp?page=ontarioMap.ht
m
Your first stop for up to date weather forecasts and
information about Ontario, Canada or the world.
Includes The Skywatcher's program for kids
Unit
Unit
http://weather.about.com/medianews/w
eather/library/weekly/aa121399a.htm
Some good activites and interactive
weather information
Weather Here and There
http://theramp.net/sciencespot/Pages/l
nkweather.html
The Science Spot: Weather Links for Kids
The Weather Dude
http://www.weatheroffice.com/free/regio
ns/ont/default.asp?page=ontarioMap.ht
m
Visible Breath: Condensation and
Dewpoint.. About.com: Weather
http://theramp.net/sciencespot/Pages/l
nkweather.html
The Science Spot: Weather Links for Kids
The Science Spot: Weather Links for Kids
ST 9
Your first stop for up to date weather forecasts and
information about Ontario, Canada or the world.
Includes The Skywatcher's program for kids
http://theramp.net/sciencespot/Pages/
wthrscav.html
The Science Spot Weather Internet
Scavenger Hunt
The Science Spot: Weather Links for Kids
The Weather Office
ST 2.5
http://www.weatheroffice.com
Environment Canada Weather Office displays a
summary of weather for the previous day, current
weather conditions, and long range forecasts for most
areas of Canada. There is also a place for student
weather reporting.
Unit
http://www.ncsa.uiuc.edu/edu/RSE/RS
Ered/WeatherHome.html
Weather Here and There
ST 9
http://www.ncsa.uiuc.edu/edu/RSE/RS
Ered/WeatherHome.html
This Illinois Website incorporates interaction with the
Internet and hands-on collaborative, problem solving
activites for students in grades four through six, as
they learn about weather phenomena.
Weather Photography
Unit
http://atmos.es.mq.edu.au/AMOS/weath
erwatch/photos.htm
Excellent photos of the kinds of weather,
clouds and erosion
What is Temperature?
http://www.eecs.umich.edu/mathscience/funexperi
ments/agesubject/lessons/caps/temperature.html
This Website includes directions and background
information for the temperature simulation activity
described in Subtask 4.
Unit
What is Temperature?
http://www.eecs.umich.edu/mathscience/funexperi
ments/agesubject/lessons/caps/temperature.html
This Website includes directions and background
information for the temperature simulation activity
described in this subtask.
ST 4
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:53:08 AM
Resource List
Page 7
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Unit
Your Window on the Weather: Satellite
Photo
http://www.ns.ec.gc.ca/weather/sat.html
Satellite images of weather
Material
300ml cold water coloured with food colouring
ST 7.5
Grade 5: Weather Instruments
ST 9
gravel (Copied)
ST 7.4
hammer
per group
ST 3.4
ice cubes
per group
ST 4.4
ice cubes (Copied)
per group
ST 6.5
large jar (Copied)
ST 6.5
large jar (Copied)
ST 7.4
300ml of very warm water (vegetable or mineral ST 7.5
oil)
vegetable or mineral oil is more effective but does not
mix with the water
magnifying glasses
ST 3.4
materials determined by student inquiry
per person
ST 4.5
acetate overheads of weather maps (Copied)
ST 8.5
materials from weather recipes
ST 7.5
ST 4.4
materials from weather recipes (Copied)
ST 6.5
ST 4
metal jar lid
ST 4.4
ST 7
modelling clay
ST 4.5
adhesive tape
balloons
balloons
large or round ballons work best
modelling clay
ST 7.5
bowl of ice (Copied)
ST 5.5
old newspapers
ST 3.4
cardboard 1 litre milk cartons
3
per class
more if this is done in small groups
ST 4.4
old newspapers
ST 4.4
old newspapers
ST 7
clear plastic straws
ST 4.5
cloth
per group
ST 3.4
pinwheel (Copied)
ST 5.5
a pinwheel (either commercially made or created by the
student) or a wind serpent ( a spiral that has been cut
to resemble a snake) with a string attached to the cente
empty cup
ST 4.5
pitcher of warm water (Copied)
ST 6.5
empty cup
ST 7
Plaster of Paris
ST 4.4
plastic bag of ice to fit over jar (Copied)
ST 6.5
empty juice bottle
empty metal can with airtight lid or seal
paper towels (Copied)
ST 4.5
ST 7
empty plastic tray or landscape box
ST 5.4
A landscape box may be a cardboard box lid from
photocopy paper lined with a green garbage bag. Must
be waterproof.
empty pop (soda) bottle
ST 7
empty tray or landscape box
ST 6.4
A landscape box may be a cardboard box lid from
photocopy paper lined with a garbage bag
food colour
ST 4.5
food colouring
ST 7.5
goggles
ST 3.4
Grade 4: Materials for landscape box
ST 9
per person
Grade 4:
•different types of soil for each participant
•boxes or trays for building a landscape from previous
subtasks
•a collection of materials brought in by students and
teachers to prevent erosion
•sticks, stones, sod, plants, plastic, etc.
•watering can
•fan or other source of strong "wind"
ST 5.5
plastic building or block
ST 5.4
Used to represent a house sitting on a landscape about
to be eroded
plastic wrap (Copied)
ST 5.5
Rock Kit (Copied)
1
per group
Rocks and Minerals which are identified.
ST 7.4
rocks
ST 3.4
sand (different grades)
ST 3.4
sand (different grades)
ST 4.4
sand (different grades)
ST 5.4
sandstone or porous rock samples
ST 4.4
sheet of black paper (Copied)
ST 6.5
sheets of paper
ST 7
shells (Copied)
ST 7.4
small stones
ST 6.4
soil samples from the ground
ST 3.4
soil samples from the ground
ST 6.4
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:53:08 AM
Resource List
Page 8
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
soil samples from the ground (Copied)
thread to tie balloons
ST 7.4
ST 7
metal pots (Copied)
2
metre stick
ST 6.5
ST 7
water source
sink, large bucket of water
ST 4.4
mixing bowl
ST 4.4
water source
sink, large bucket of water
ST 4.5
protractor
large is better
ST 6.4
water source
sink, large bucket of water
ST 6.4
safety goggles
ST 4.4
safety goggles
ST 5.4
water source
sink, large bucket of water
ST 7
small aquarium (Copied)
ST 5.5
water source (Copied)
sink, large bucket of water
ST 6.5
small cup to hold water
ST 6.4
stirring spoon
ST 4.4
water source (Copied)
sink, large bucket of water
ST 7.4
tape measure or string
to measure circumference of the balloon
watering can
ST 6.4
thermometers
ST 4.4
weather instruments
ST 9
made by students or purchased. See Sky Watchers
from Environment Canada, www.weatheroffice.com
waxed paper
access to freezer or freezing temperatures
ST 4.4
balance or scale
ST 4.4
catch basin
to collect run-off water
ST 6.4
container to measure volume
ST 4.4
per group
measuring cups, graduated cylinders, beakers, flasks
container to measure volume
ST 6.4
per group
measuring cups, graduated cylinders, beakers, flasks
filter masks
ST 4.4
flashlight (Copied)
ST 6.5
freezer
ST 4
Staff room freezing compartment of refridgerator,
outdoors in the winter, or even a cold refridgerator or
bucket of cold water.
ST 7
hammer
ST 4.4
hot plate or stove
ST 7
hot plate or stove (Copied)
ST 6.5
lamp with a 100 watt bulb (Copied)
ST 5.5
Large, open space
ST 4
gym, outside, or classroom with the desks moved out of
the way.
latex or work gloves
ST 4.4
low, flat, clear glass baking dish
ST 7.5
matches (Copied)
ST 5.5
matches (Copied)
ST 6.5
metal pots
2
ST 4.5
weather instruments (Copied)
ST 8.5
made by students or purchased. See Sky Watchers
from Environment Canada, www.weatheroffice.com
Equipment / Manipulative
glass bowl
ST 4
ST 7
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:53:08 AM
Absorbing Rock Investigation
Activity 3 (Subtask 4.4)
Observe the rock carefully. Draw and note what you see (shape, colour, size, texture)
Before Freezing
After Freezing
Before Soaking
Mass of the Rock
Volume of the Water
How do you know that the rock has absorbed water?
In what ways has the rock changed?
Explain your results
Absorb Rock.cwk
After Soaking
When Disaster Strikes
Subtask 5.5
Air on the Move
Winds are caused by energy from the sun. The sun heats the surface of the earth. The warm
earth heats the air above it. As the air warms, it expands, becomes lighter and rises. As the
warm air rises, cooler air takes its place. This results in continuous currents of air moving in
circles.
Activity 1
This demonstration simulates the way wind is produced on earth.
Materials
- a small aquarium
- a lamp with a 100 watt light bulb
- a bowl of ice
- paper towels
- matches
- plastic wrap
Procedure
1. Set up the lamp so that it shines down on one end of the aquarium.
2. Place the bowl of ice in the aquarium at the opposite end and cover aquarium with the plastic
wrap. Puncture a small hole in the plastic wrap at the same end as the ice.
3. Make a small amount of smoke by lighting the end of a tightly rolled piece of paper towel. Let
it burn for a few moments, then blow it out.
4. Put the rolled paper towel (which still should be smoking) into the hole in the plastic wrap.
Observation and Interpretation
What happened to the smoke in the aquarium?
Why do you think the smoke moved the way it did?
If necessary, help students to understand that when air is heated it moves. This movement of
air is called wind.
Connecting to the World and Communicating
How is atmospheric air heated?
Look at wind patterns on the globe, or from an Internet source. Most winds move from the
equator to the poles. Why do you think this is?
aironmove.cwk
When Disaster Strikes
Subtask 5.5
Activity 2
Students will investigate air movement in the classroom.
Materials
- a pinwheel (either commercially made or created by the student) or a wind serpent ( a spiral
that has been cut to resemble a snake) with a string attached to the centre
Procedure
1. Place your pinwheel or hang your wind serpent in a variety of locations in the classroom.
Some examples are: teacher’s desk, heat source, window, floor
2. Record the locations on a chart in your Learning Log similar to the one below. Speed of
movement can be recorded as slow, medium, fast.
Location of SpinnerDid it move?
Speed of movement
Teacher’s Desk
Window
Heat Source
Observation and Interpretation
Examine your data. Do you see a pattern? What is it? Why would the spinner move at different
speeds? Would you observe the same results in your bedroom at home? Record your ideas
in your Learning Log.
Communicating and Connecting with the World
Based on what you have learned about air movement and wind, could you explain how a hot air
balloon operates?
Coastal winds blow land ward during the day and out to sea at night. Why does this occur?
aironmove.cwk
When Disaster Strikes
Subtask 5.5
Activity 3
Meteorologists need to know both the speed and direction of wind.
Use the recipes from the earlier sub task to create a weather vane to measure wind direction
and an anemometer to measure wind speed.
Winds are named according to the direction from which they blow. A wind blowing from the
north to the south is called a north wind. Test your weather vane using a fan and a compass.
Does it move smoothly? Is the direction accurate? Use your wind vane in an open area away
from large objects that might obstruct the wind and preferably above ground level.
Go outside. Use your weather vane to determine the direction of the wind. Point the flat edge of
your anemometer into the wind making sure the flat edge is parallel to the ground. Hold your
anemometer out from your body. Find the angle on the protractor where the string reaches.
Look up the angle on the chart below. This will tell you the speed of the wind in kilometres per
hour.
Angle 90
85
km/h
9.3
0
80
75
13.2 16.3
70
19.0
65
60
21.6 24.0
55
50
45
40
35
30
26.4
29.0
31.5
34.4 37.6 41.5
A Beaufort scale can be used to describe the effects of winds. The scale is divided into 12 types
of winds, 1 being the lightest and 12 being the strongest winds.
Beaufort Number
0
Weather Bureau Terms
- calm
Beaufort Number
Weather Bureau Terms
6
- strong breeze
1
- light air
7
2
- light breeze
3
- gentle breeze
9
- strong gale
4
- moderate breeze
10
- whole gale (storm)
5
- fresh breeze
11
- violent storm
6
- strong breeze
-
12
- hurricane
8
- high wind (near gale)
- gale
aironmove.cwk
Anecdotal Recording Sheet
Knowledge/Skills Date
Subtask
Name:
Level*
Comments
Understanding
of basic
concepts
Inquiry and
design skills
(including
skills in the
safe use of
tools,
equipment
and materials)
Communication
of required
knowledge
Relating of
science and
technology to
each other and
to the world
outside the
school
*Achievement Levels
anecdotal achievement.cwk
Anecdotal Recording Sheet
Learning Skills
Date
Subtask
Name: ______________________________
Level*
Comments
Independent
Work
Initiative
Homework
Completion
Use of
Information
Cooperation
with Others
Conflict
Resolution
Class
Participation
Problem
Solving
Goal Setting to
Improve Work
*Learning Skill Levels- E - Excellent
G - Good
S - Satisfactory
Anecdotal Recording Sheet.cwk
N - Needs Improvement
Teacher Demonstrations of Atmospheric Pressure
Subtask 7
A
To show that air takes up space, and can press enough to push water out of
the way, fill a clear glass bowl about halfway with water. Place a crumpled piece of
paper in the bottom of a clear plastic glass. Turn the glass upside down and push it
into the water enough to cover the glass if possible. Observe the water level in the
glass. Without tipping the glass, pull it back out. The paper should still be dry.
Discuss why this happens.
B
Place a sheet of paper over the top of a glass filled with water. Hold the paper
firmly in place and turn the glass upside down. Now the water will remain in the glass
even if the paper is not held. This is because the paper prevents air from entering the
glass. If the water ran out, it would create a vacuum. This demonstrates that the
pressure of air against the paper is greater than the weight of the water.
C
Place a metre stick on a table with one end hanging over the side. Cover the
stick with a sheet of newspaper. Smooth out the paper so there is no air space under
it. Rap the end of the stick hanging over the edge with a hammer or mallet. The stick
should rip through the paper because the paper is held in place by the air pressure
pressing down on it.
Teacher Demonstrations of Atmospheric Pressure
Subtask 7
D
To show the increase of air pressure through expansion, first tie a rubber
balloon onto the neck of an empty pop bottle. Place the bottle in a pan of warm water
and set the pan on a hot burner. This heats the water, the bottle, and the air inside the
bottle all at the same time. As the air is heated, it expands and pressing into the
balloon to fill it.
E
An experiment can be performed to show the power of lowering air pressure.
Boil a cup of water in an open can. The heated vapour expands and some escapes.
Carefully put the cover on the can, making the container airtight. Next, place the can
into a sink and drench it with cold water. This causes the vapour in the can to contract
and creates a vacuum inside the container. The air pressure on the outside will then
crumple the can.
When Disaster Strikes
Check Point 1 (Grade 4)
Name: ___________________
Checking Your Knowledge
Answer True or False
T - F Erosion is when land (rocks or soil) is moved to different
locations by nature
T - F Weathering is when rocks and minerals are broken down into
smaller pieces by the weather
T - F Sand is produced by boiling rocks
T - F Soil contains rocks, plant and animal material
T - F Temperature is a measure of kinetic energy
T - F Kinetic energy means the energy of the sun producing light
T - F Molecules move more and take up more space with more heat
T - F Ice can cause erosion by glaciers scratching and scraping the land
T - F When ice expands it can cause a rock to split into smaller pieces
T - F Water is unlike many other materials because it contracts when it
freezes
/10
Communicating Your Understanding
Describe 2 ways in which ice can change the land?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
/4
Applying What You Know
What do you think might happen if a sealed glass container full of water
were put into a freezer overnight? Explain why this might happen?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
_______________________________________________________ /3
checkup 44.cwk
Explain why is it important to place things in the freezer in flexible
containers.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
/2
Connecting to the World
Name 2 ways that soil is important to people. Explain why it is important.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
/4
Realizing how long it takes to create fertile soil, explain why you think it is
important to control erosion in your community.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
/2
Total:
checkup 44.cwk
/25
When Disaster Strikes
Check Point 1 (Grade 4)
Answer Key
Checking Your Knowledge
Answer True or False
T
T
F
T
T
F
T
T
T
F
Erosion is when land (rocks or soil) is moved to different
locations by nature
Weathering is when rocks and minerals are broken down into
smaller pieces by the weather
Sand is produced by boiling rocks
Soil contains rocks, plant and animal material
Temperature is a measure of kinetic energy
Kinetic energy means the energy of the sun producing light
Molecules move more and take up more space with more heat
Ice can cause erosion by glaciers scratching and scraping the land
When ice expands it can cause a rock to split into smaller pieces
Water is unlike many other materials because it contracts when it
freezes
Communicating Your Understanding
Describe 2 ways in which can ice change the land?
Ice can change the land through weathering or erosion. Weathering is the gradual breaking
down of rock into tiny particles. Erosion is caused by a glacier or ice movement, scraping and
pushing rock and soil.
Applying What You Know
What do you think might happen if a sealed glass container full of water were put into a freezer
overnight? Explain why this might happen?
The water would expand and cause the glass container to break if there were no air space for
the water to occupy.
Explain why is it important to place things in the freezer in flexible containers.
A flexible container allows the moisture to expand without breaking it.
Connecting to the World
Name 2 ways that soil is important to people. Explain why it is important.
Soil is important for growing plants, supporting animal life, landscaping, food production,
building materials, beauty (e.g., soil colours and formations, art materials such as clay), etc.
Realizing how long it takes to create fertile soil, explain why you think it is important to control
erosion in your community.
Soil takes a long time for nature to replace, therefore it is a precious and rare commodity which
needs to be preserved.
checkup 44.cwk
When Disaster Strikes
Check Point 1 (Grade 5) Subtask 4.5
Name: ___________________
Checking Your Knowledge
Answer True or False
T - F When a hot sunny day is predicted, people should wear clothing or
sunscreen to protect them from the sun
T - F Weather predictions can have an affect on what people do
T - F A barometer is used to measure temperature
T - F The liquid in a thermometer expands when it is heated
T - F The liquid in a thermometer goes down when it is heated
T - F A thermometer can be used to measure temperature of air or water
T - F Molecules move more and take up more space with more heat
T - F To test how colour affects temperature you could put two
thermometers in different coloured freezers
T - F To test how moisture effects temperature, you could wrap one
thermometer in a moist cloth and another in a dry cloth
T - F Observing temperatures in different places around the school would
tell you how temperatures vary at different times during the day
/10
Communicating Your Understanding
Explain how a thermometer works. Use the words expand, contract,
increase, decrease, higher and lower in your answer.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
/3
Applying What You Know
What might you learn from observing one thermometer placed in front of
a fan, and another thermometer placed in the same room where the air is
still?_______________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
/3
Connecting to the World
Checkpoint 45.cwk
Name 2 ways that temperature is important to people. Explain why it is
important.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
/4
Total:
Checkpoint 45.cwk
/20
When Disaster Strikes
Check Point 1 (Grade 5) Subtask 4.5
Answer Key
Checking Your Knowledge
Answer True or False
T
When a hot sunny day is predicted, people should wear clothing or sunscreen
to protect them from the sun
T
Weather predictions can have an affect on what people do
F
A barometer is used to measure temperature
T
The liquid in a thermometer expands when it is heated
F
The liquid in a thermometer goes down when it is heated
T
A thermometer can be used to measure temperature of air or water
T
Molecules move more and take up more space with more heat
F
To test how colour effects temperature you could put two
thermometers in different coloured freezers
T
To test how moisture effects temperature, you could wrap one
thermometer in a moist cloth and another in a dry cloth
F
Observing temperatures in different places around the school would
tell you how temperatures vary at different times during the day
/10
Communicating Your Understanding
Explain how a thermometer works. Use the words expand, contract, increase,
decrease, higher and lower in your answer.
Liquid inside the chamber of the thermometer expands or contracts, rising or lowering
in the chamber to show an increase or decrease in temperature.
/3
Applying What You Know
What might you learn from observing one thermometer placed in front of a fan, and
another thermometer placed in the same room where the air is still?
How does wind or moving air effect temperature?
/3
Connecting to the World
Name 2 ways that temperature is important to people. Explain why it is important.
Answers will vary.
/4
Total:
Checkpoint 45.cwk
/20
When Disaster Strikes
Check Point 2 (Grade 4) Subtask 7.4
Name:________________
Checking Your Knowledge
Answer True or False
T-F Sedimentary rock can be pressed into metamorphic rock.
T-F Igneous rock forms when hot, melted rock pushes through the earth’s crust and
cools and hardens.
T-F Metamorphic rock is changed rock.
T-F Limestone is an example of igneous rock.
T-F Sedimentary rock is layered rock.
T-F Streams and rivers can carve a deep gorge in the land.
T-F A higher slope on a hill causes less water erosion.
T-F Growing grass or other plants on a hill will help prevent erosion of the land.
T-F Wind erosion is not a problem in sandy areas.
T-F The weathering of rocks and erosion can begin to form new sedimentary rock.
Communicating Your Understanding
Describe two examples of wind erosion.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
/2
Why is metamorphic rock called changed rock?
__________________________________________________________________
__________________________________________________________________
/2
Apply What You Know
Tell two things you could do to minimize or prevent wind erosion.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
/2
Connecting to the World
What kind of damage could you expect to see if your town or area experienced a major
chpt2-4.cwk
flood?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
/4
chpt2-4.cwk
When Disaster Strikes
Check Point 2 (Grade 4) Subtask 7.4
Name:________________
Checking Your Knowledge
Answer True or False
T- Sedimentary rock can be pressed into metamorphic rock.
T- Igneous rock forms when hot, melted rock pushes through the earth’s crust and
cools and hardens.
T- Metamorphic rock is changed rock.
F- Limestone is an example of igneous rock.
T- Sedimentary rock is layered rock.
T- Streams and rivers can carve a deep gorge in the land.
F- A higher slope on a hill causes less water erosion.
F- Growing grass or other plants on a hill will not help prevent erosion of the land.
F- Wind erosion is not a problem in sandy areas.
T- The weathering of rocks and erosion can begin to form new sedimentary rock.
Communicating Your Understanding
Describe two examples of wind erosion.
-blowing away the dirt on the side of a cliff -sand dunes in the desert -good soil blowing off of
farmers’ fields
/2
Why is metamorphic rock called changed rock?
It is changed after going through intense heat and pressure deep in the earth.
/2
Apply What You Know
Tell two things you could do to minimize or prevent wind erosion.
-grow grass or plants on the land -put up a windbreak
/2
Connecting to the World
What kind of damage could you expect to see if your town or area experienced a major
flood?
-lots of things washed away or floating around -dead trees and branches moved around -houses
and buildings flooded -streets and pavement cracked and moved -fields and crops damaged
/4
anschpt2-4.cwk
When Disaster Strikes
Check Point 2 (Grade 5)
Subtask 7.5
Name: __________________
Checking Your Knowledge
Answer True or False
T-F
T-F
T-F
T-F
T-F
T-F
T-F
T-F
T-F
T-F
Winds are caused by energy from the sun.
Air movement occurs when clouds are formed.
Warm air rises.
A nephoscope measures wind speed.
The movement of warm and cool air results in wind currents.
Air movement occurs indoors and outdoors.
The water cycle consists of evaporation, condensation, and precipitation.
Air is a mixture of gases.
Clouds in the sky always mean bad weather.
Warm air has less pressure than cold air.
/10
Communicating Your Understanding
Describe how air currents are formed.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
/4
Draw a diagram to illustrate the water cycle.
/3
Applying What You Know
How do you think a change from low air pressure to high pressure would affect the
weather?
checkpoint 2-5.cwk
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
/3
List several different forms of precipitation. Why do we get different types of
precipitation?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
/3
Connecting to the World
Explain why you think a knowledge of air pressure and wind currents could help
you to fly a kite?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
/4
Explain why the water cycle is important in our daily lives.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
/3
Total: /30
checkpoint 2-5.cwk
When Disaster Strikes
Check Point 2 (Grade 5) ANSWERS
Subtask 7.5
Checking Your Knowledge
Answer True or False
T
F
T
F
T
T
T
T
F
T
Winds are caused by energy from the sun.
Air movement occurs when clouds are formed.
Warm air rises.
A nephoscope measures wind speed.
The movement of warm and cool air results in wind currents.
Air movement occurs indoors and outdoors.
The water cycle consists of evaporation, condensation, and precipitation.
Air is a mixture of gases.
Clouds in the sky always mean bad weather.
Warm air has less pressure than cold air.
Communicating Your Understanding
Describe how air currents are formed.
Air currents are formed when warm air rises causing cold air to take it’s place. Cold air
being more dense, moves down, while warm air is lighter and rises. This movement of air is
called a current.
Draw a diagram to illustrate the water cycle.
Applying What You Know
How do you think a change from low air pressure to high pressure would affect the
weather?
High pressure typically brings good or fair weather.
List several different forms of precipitation. Why do we get different types of precipitation?
Some examples would be: rain, snow, sleet, hail.
The type of precipitation depends on the temperature, air pressure, and warm or cold fronts
in the area.
Connecting to the World
Explain why you think a knowledge of air pressure and wind currents could help you to fly a
kite?
Knowledge of air currents helps you to know which way to run, which end of the park to stand
in, the angle of the kite needed to get the most height.
Explain why the water cycle is important in our daily lives.
Life is not sustainable without water. All life forms require water to live. Rain makes our
crops grow, and keeps our rivers and lakes full so that we have water for our homes.
checkpoint 2-5 Answers.cwk
Pressure- Creating New Rock
Grade 4 Subtask 7.4
Context: Pressure is everywhere in the air. Our meteorologists are involved in finding
out about how pressure affects the weather, but it is busy under the community as
well! That's right - pressure is working wonders underneath us! What does that have
to do with erosion in our community? Let's find out...
Activity - Rocks and Pressure
Materials:
beaker
soil
shells
gravel
sand
What is the role of pressure in the formation of sedimentary rock?
1. Put dirt in a beaker of water and stir. Let it sit until the dirt settles to the bottom. The
dirt on the bottom is called sediment. Observe rocks and find rock names for each
category or completing the chart while waiting.
2. Repeat this using small shells gravel, sand and soil. Shake the jar. Let it settle
and observe the layers. The heavier objects are on the bottom. The same settling
happens in the sea but this happens over and over taking thousand of years to form
sedimentary rock.
3. Record pictures and your observations in your Learning Log. What is the role of
pressure in the formation of sedimentary rock?
4. After discussing the activity with the class, write some of this information under the
pictures in your Learning Log.
Creating new rock.cwk
Introductory Unit Questions
Clothing Furnace
Rubber
Recess Umbrella Shingles
Fishing in
good weather
Farmers
plant in spring
Intro grid chart.cwk
Rain
Acid Rain
House
Foundations
Fences
moved
Design
Process
For design challenges or engineering-type
inquiry projects such as, Create an instrument
Define Problem
to measure wind speed, or
Create a mountain stream which flows in the
shape of an "S".
Brainstorm Possible Solutions
Choose One Solution
Design Structure or Device;
Make Plan After Necessary Research
(Working Drawings, Plans, Materials;
Paper or Computer)
Construct/Create Solution
Test Structure or Device;
Evaluate Plan
Improve/modify Structure or Device
Communicate
Design Process
Define Problem
Brainstorm Possible Solutions
Choose One Solution
Design Structure or Device;
Make Plan After Necessary Research
(Working Drawings, Plans, Materials;
Paper or Computer)
Construct/Create Solution
Test Structure or Device;
Evaluate Plan
Improve/modify Structure or Device
Communicate
Erosion by Water
Grade 4 Subtask 6.4
Context: Rain, flooding and high waves! Your community has it all. The
meteorologists will be able to predict when they are coming, but what do you need to
know about how water affects the land in order to keep the community safe?
How does water affect soil? How does slope affect erosion?
Build a Landscape Box
Materials:
cardboard top of a photocopy paper box
garbage bag
masking tape
Procedure:
Take a cardboard top of a photocopy paper box.
Line it with garbage bags taped into place to make it waterproof.
Pour water into the box to test for being waterproof.
Try to avoid air bubbles or stretching the bag too tight.
Compare your strategies with other groups. What were some things that worked well?
What were some things which you had trouble with?
Erosion by Water.cwk
Erosion by Water
Grade 4 Subtask 6.4
Activity 1
Experimental Problem: Does slope affect the amount of erosion?
Materials:
landscape box
books
protractor
water and watering can
basin
ruler
Procedure
1. Fill the box almost full and level with slightly damp soil. Use books to prop the box
at a 30 degree angle. Put a catch basin at the bottom of the box to catch the
overflowing dirt. Pour water from a watering can at the top of the box. Use the same
amount of water each time, (1 litre) and pour from the same height.
2. Measure the amount of mud that ended in the basin and record the amount.
3. Repeat the experiment at 60 degrees. If the soil is too wet, mix in some dry earth
and again make it level.
4. Measure the amount of earth in the basin this time and record it.
Observe and Interpret
5. Record your findings and include illustrations in your Learning Logss or on the
blackline master (Water Erosion Activity 1).
Erosion by Water.cwk
Erosion by Water
Grade 4 Subtask 6.4
Connect to the World and Communicate
Water changes the landscape. In a group begin to discuss things you could do to
prevent some of the dirt from flowing away. Use books, pictures, or the Internet to get
ideas that you can experiment with soon.
Look at pictures of rivers winding down mountains, and deep gorges cut out of rock by
years of moving water, to show how water changes the landscape slowly (or quickly
as in the Red River flood in the prairies in 1997). Predict answers to the questions
below in the Connect to the World part of the Experiment Sheet.
1. Would the shape of the land beyond the river banks affect the amount of the
flooding? Think of a river in the middle of the plains and a river flowing between steep
mountains. Explain your thinking.
2. What changes might you see in the land or the environment after a big flood? Make
a list.
Erosion by Water.cwk
Erosion by Water
Grade 4 Subtask 6.4
Activity 2
Making a mountain stream. Student Investigation
How can we control the flow of a mountain stream?
Procedure:
1. Moisten your soil and build a mountain in the middle of your landscape box.
Choose one side of your mountain to be the face to have the stream. Place some
small stones in a design down the mountain in a way to guide the water and influence
the path of erosion.
2. Draw a picture of the mountain on the blackline master (Water Erosion Activity 2),
before the stream is formed.
3. Let the mountain dry overnight.
4. Pour a cup of water at medium speed down the face of the mountain from a height
of 25 cm. and observe what happens. Pour more water if necessary.
Connect to the World and Communicate
Draw a picture of their eroded mountain.
Write a description of your mountain stream and how and why it formed the way it did
(on blackline master provided).
Erosion by Water.cwk
Erosion by Wind
Grade 4 Subtask 5.4
Context: The community is subject to very strong winds. You need to investigate how
strong winds can cause erosion in order to prevent damage to the landscape in your
community.
How can wind cause erosion?
Materials:
goggles
a cardboard box lid from photocopy paper. A plastic paint tray may also be used.
sand
straws
wooden block representing a building
Procedure
1. Spread sand in the bottom of the box (a box may be a cardboard box lid from
photocopy paper. A plastic paint tray may also be used). Goggles should be worn to
prevent sand particles from entering the eyes. (From a close distance and from
one direction blow across the sand. Try gently at first until you see how easily the
sand moves.)
2. Observe the effects of wind erosion on your landscape and those of others.
3. Flatten the sand and blow again from a different direction or try blowing through a
straw.
4. Place your “building” or a wooden block representing a building on the flattened
beach and blow again.
Observation and Interpretation
1. What happens to the building? Why is it important to control or minimize wind
erosion in some places?
2. In your group, brainstorm or discuss how wind erosion can be prevented. List
these methods on chart paper.
3. In your Learning Log create a before and after picture of the “building” and include a
definition of wind erosion.
Connect to the World and Communicate
Look through magazines, books or the Internet to locate pictures of evidence of wind
erosion or methods used to prevent wind erosion. Begin to make a list in your
Learning Log.
Erosion by Wind.cwk
Experimental Problem Organizer
An organizer reflecting the Scientific Method for Fair Tests determining how a controlled variable might have a
specified effect or give a repeatable result
Experimental Problem- ______________________________?
Hypothesis- (prediction)_______________________________
___________________________________________________
Materials____________________________________________
___________________________________________________
Procedure-__________________________________________
___________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Observations -_______________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Interpretations-_______________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Connect to the World____________________________________________________
____________________________________________________
Experimental Prob.cwk
Inquiry Model.cwk
GLOSSARY - Grade 4
Earth’s crust- the solid outer layer of rock on the earth’s surface
Erosion- the movement of rocks, soil, sand etc. by wind, water and ice
Geologist- a scientist that studies the earth’s crust
Igneous rock- is formed from melted rock deep in the earth being forced through the
earth’s crust or hardening below the crust
Metamorphic rock- is rock changed after going through intense heat and pressure
deep within the earth
Pressure- a force or a push applied to the earth by the weight of the earth above it
Sedimentary rock- is formed from small pieces of rock, shells and plants that settle in
layers on the bottom of rivers, lakes and oceans
Weathering- the term given to the process of rocks and minerals being broken down
into small pieces by wind, water, ice etc.
glossary.cwk
GLOSSARY - Grade 5
Air pressure- the force or pressure of air pushing against the earth
Anemometer- an instrument used to measure wind speed or changes in wind speed
Barometer- an instrument used to measure air pressure
Condense- to change from a gas to a liquid
Evaporate- to change from a liquid to a gas (or vapour)
Front- the frontal edge of a mass of warm or cool air, or the place where two different
air masses meet
Nephoscope- an instrument used to measure the direction of cloud movement
Rain gauge- an instrument used to collect and measure amounts of rain
UV rays- ultraviolet, invisible rays from the sun that can cause damage to eyes and
skin
Water cycle- the cycle of water in the atmosphere including evaporation, condensation
and precipitation
Water vapour- water as a gas
Weather- the atmospheric conditions at a certain time and place
Wind vane- an instrument used to measure wind direction
glossary.cwk
How is Soil Formed?
Activity 1 (Subtask 3.4)
Illustrate and label your observations.
Define weathering.
Tell how soil is formed.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
soil formation.cwk
When Disaster Strikes
Subtask 4.5
Activity 1
Make a Thermometer
Now that you have an understanding of expansion of liquids and gases when heat is
added, you will be able to more clearly understand how a thermometer works.
Galileo Galilei is credited with having invented the thermometer, the device used to
measure temperature, in Italy around 1600. Galileo's device measured the expansion or
contraction of air in an overturned glass container. In the following years air was replaced by other
materials, mostly mercury or alcohol, and a scale for measuring temperatures was set.
As many as 35 different temperature scales were being used in the 1700s when the
German physicist Daniel Gabriel Fahrenheit recalibrated the thermometer. His version considered
the freezing point of water as 32 degrees and a boiling point of 212 degrees. Anders Celsius of
Sweden developed the centigrade scale in 1742 with the freezing point of water as 0 degrees
and a boiling point of 100 degrees. In 1848 William Thomson (Lord Kelvin) used the centigrade
scale recalculated to begin at absolute zero, or -273.15 degrees on the Celsius scale.
Procedure:
1. Fill the bottle half full with water at room temperature
2. Add some food colouring.
3. Put the straw into the bottle being sure that it is submerged into the water.
4. Suck some of the water into the straw so that there is water in the straw above the water line
in the bottle.
5. Seal the top of the straw with your finger to keep the water line in the straw.
6. Enclose the straw with clay to completely seal the bottle around the straw.
7. Let go of the end of the straw. This is your thermometer.
8. Place the thermometer into a container of very cold water. Watch the water level in the straw.
9. Place the thermometer into a container of very hot water. Watch the water level in the straw.
Maketherm2.cwk
Observation and Interpretation
What happened to the water level in the hot and cold water?
Why does the water level in the straw rise and fall with different temperatures? Think of the
balloon and “molecule” investigations.
Communicating and Connecting to the World
Compare the thermometer which you made to a commercial thermometer. How are they the same
or different? Discuss why the “chamber” in commercial thermometers is so narrow. Try reading
temperatures from different locations in and around the school. Look for sources of heat (kinetic
energy) in these locations and discuss why you think there are differences in temperature.
Maketherm2.cwk
Prepare for Erosion
Grade 4 Subtask 8.4
Context: It is time to test the land against harmful effects of erosion in your
community in order to develop effective protection. Don't forget that you want to insure
the safety of those who want to move to your community.
Controlling Erosion
Designing an Investigation
On the final days of this unit, “When Disaster Strikes,” your landscape box will be
subjected to different weather. In the next few days you will need to prepare your
landscape box for:
- erosion by wind from either a fan at high speed, or from blowing 50 breaths.
- erosion by water from a heavy rain (water poured from a watering can held at a
height of 50 cm); your box will need to be at a 30 degree angle.
- erosion by water from waves splashing against the shore; water will be splashed up
against it from the level of the shoreline either by pushing waves by hand or by
spraying the shoreline with a squirt gun or bottle. You will need to decide on the final
rules for the test as a class.
Materials
- landscape boxes (built from cardboard tops of photocopy paper boxes, lined with
garbage bags taped into place, or paint trays)
- 2 litres or more of various soils
- a variety of materials to try to prevent erosion
- fans, pans of water, squirt bottles
- protractors for measuring angles
- water
- a place to make a mess (outside is recommended)
Procedures
Explore
1. Look at examples of how people have tried to prevent erosion by looking at books,
Internet sites, homes and properties in your community, or by contacting members of
the community who may work with landscaping or building. You can also look in your
student notes and lists of materials in your Learning Log.
Plan
2. Your group may be assigned a specific soil to test, or you may be asked to choose
the type of soil or soils you may use. Consider this as you plan.
3. Make a list of materials that you might use to prepare for each form of erosion.
Check the list with your teacher for approval.
4. Sketch a few possible plans for how you might use the materials, checking with
your teachers about being realistic and safe. Each team member should have a job
the plan. Don’t forget, you may be on different teams for the final days “When Disaster
Prepare for Erosion.cwk
Prepare for Erosion
Grade 4 Subtask 8.4
Strikes,” so everyone must understand what erosion prevention devices are being
used.
Test, Experiment and Modify
5. Gather the materials before you begin each day.
6. Build and test your landscape box many times being careful of safe use of
materials. Observe what works and what does not. Change your plan as often as you
can to find the best possible design.
Record
7. Make a labelled sketch of the best design to help your group members remember it
for the final test.
Observation and Interpretation
At the end of each day, share with the class materials, designs and general strategies
that worked, and those that did not.
Discuss how successful you were, how you may still need to modify your investigation
and how well you worked with your group.
Write a reflection about these thoughts in your Learning Log.
Prepare for Erosion.cwk
Sample Vocabulary Chart
Subtask 2
Word
Definition
Sample Vocab Chart.cwk
Illustration
Forecasting Without Computers
Observing Clouds
When you see a bank of wispy cirrus clouds coming in high in the sky on a sunny day,
you may expect a change in the weather. Cirrus clouds are sometimes the first sign
of an approaching warm front.
Nimbostratus is the dull, grey cloud that covers the sky from horizon to horizon in a
blanket of gloom. This cloud usually means rain or drizzle -- all day.
On hot, humid days, if towering cumulus clouds pop up rapidly, then showers are
likely. There is also a possibility a thunderstorm will develop.
Generally speaking, the more types of clouds there are in the sky, the greater the
chances of rain or snow.
On a brighter note, if you see the sun shining behind a thundercloud, you know the
cumulonimbus cloud is moving on, and the end of that particular thunderstorm is in
sight.
Jet Trails
If you look up on a sunny day and see in the cloudless sky a jet leaving a long, white
plume, then rain, snow or some other form of precipitation may be on the way. That
white plume is called a contrail. It is the condensation trail of ice crystals left behind
by the exhaust of a flying jet aircraft. These aircraft fly 8 to 12 kilometres above the
ground pulling in very cold, dry air and spewing out hot, water-filled exhaust. The hot
water vapour mixes with the colder surrounding air, and in the process, expands and
then freezes in 1 or 2 seconds forming a trail of ice crystals.
If a jet leaves no trail or only a short trail or if the trail fades quickly then the air at that
level is relatively dry. This means the fair weather is likely to continue. But, if the
exhaust trail lingers for an hour or more or spreads across the sky, that means the
surrounding air is moist and rain or some other form of precipitation may be on the
way.
Sundogs and Halos
Halos around the sun during the day or the moon at night are caused by the refraction
of the sun’s or moon’s rays through the ice crystals in cirrostratus clouds. These
clouds are an early sign that a warm front is approaching and that rain may be on the
way within the next 20 to 24 hours.
Sundogs or mock suns are bright spots on either or both sides of the sun. Their
technical name is parhelia. These bright spots can also occur around the moon, in
Excerpted from Sky Watchers Guide to Weather, Environment Canada, 1999, ISBN 0-662-28016-4
skywatchers.cwk
which case they are known as moon dogs. Sun or moon dogs are images of the sun
formed as a result of light bending through tiny, floating ice crystals in the air n high
clouds such as cirrus or cirrostratus. Like halos, sundogs may mean rain or snow
will arrive within 18 to 36 hours.
Be careful though -- the most brilliant sundogs occur on cold, clear winter mornings or
evenings under high pressure systems, when the air is loaded with ice crystals and
the sun is low on the horizon.
Now lower your sights and check out the world around you.
Plants
Pine cones close and so do some flowers, such as tulips and daisies, when the
relative humidity is high and rain may be on the way. One theory suggests the flowers
do this to prevent the pollen necessary for reproduction from washing away.
Dew
When dew or frost appears on the ground early in the morning, there is a good
chance of a bright day ahead. That is because frost, dew or fog form more readily on
clear, cool and calm night when there are no clouds to interfere with the cooling of the
ground. As calm, clear nights are typical of high pressure areas, the fair weather is
likely to continue for at least another day.
Flies
Flies swarm more readily on humid days because they find flying more difficult in
warm, moist air. Consequently they sit on the nearest available spot.
Ponds
If you think the pond or ditch smells stronger just before rain, you are probably right.
When organic debris such as leaves and grass decay in stagnant ponds, drains or
gutters, it produces methane and other gases, all of which have a pungent odour.
When the air pressure is high, these gases stay trapped in the mud. But when low
pressure systems (which are usually associated with stormy weather) move in, the
bubbles of these gases expand, rise to the surface and break loose scenting the air
above the odour or decay.
Winds
If the wind changes direction, then the weather may also change. Further, the
direction the wind is blowing from may give you a hint at the type of weather in store for
your area.
Generally speaking, winds blowing from the southeast, northeast and north are likely
Excerpted from Sky Watchers Guide to Weather, Environment Canada, 1999, ISBN 0-662-28016-4
skywatchers.cwk
to bring steady rain or snow. More pleasant weather may be en route when the winds
are blowing from the west to northwest.
If the wind shifts to the north or northwest from the south or southwest, the
temperature may start falling. Again, conversely, if the wind shifts to the south or
southwest from the north, then temperatures may rise.
Weather Lore
Weather lore is another source of information about the weather but be careful which
weather lore you use. Most weather lore, you may want to file under interesting but
fanciful. But some weather lore has firm meteorological foundations. These folk
sayings often link one weather sign to the coming weather. They are the product of
years of careful observation and probably painful experience. Still, even these do not
ring true every time and in every place. For instance, some weather lore does not
travel well and what works in one part of the world, such as Europe, does not work in
another, such as Canada.
Red sky at night, sailor’s delight
Red sky in the morning, sailor’s warning
You may have heard this saying with shepherds instead of sailors because sailors,
shepherds and farmers needed to know what the next day’s weather would be. In any
case, this rhyme works well in Canada because the prevailing winds come from the
west. High pressure systems which usually bring fair weather are characterized by
settling air which traps dust and small particles. When the sun’s rays shine through
the particles, they colour the sky red. So if the sky is red in the west at night, then the
high pressure area and the fair weather usually associated with high pressure
systems are coming towards you. If the sky is red in the morning, though, that means
the high pressure area and its fair weather have passed you by.
Showers before seven, fine before eleven.
Showers in the morning usually do not last long -- for good reason. If they formed
during the night when it was cool, then when the sun comes up and heats up the day,
the humidity drop, the clouds dry out and the rain ends.
Aches and pains, coming rains.
It is a well recognized and well researched bit of folk wisdom that changing weather
causes existing aches and pains to intensify. One reason is that when the air
pressure drops, tissue expands and nerve cells become more sensitive.
Rain long foretold, long last,
Short notice, soon past.
This simple verse talks about the scale of weather in time and distance. A large low
Excerpted from Sky Watchers Guide to Weather, Environment Canada, 1999, ISBN 0-662-28016-4
skywatchers.cwk
pressure area with clouds that covers the whole sky and steady rain, often announces
its presence with a thin layer of cirrus cloud which moves in a bout 24 hours
beforehand. In contrast, showers or storms from towering cumulus or cumulonimbus
clouds often arrive with little warning and leave almost as rapidly.
Analyzing or Bringing It All Together
Now, you are ready to forecast the day’s weather, using everything at your disposal -the readings from the instruments, commercial instruments, your observations of the
sky and world around you, as well as your knowledge of weather lore.
Excerpted from Sky Watchers Guide to Weather, Environment Canada, 1999, ISBN 0-662-28016-4
skywatchers.cwk
STORYBOARD
Culminating Performance Task
Illustration of Action
Description of Action (Caption)
storybd2.cwk
When Disaster Strikes
Student Self Assessment
Name: ___________________
Independent Work
I work well without supervision
I complete tasks on time and with care
N
N
S
S
G
G
E
E
Initiative
I find additional and new information from library books, CD-ROMs, and other
resources
N
S
G
E
I identify problems to solve, and conduct experiments
N
S
G
E
Homework Completion
I complete homework on time and with care
I come to class prepared for learning
N
N
S
S
G
G
E
E
Use of Information
I ask questions to ensure that I understand
I consider many things before reaching a conclusionN
N
S
S
G
Cooperation with Others
I take turns
I listen to others
I follow classroom and school rules
I share in cleaning duties after an activity
N
N
N
N
S
S
S
S
G
G
G
G
E
E
E
E
Conflict Resolution
I listen to understand problems before acting N
I find positive solutions to conflicts
N
S
S
G
G
E
E
Class Participation
I encourage others to participate
I contribute ideas to the class and group
N
N
S
S
G
G
E
E
Problem Solving
I can solve problems without help
N
S
G
E
Goal-setting to Improve Work
What I can do to improve my work in Science and Technology:
N-needs improvement
S- satisfactoryG- good
self assessment.cwk
E- excellent
G
E
E
Systematic Observation
Inquiry using Systematic Observation which focuses on the use of concrete, observed data from primary
sources such as, How does the temperature vary during the day? How can I classify types of soil?
Data is observed or collected, sorted according to rules or patterns, and interpreted
Explore
*Explore materials, events or information.
Inquire
*Choose an inquiry question or problem which requires careful
observation, collecting, and sorting of information (classifying, ordering,
grouping, organizing)
Predict
*Think about methods of sorting and using the information
Plan, Collect, Observe, Sort
*Plan how, where and when to make your observations, what tools to
use and how to gather your information or collect your materials, in a
consistent manner
*Gather the information
*Design a method to record your observations, classifying, ordering,
grouping or organizing the data (Venn Diagram, Classification Chart,
Cross-Classification Chart, Tree Diagram, Series Line, Ladder, Web)
Synthesize
*Graph results, use other graphic organizer
*Look for patterns in the observations, analyzing, interpreting, explaining,
drawing conclusions or making predictions
Communicate
*Communicate learning (both process and product) through
presentations, demonstrations, or displays
*Suggest ways the information is useful or valuable
Evaluate
*Comment on/judge success of process and product
*Suggest improvements
*Reflect on possible extensions or further inquiry
systobserve.cwk
Temperature - Erosion by Ice
Grade 4 Subtask 4.4
Activity 1
How can a glacier change the land? How can this be demonstrated?
Investigation of Glacier Erosion
In this exploration, the sand represents the land surface of soil and rock. The ice
represents a glacier. The waxed paper is like the underlying rock bed.
Materials:
newspaper
waxed paper
sand
ice cubes
Procedure:
1.Spread newspaper onto a table or desk top.
2.Cover the newspaper with waxed paper. It is helpful to tape both the newspaper
and waxed paper in place at the ends to prevent it from moving.
3.Sprinkle 50-100ml of sand onto the waxed paper.
4.Starting at one end of the sand, take an ice cube or larger slab of ice and push it
slowly over the sand. Watch what happens to the sand. Observe the ice cube.
5.Return the sand to a storage container to be used again. Examine at the waxed
paper for marks.
Experimental Extensions:
Repeat the procedure. Use different amounts of downward pressure, and take note by
marking on the paper where greater or lesser pressure was used.
Repeat the procedure. Try moving the ice at different speeds. Move it forward and
back slowly as you progress from one end of the paper to the other.
Observe and Interpret:
In their Learning Logs, students make a chart to answer the following questions. How
did the sand change? What did you notice about the ice cube? How did different
pressure, speed and/or direction of motion effect the sand pattern left behind? How
did different pressure, speed and/or direction of motion effect the marks left on the
waxed paper?
Connect to the World and Communicate:
Imagine what you think might happen if a huge sheet of ice were to move slowly over
the land. Record your ideas in your Learning Log.
Further Extensions:
Temp Erosion Ice.cwk
Temperature - Erosion by Ice
Grade 4 Subtask 4.4
Identify areas which have glaciers. Identify glaciers by name. Research the types of
landforms produced by glaciers. How was the Niagara Escarpment formed? Are
there any formations in your area caused by ancient glaciers? Find out what these
terms mean and dramatize or illustrate them: moraine, ice age, cirque glaciers,
striations, cirques, glacierets, niche glaciers, corrie glaciers, drumlin, arete, tarn,
deposition
Temp Erosion Ice.cwk
Temperature - Erosion by Ice
Grade 4 Subtask 4.4
Activity 2
How can freezing water effect rock?
Weathering by Ice Investigation: Water Expands as it Freezes
Materials:
balloon
water
tape measure
3 milik cartons
goggles, filter mask, gloves
powdered plaster
Procedure:
1.Fill the balloon with water until it is approximately 4 cm in diameter. Being careful to
keep any air spaces out of the balloon, tie off the balloon.
2. Fill the second balloon with air to approximately 4 cm in diameter. Tie off the
balloon.
3. Cut the tops from the 3 milk cartons.
4. Put on the goggles, filter mask and gloves. Be cautious of the plaster dust being
breathed, entering the eyes or mouth.
5. Mix the plaster to a smooth consistency. Divide the plaster equally amoung each of
cartons.
6. Into one carton, press the water balloon into the plaster until it is completely
covered.
7. In the second container, press the other balloon in the same manner. Hold both
balloons in place until the plaster sets.
8. Leave the third container to set.
9. Leave the plaster to harden.
10. Place both containers into the freezer overnight.
11. Put on the goggles, filter mask and gloves again.
12. Observe the containers, peeling the carton from the plaster. Break plaster blocks
to examine the inside by placing a cloth over them and hitting them with a hammer.
Observations and Interpretation:
Compare what you observe in the 3 containers. Record your observations in a Venn
Diagram in your Learning Log. Explain the results using your knowledge of how water
expands as it freezes. How does this explain how soil is formed from rocks? Record
answers in your Learning Log.
Connect to the World and Communicate:
Why do you think pot holes are often formed in roads during the winter? In cold
Temp Erosion Ice.cwk
Temperature - Erosion by Ice
Grade 4 Subtask 4.4
climates, where temperatures are freezing, houses are built with basements that are
buried below the level at which the soil freezes. Houses in warm climates, where
there is no danger of freezing, do not need basements. Can you explain why? Why do
you think sidewalks have cracks or ruts and dividers in between the slabs?
Temp Erosion Ice.cwk
Temperature - Erosion by Ice
Grade 4 Subtask 4.4
Activity 3
How much do rocks absorb water?
Procedure:
Day 1
1. Observe the sandstone sample carefully, recording your observations in your
Learning Log.
2. Use a balance or scale to determine the mass of the rock. Record the results.
3. Fill the calibrated container with enough water to completely cover the rock sample.
Record the water volume before adding the rock.
4. Place the rock into the container.
5. Leave for 24 hours for the rock to absorb water.
Day 2
6. Remove the rock from the water. Weigh the rock again. Record the water volume in
the container and record any difference in volume. These observations will tell how
much water has been absorbed.
7. Place the rock onto the metal lid.
8. Place both the rock and metal lid into a freezer overnight.
Day 3
9. The next day, remove the rock sample from the freezer.
10. Observe the frozen rock, and make further observations as it thaws. Describe any
water left in the lid. Record your observations noting any changes in the rock from day
1 in your Learning Log.
Experimental Extensions:
Repeat the experiment with rocks of different sizes and types. Repeat the experiment
with materials used for buildings, such as bricks, concrete, wood, etc. How do these
variables affect the results?
Repeat the experiment with the same rock samples many times over the next few
days or weeks. How does repeating this experiment affect the results?
Observe and Interpret:
How do you know that the rock absorbed water?
In what ways has the rock changed? Try to explain your results. What does this have
to do with erosion or weathering of rock in nature?
Temp Erosion Ice.cwk
Temperature - Erosion by Ice
Grade 4 Subtask 4.4
Connect to the World and Communicate:
How would understanding ice erosion help in constructing homes and other
buildings?
Extensions:
Find out more about ice erosion. Design an experiment to test the effects of ice
erosion on other materials. Which materials will withstand freezing best? Think back
to the class walk in the community. Were there any examples of weathering or
erosion? Look for examples of weathering or erosion from ice in your community.
Talk to a builder, architect or other person who deals with construction or roads to see
how they consider, or accommodate for the effects of ice in their work.
Temp Erosion Ice.cwk
When Disaster Strikes
Subtask 4.5
Activity 2
Investigating Temperature
In a group design an investigation to learn more about temperatures
following the scientific method as outlined in the Experimental Problem
Organizer, the Design Process sheet, Systematic Observation sheet or
Inquiry Research Project organizer.
Procedures
1. Develop a question to investigate, being sure to mention only one
variable and one result.
2. Plan how you can find the answer to the question. Be sure that your plan
tests only the variables you are looking at, and that other variables are not
going to affect your results.
3. Make a chart for your observations.
4. Share your plan and chart with your teacher to be sure that your plan will
work.
5. Conduct your investigation and record your observations.
6. Repeat the investigation several times if possible.
7. Communicate your investigation being sure to report on the question,
the procedures used, how you controlled other variables, your observations
from the chart, your interpretation (any patterns or trends you noticed), and
explanations of your results.
Investemp.cwk
Unit Flow
Subtasks and Activities Overview
Grade 4
Grade 5
1-Preparing for Disaster- Grade 4 and 5- Introducing the Culminating Performance Task
and Assessment tools
2-Explore- Weather and Erosion-Grade 4 and 5
2.5-Focus- Grade 5:
How do Humans Adapt to a Variety of Weather
Conditions?
(Done independently and separately from the Grade 4
students)
3.4-Focus- Getting Started- Grade 4:How is Soil
Formed?
Activity 1:Rock to Soil
Activity 2:Components of Soil
3.5-Focus- Getting Started- Grade 5:
Shopping for Weather Instrument Recipes
4-Focus- Temperature- Grade 4 and 5
4.4-Focus-Temperature- Grade 4: Erosion by Ice
Activity 1:Investigation of Glacier Erosion
Activity 2:Weathering by Ice Investigation
Activity 3:Absorbing Rock Investigation
4.5-Focus-Temperature- Grade 5:Measuring
Temperature and Atmospheric Pressure
Activity 1:Make a Thermometer
Activity 2:Investigating
5.4-Focus- WindGrade 4:Erosion by Wind
5.5-Focus- Wind- Grade 5:
Activity 1: Producing Wind
Activity 2: Classroom Air
Activity 3: Make a Weather Vane and Anemometer
6.4-Focus- WaterGrade 4: Erosion by Water
6.5-Focus- WaterGrade 5:Cloud Formation and the Water Cycle
Activity 1: Water Cycle
Activity 2: Rain Gauge
Activity 3: Cloud Formation
Activity 4: Nephoscope
7-Focus- Pressure- Grade 4 and 5
7.4-Focus- PressureGrade 4: Creating New Rock
7.5-Focus- Pressure- Grade 5:
Atmospheric Pressure
Activity 1: Build a Barometer
Activity 2: Masses and Fronts
8- Focus- Grades 4 and 5- Prepare for Weather- How Humans Respond
8.4-Apply- Preparing for the WeatherGrade 4: How can Erosion be Controlled or
Minimized?
8.5-Apply- Preparing for the WeatherGrade 5: Gathering, Organizing and Interpreting
Weather Data
9-Apply- Culminating PerformanceTask: Disaster Strikes- Grade 4 and 5
Unit Flow.cwk
Water Erosion Activity 1 (Subtask 6.4)
Experimental Problem- Does slope affect the amount of erosion?
Hypothesis- (prediction)
_________________________________________________________
_________________________________________________________
Observations and Illustrations- 30 degrees and 60 degrees
Interpretation- (answer the problem and explain)
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Connect to the World__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
wateract1-6.4.cwk
Water Erosion Activity 2 (Subtask 6.4)
Mountain Stream
Before
After
Connect to the World- ______________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
wateract2-6.4.cwk
Weather Forecasting Tips
Subtask 8.5
1. Look for cloudy unsettled weather when:
-the barometer is falling
-the temperature at night is higher than usual
-the clouds move in different directions at different levels
-high thin white clouds (cirrus) increase,
-a large ring appears around the sun or moon and stays there until the overcast
clouds thicken and obscure the sun or moon
2. Look for steady precipitation when:
-the wind is south or southeast,
-the pressure is falling slowly followed by rain or snow within a day
-the pressure is falling rapidly, followed by rain and increasing winds
-cumulonimbus clouds develop against a south or southeast wind
3. Look for clearing weather when:
-the barometer rises
-the wind shifts into the west or northwest
-the temperature falls
4. Look for continued bright weather when:
-you can look directly at the sun when it sets like a ball of fire
-the barometer is steady or slowly rising
-cloudiness decreases after 3 or 4 p.m
-there is a light breeze from the west or northwest
-there is a red sunset
5. Look for higher temperatures when:
-the barometer falls
-the wind swings away form the north or the west
-the morning sky is clear
6. Look for lower temperatures when:
-the wind swings from the southwest into the west, or from the west into the north
or northwest
-snow flurries occur with a west or north wind
-pressure is low and falling rapidly, with a wind from the east or northeast and
backing slowly into the north
weather forecasting tips.cwk
Weather Instruments
Subtask 3.5
Recipe #1
RAIN GAUGE (Measures Rainfall)
You need:
* straight sided container (e.g. coffee can)
* plastic ruler
* masking tape
Do this:
* tape the ruler to the inner side of the container with zero at the bottom
Recipe #2
ANEMOMETER (Measures Wind Speed)
You need:
* a ruler
* protractor
* masking tape
* fishing line (30 cm)
* ping pong ball
* needle
Do this:
* thread the needle with the fishing line that has been knotted at one end
* with the needle poke a hole through the center of the ping pong ball and pull the
fishing line through to the knot
* tape the free end of the fishing line to the center straight edge of the protractor
* align the straight edge of the protractor with one end of the ruler
WEATHE~1.cwk
Weather Instruments
Subtask 3.5
Recipe #3
WIND VANE (Measures Wind Direction)
You need:
*plastic drinking straw
* a small bead with a hole in it
* a small piece of bristol board
* scissors
* a straight pin
* an unsharpened pencil with an
eraser on the end
* tape
* plasticene
* paper clips
Do this:
* cut a slit in both ends of the straw
* cut a small triangle and a larger rectangle from the bristol board
* put the small triangle into one slit and the larger rectangle into the slit at the other
end of the straw
* put a pin through the straw and the bead and then push the pin into the eraser end
of the pencil (make sure the rectangular shape extends further from the pencil than
the small triangular shape and balance the straw by adding paper clips to the side
that has the smaller triangular shape)
* trace a circle ( approx. 20 cm in diameter) on the bristol board and cut it out
* mark the cardinal points of a compass (N,S, E, W) and the intermediate points (NW,
SW, NE, SE) on the outside edge of the circle
* draw lines through the center of the circle to match corresponding directions
* place an appropriate sized piece of plasticene in the middle of the circle, large
enough to secure the pencil to the base circle
* push the pencil into the plasticene base, ensuring that it is stable and secure
WEATHE~1.cwk
Weather Instruments
Subtask 3.5
Recipe #4
NEPHOSCOPE (Measures Direction of Cloud Movement)
You need:
* a small mirror
* bristol board
* a pencil
* tape
Do this:
* trace a circle ( approx. 20 cm) on a piece of bristol board
* mark the cardinal points of a compass (N,S, E, W) and the intermediate points (NW,
SW, NE, SE) on the outside edge of the circle
* draw lines through the center of the circle connecting corresponding points
* tape a mirror to the inside center of the circle
Recipe #5
BAROMETER (Measures Atmospheric Pressure)
You need:
*a glass or beaker with straight sides
* a ruler
* tape
* 1 metre of clear plastic tubing
* a piece of chewing gum
* water
Do This:
* stand the ruler in the glass and hold it against the side
* tape the ruler to the inside of the glass making sure that the numbers on the ruler
are visible.
* stand the plastic tube against the ruler in the glass making sure that the tube is not
touching the bottom of the glass by positioning the tube up a centimetre on the ruler
* tape the tube to the ruler
* while chewing the gum, fill the glass about half way with water
* use the plastic tube like a straw and draw some water half way up the tube, using
your tongue to trap the water in the tube
* quickly move the gum onto the top of the tube to seal it
WEATHE~1.cwk
Sample Weather Scenarios
Subtask 8.5
Sample Weather Scenarios 8.cwk
Weather Scenario #1
Subtask 9
Day 1
Put on your meteorologist hat!!!
Your knowledge of weather factors and forecasting will be put to the test today. Read
the facts below. Review the forecasting tips in your Science Journal.
This is what is happening:
When you got up this morning and looked out the window, you noticed leaves swirling
around on the sidewalk outside. You went outside to take your daily temperature
readings and to check the barometric pressure. The wind speed seemed to be
picking up. After several hours, you observed that the temperature was dropping and
the wind speed was over 25 km/hr.
What threatening weather is on the way?
Prepare your weather report. The community needs to hear from you!!
Weather Scenario #2
Subtask 9
Day 2
Put on your meteorologist hat!!!
Your knowledge of weather factors and forecasting will be put to the test again today.
Read the facts below. Review the forecasting tips in your Science Journal.
This is what is happening:
When you got up this morning you had an uncomfortable feeling that change was in
the air. When you went outside to gather your daily weather data, you noticed that the
wind was shifting from the east to the north. You observed dark grey cumulonimbus
clouds forming in the sky. Over a period of several hours the barometer has dropped
significantly.
What threatening weather is on the way ?
Prepare your weather report. The community needs to hear from you!!
weather subtask 9.cwk
Weathering by Ice
Activity 2 (Subtask 4.4)
Plain Plaster with No Balloon
Plaster with Water Balloon
Plaster with Air Balloon
In your Learning Log (Science Journal) answer the following questions:
Describe and expain the results using your knowledge of how water expands as it freezes.
How might this explain how soil is formed from rocks?
Pot holes are often formed in roads during the winter. In cold climates, where temperatures
freezing, houses are built with basements that are buried below the level at which the soil
freezes. Houses in warm climates, where there is no danger of freezing, do not need
basements. Can you explain why?
weather by freeze.cwk
What is Soil?
Activity 2 (Subtask 3.4)
Experimental Problem- What is soil?
Hypothesis- (prediction)_______________________________
___________________________________________________
Material-____________________________________________
___________________________________________________
Procedure-__________________________________________
___________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Observations -_______________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Interpretations-_______________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Connect to the World____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Soil 3.4Act2.cwk
Unit Wide Rubric Grade 4
Student Name:
Date:
for use with Subtask 1 : Prepare for Disaster-4/5- Culminating Performance Task Introduction
from the Grade 4/5 Unit: When Disaster Strikes!
Expectations for this Subtask to Assess with this Rubric:
4 s 1 0 1 • demonstrate an understanding of the physical properties of rocks and minerals and the effects of erosion on the landscape;
4 s 1 0 2 • investigate, test, and compare the physical properties of rocks and minerals and investigate the factors that cause erosion of the landscape;
4 s 1 0 3 • describe the effects of human activity (e.g., land development, building of dams, mine development, erosion-preventing measures) on physical features of the
landscape, and examine the use of rocks and minerals in making consumer products.
Category/Criteria
Understanding of basic
concepts
Level 1
– shows little understanding
of the properties of rocks
– shows little understanding
of the effects of erosion
Level 2
– shows some
understanding of the
properties of rocks
– shows some
understanding of the effects
of erosion
Inquiry and design skills – applies few of the required – applies some of the
Level 3
– shows understanding of
the properties of rocks
– shows understanding of
the effects of erosion
Level 4
– shows thorough
understanding of the
properties of rocks
– shows thorough
understanding of the effects
of erosion
skills and strategies
– uses tools, equipment,
and materials correctly only
with assistance
required skills and strategies
– uses tools, equipment,
and materials correctly with
some assistance
– applies most of the
required skills and strategies
– uses tools, equipment, and
materials correctly with only
occasional assistance
– applies all (or almost all) of
the required skills and
strategies
– uses tools, equipment, and
materials correctly with little or
no assistance
Communication of
required knowledge
– communicates with little
clarity and precision
– rarely uses appropriate
science and technology
terminology
– communicates with some
clarity and precision
– sometimes uses
appropriate science and
technology terminology
– generally communicates
with clarity and precision
– usually uses appropriate
science and technology
terminology
– consistently communicates
with clarity and precision
– consistently uses
appropriate science and
technology terminology
Relating of science and
technology to each
other and to the world
outside the school
– shows little understanding
of the effects of human
activity in preventing erosion
– shows some
understanding of the effects
of human activity in
preventing erosion
– shows understanding of
the effects of human activity
in preventing erosion
– shows thorough
understanding of the effects
of human activity in
preventing erosion
Written using the Ontario Curriculum Unit Planner (Sept 99) Printed on Aug 11, 2000 at 8:53:23 AM
Unit Wide Rubric- Grade 5
Student Name:
Date:
for use with Subtask 1 : Prepare for Disaster-4/5- Culminating Performance Task Introduction
from the Grade 4/5 Unit: When Disaster Strikes!
Expectations for this Subtask to Assess with this Rubric:
5 s 1 0 5 • demonstrate an understanding of the major climatic factors and patterns associated with weather;
5 s 1 0 6 • investigate the major climatic factors associated with weather, and design, construct, and test a variety of instruments for recording various features of the weather;
5 s 1 0 7 • examine how weather forecasts influence decisions concerning human activity and how humans have adapted to a variety of weather conditions.
Category/Criteria
Understanding of basic
concepts
Level 1
– shows little understanding
of weather patterns
– explains climatic factors
with limited depth
Level 2
– shows some
understanding of weather
patterns
– explains climatic factors
with some depth
Inquiry and design skills – applies few of the required – applies some of the
Level 3
Level 4
– shows general
understanding of weather
patterns
– explains climatic factors
with depth
– shows thorough
understanding of weather
patterns
– explains climatic factors
with rich depth
skills and strategies
– uses tools, equipment,
and materials correctly only
with assistance
required skills and strategies
– uses tools, equipment,
and materials correctly with
some assistance
– applies most of the
required skills and strategies
– uses tools, equipment, and
materials correctly with only
occasional assistance
– applies all (or almost all) of
the required skills and
strategies
– uses tools, equipment, and
materials correctly with little or
no assistance
Communication of
required knowledge
– communicates with little
clarity and precision
– rarely uses appropriate
science and technology
terminology and units of
measurement
– communicates with some
clarity and precision
– sometimes uses
appropriate science and
technology terminology and
units of measurement
– generally communicates
with clarity and precision
– usually uses appropriate
science and technology
terminology and units of
measurement
– consistently communicates
with clarity and precision
– consistently uses
appropriate science and
technology terminology and
units of measurement
Relating of science and
technology to each
other and to the world
outside the school
– describes how weather
forecasts influence human
activities in simple terms
– explains how humans
adapt to weather conditions
with limited depth
– describes how weather
forecasts influence human
activities in partial detail
– explains how humans
adapt to weather conditions
with some depth
– describes how weather
forecasts influence human
activities in detail
– explains how humans
adapt to weather conditions
with depth
– describes how weather
forecasts influence human
activities in great detail
– explains how humans
adapt to weather conditions
with rich depth
Written using the Ontario Curriculum Unit Planner (Sept 99) Printed on Aug 11, 2000 at 8:53:23 AM
Performance Task: Grade 5
Student Name:
Date:
for use with Subtask 9 : Apply-4/5-Culminating Performance Task: Disaster Strikes
from the Grade 4/5 Unit: When Disaster Strikes!
Expectations for this Subtask to Assess with this Rubric:
5 s 1 0 5 • demonstrate an understanding of the major climatic factors and patterns associated with weather;
5 s 1 0 6 • investigate the major climatic factors associated with weather, and design, construct, and test a variety of instruments for recording various features of the weather;
5 s 1 0 7 • examine how weather forecasts influence decisions concerning human activity and how humans have adapted to a variety of weather conditions.
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of basic -gives limited explanations of -gives partial explanations of
the factors affecting weather the factors affecting weather
concepts
(e.g. temperature, wind
speed and direction)
-gives complete or nearly
-gives in-depth explanations
complete explanations of the of the factors affecting
factors affecting weather
weather (e.g. temperature,
(e.g. temperature, wind
wind speed and direction)
speed and direction)
Inquiry and design skills -applies few of the skills and
strategies necessary for
weather forecasting
-applies some of the skills
and strategies necessary for
weather forecasting
-applies most of the skills and -applies all of the skills and
strategies necessary for
strategies necessary for
weather forecasting
weather forecasting
Communication of
required knowledge
-communicates
understanding of weather
conditions and patterns with
little clarity and precision
-communicates
understanding of weather
conditions and patterns with
some clarity and precision
-generally communicates
understanding of weather
conditions and patterns with
clarity and precision
-consistently communicates
understanding of weather
conditions and patterns with
clarity and precision
Relating of science and
technology to each
other and to the world
outside the school
-shows little understanding of
how weather conditions
affect our daily lives
-shows little understanding of
how humans adapt to a
variety of weather conditions
-shows some understanding
of how weather conditions
affect our daily lives
-shows some understanding
of how humans adapt to a
variety of weather conditions
-shows understanding of how
weather conditions affect our
daily lives
-shows understanding of how
humans adapt to a variety of
weather conditions
-thoroughly understands
how weather conditions
affect our daily lives
-thoroughly understands how
humans adapt to a variety of
weather conditions
(e.g. temperature, wind
speed and direction)
Written using the Ontario Curriculum Unit Planner (Sept 99) Printed on Aug 11, 2000 at 8:53:23 AM
Performance Task: Grade 4
Student Name:
Date:
for use with Subtask 9 : Apply-4/5-Culminating Performance Task: Disaster Strikes
from the Grade 4/5 Unit: When Disaster Strikes!
Expectationsfor this Subtask to Assess with this Rubric:
4 s 1 0 1 • demonstrate an understanding of the physical properties of rocks and minerals and the effects of erosion on the landscape;
4 s 1 0 2 • investigate, test, and compare the physical properties of rocks and minerals and investigate the factors that cause erosion of the landscape;
4 s 1 0 3 • describe the effects of human activity (e.g., land development, building of dams, mine development, erosion-preventing measures) on physical features of the
landscape, and examine the use of rocks and minerals in making consumer products.
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Knowledge:
understanding of basic
concepts of the effects
of wind and water
erosion on their
landscape
- shows little understanding
of effects of wind and water
erosion
- shows some understanding
of effects of wind and water
erosion
- shows understanding of
effects of wind and water
erosion
- shows in depth
understanding of effects of
wind and water erosion
Skill:
test and compare wind
and water erosion
prevention techniques
on their landscape
- applies few of the required
skills and strategies in
carrying out their erosion
prevention techniques
- applies some of the
required skills and strategies
in carrying out their erosion
prevention techniques
- applies most of the required
skills and strategies in
carrying out their erosion
prevention techniques
- applies all (or almost all) of
the required skills and
strategies in carrying out their
erosion prevention
techniques
- communicates with some
clarity and precision in their
report
- generally communicates
with clarity and precision in
their report
- consistently communicates
with clarity and precision in
their report
- communicates with little
Communication:
in a report, describe the clarity and precision in their
report
effects of wind and
water erosion
prevention measures
on their landscape
Written using the Ontario Curriculum Unit Planner (Sept 99) Printed on Aug 11, 2000 at 8:53:41 AM
Expectation List
When Disaster Strikes!
Page 1
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Selected
Assessed
English Language---Oral and Visual Communication
4e53
• ask questions on a variety of topics and respond appropriately to the questions of others;
1
5e46
• ask and answer questions on a variety of topics to acquire and clarify information;
1
English Language---Reading
4e27
• read a variety of fiction and non-fiction materials (e.g., short novels, myths, biographies, short articles) for different purposes;
1
4e31
• decide on a specific purpose for reading, and select the material that they need from a variety of appropriate sources;
1
5e22
• read a variety of fiction and non-fiction materials (e.g., novels, short stories, biographies, editorials) for different purposes;
2
5e26
• decide on a specific purpose for reading, and select the material that they need from a variety of appropriate sources;
1
English Language---Writing
5e1
5e2
• communicate ideas and information for a variety of purposes (e.g., to present and support a viewpoint) and to specific audiences
(e.g., write a letter to a newspaper stating and justifying their position on an issue in the news);
• use writing for various purposes and in a range of contexts, including school work (e.g., to summarize information from materials
they have read, to reflect on their thoughts, feelings, and imaginings);
2
2
Mathematics---Data Management and Probability
5m108
• predict the validity of the results of data collected;
1
5m109
• interpret displays of data and present the information using mathematical terms;
2
5m110
• evaluate and use data from graphic organizers;
1
Mathematics---Geometry and Spatial Sense
4m76
– measure angles using a protractor;
1
4m77
– use mathematical language to describe geometric ideas (e.g., line, angle);
1
4m78
– recognize and describe the occurrence and application of geometric properties and principles in the everyday world;
1
4m80
– discuss ideas, make connections, and articulate hypotheses about geometric properties and relationships;
1
5m65
• identify, describe, compare, and classify geometric figures;
1
Mathematics---Measurement
4m34
• demonstrate an understanding of and ability to apply appropriate metric prefixes in measurement and estimation activities;
1
4m35
• identify relationships between and among measurement concepts (e.g., millimetre to kilometre);
1
4m38
1
5m37
• estimate, measure, and record the capacity of containers and the mass of familiar objects, compare the measures, and model the
volume of three-dimensional figures.
• demonstrate an understanding of and ability to apply appropriate metric prefixes in measurement and estimation activities;
5m38
• identify relationships between and among measurement concepts (linear, temporal, monetary);
1
1
Science and Technology---Earth and Space Systems
4s101
• demonstrate an understanding of the physical properties of rocks and minerals and the effects of erosion on the landscape;
1
10
4s102
• investigate, test, and compare the physical properties of rocks and minerals and investigate the factors that cause erosion of the
landscape;
• describe the effects of human activity (e.g., land development, building of dams, mine development, erosion-preventing measures)
on physical features of the landscape, and examine the use of rocks and minerals in making consumer products.
– recognize that there are three classes of rocks: igneous, sedimentary, and metamorphic;
1
8
1
5
– describe the effects of wind, water, and ice on the landscape (e.g., ice breaking rocks into soil), and identify natural phenomena that
cause rapid and significant changes in the landscape (e.g., floods, tornadoes, heavy rainstorms);
– investigate and describe ways in which soil is formed from rocks;
1
– formulate questions about and identify needs and problems related to objects and events in the environment, and explore possible
answers and solutions (e.g., create a mould of a fossil and use the mould to make a replica of the fossil to demonstrate how the
fossil was formed; design and carry out an investigation using sand structures to show the relationship between volume of water
and erosion);
– plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test
and identifying criteria for assessing solutions;
1
4s103
4s106
4s108
4s109
4s113
4s114
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:53:53 AM
1
3
1
Expectation List
When Disaster Strikes!
Page 2
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
4s115
4s117
4s119
4s120
4s121
5s105
Selected Assessed
– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and
1
observations (e.g., use terms such as hardness, colour, lustre, and texture when discussing the physical properties of rocks and
minerals);
– communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral 1
presentations, written notes and descriptions, drawings, and charts (e.g., put together a labelled exhibit of rocks found in the local
environment; create a chart of the physical characteristics of different types of rocks and minerals).
– determine positive and negative effects of human alteration of the landscape (e.g., use of farm land for housing developments; use
1
of wilderness areas for cultivation of crops; creation of parks);
– identify ways in which soil erosion can be controlled or minimized (e.g., by planting trees, by building retaining walls), and create a 1
plan for reducing erosion of soil in a local field or plot;
– design, build, and test a system to control the effects of soil erosion;
1
• demonstrate an understanding of the major climatic factors and patterns associated with weather;
2
2
• investigate the major climatic factors associated with weather, and design, construct, and test a variety of instruments for
recording various features of the weather;
• examine how weather forecasts influence decisions concerning human activity and how humans have adapted to a variety of
weather conditions.
– explain the difference between weather and climate and the factors that influence both of these systems (e.g., temperature,
moisture, wind, air pressure, the sun);
– predict local weather patterns using data from their own observations of weather and from weather reports;
1
9
1
5
1
5s112
– explain the formation of clouds and the effects of different cloud formations on weather and climate (e.g., create a model of a cloud
in a jar and relate it to the water cycle; describe the relationship between the formation of cumulonimbus clouds and
thunderstorms);
– describe the water cycle in terms of evaporation, condensation, and precipitation;
5s113
– identify patterns in air movement (e.g., low pressure and high pressure);
1
5s115
– identify the effects of air pressure (e.g., low pressure air masses are associated with mild temperature and create conditions that
cause storms or clouds; high pressure air masses are cooler and are often associated with clear weather conditions);
– design, construct, and test a variety of weather instruments (e.g., weather vane, anemometer, rain gauge, wind sock, hygrometer);
1
– formulate questions about and identify needs and problems related to objects and events in the environment, and explore possible
answers and solutions (e.g., test a variety of fabrics for their waterproofing or insulating properties);
– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and
observations (e.g., use terms such as temperature, precipitation, humidity, wind chill factor, barometric pressure, and cloud
cover);
– explain how climatic and weather conditions influence the choice of materials used for building shelters (e.g., bricks are often used
for building in cold climates, stone and marble in warmer climates);
– understand and explain the importance of weather forecasts for people in certain occupations (e.g., farmers, pilots);
1
5s106
5s107
5s108
5s110
5s111
5s117
5s118
5s120
5s124
5s126
3
1
1
5
3
1
1
The Arts---Visual Arts
5a26
• produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific
purposes and to specific audiences;
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:53:53 AM
1
Expectation Summary
Selected
When Disaster Strikes!
Assessed
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
English Language
4e1
4e11
4e21
4e31
4e41
4e51
4e61
4e2
4e12
4e22
4e32
4e42
4e52
4e62
1
4e3
4e13
4e23
4e33
4e43
4e53
4e63
4e4
4e14
4e24
4e34
4e44
4e54
4e64
4e5
4e15
4e25
4e35
4e45
4e55
4e65
4e6
4e16
4e26
4e36
4e46
4e56
4e66
4e7
4e17
4e27
4e37
4e47
4e57
4e67
4f3
4f13
4f4
4f14
4f5
4f15
4f6
4f16
4m3
4m13
4m23
4m33
4m43
4m53
4m63
4m73
4m83
4m93
4m103
4m113
4m4
4m14
4m24
4m34
4m44
4m54
4m64
4m74
4m84
4m94
4m104
4m114
4m5
4m15
4m25
4m35
4m45
4m55
4m65
4m75
4m85
4m95
4m105
4m115
4m6
4m16
4m26
4m36
4m46
4m56
4m66
4m76
4m86
4m96
4m106
4m116
1
4e8
4e18
4e28
4e38
4e48
4e58
4e68
4e9
4e19
4e29
4e39
4e49
4e59
4e69
4e10
4e20
4e30
4e40
4e50
4e60
4e70
4f7
4f17
4f8
4f18
4f9
4f19
4f10
4f20
4m7
4m17
4m27
4m37
4m47
4m57
4m67
4m77
4m87
4m97
4m107
4m117
4m8
4m18
4m28
4m38
4m48
4m58
4m68
4m78
4m88
4m98
4m108
4m118
4m9
4m19
4m29
4m39
4m49
4m59
4m69
4m79
4m89
4m99
4m109
4m119
4m10
4m20
4m30
4m40
4m50
4m60
4m70
4m80
4m90
4m100
4m110
4s9
4s19
4s29
4s39
4s49
4s59
4s69
4s79
4s89
4s99
4s109
4s119
4s10
4s20
4s30
4s40
4s50
4s60
4s70
4s80
4s90
4s100
4s110
4s120
1
French as a Second Language
4f1
4f11
4f2
4f12
Mathematics
4m1
4m11
4m21
4m31
4m41
4m51
4m61
4m71
4m81
4m91
4m101
4m111
4m2
4m12
4m22
4m32
4m42
4m52
4m62
4m72
4m82
4m92
4m102
4m112
1
1
1
1
1
1
1
Science and Technology
4s1
4s11
4s21
4s31
4s41
4s51
4s61
4s71
4s81
4s91
4s101
4s111
4s121
1
1
4s2
4s12
4s22
4s32
4s42
4s52
4s62
4s72
4s82
4s92
10 4s102
4s112
4s122
1
8
4s3
4s13
4s23
4s33
4s43
4s53
4s63
4s73
4s83
4s93
4s103
4s113
4s123
1
1
5
4s4
4s14
4s24
4s34
4s44
4s54
4s64
4s74
4s84
4s94
4s104
4s114
1
4s5
4s15
4s25
4s35
4s45
4s55
4s65
4s75
4s85
4s95
4s105
4s115
1
4s6
4s16
4s26
4s36
4s46
4s56
4s66
4s76
4s86
4s96
4s106
4s116
1
4s7
4s17
4s27
4s37
4s47
4s57
4s67
4s77
4s87
4s97
4s107
4s117
1
4s8
4s18
4s28
4s38
4s48
4s58
4s68
4s78
4s88
4s98
4s108
4s118
1
3
1
Social Studies
4z1
4z11
4z21
4z31
4z41
4z51
4z61
4z2
4z12
4z22
4z32
4z42
4z52
4z62
4z3
4z13
4z23
4z33
4z43
4z53
4z4
4z14
4z24
4z34
4z44
4z54
4z5
4z15
4z25
4z35
4z45
4z55
4z6
4z16
4z26
4z36
4z46
4z56
4z7
4z17
4z27
4z37
4z47
4z57
4z8
4z18
4z28
4z38
4z48
4z58
4z9
4z19
4z29
4z39
4z49
4z59
4z10
4z20
4z30
4z40
4z50
4z60
Health & Physical Education
4p1
4p11
4p21
4p31
4p2
4p12
4p22
4p32
4p3
4p13
4p23
4p33
4p4
4p14
4p24
4p34
4p5
4p15
4p25
4p35
4p6
4p16
4p26
4p36
4p7
4p17
4p27
4p8
4p18
4p28
4p9
4p19
4p29
4p10
4p20
4p30
4a2
4a12
4a22
4a32
4a42
4a52
4a62
4a3
4a13
4a23
4a33
4a43
4a53
4a63
4a4
4a14
4a24
4a34
4a44
4a54
4a64
4a5
4a15
4a25
4a35
4a45
4a55
4a65
4a6
4a16
4a26
4a36
4a46
4a56
4a66
4a7
4a17
4a27
4a37
4a47
4a57
4a67
4a8
4a18
4a28
4a38
4a48
4a58
4a68
4a9
4a19
4a29
4a39
4a49
4a59
4a69
4a10
4a20
4a30
4a40
4a50
4a60
4a70
The Arts
4a1
4a11
4a21
4a31
4a41
4a51
4a61
1
Expectation Summary
Selected
When Disaster Strikes!
Assessed
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
English Language
5e1
5e11
5e21
5e31
5e41
5e51
5e61
2
5e2
5e12
5e22
5e32
5e42
5e52
5e62
2
2
5e3
5e13
5e23
5e33
5e43
5e53
5e63
5e4
5e14
5e24
5e34
5e44
5e54
5e64
5e5
5e15
5e25
5e35
5e45
5e55
5e65
5e6
5e16
5e26
5e36
5e46
5e56
5e66
5e7
5e17
5e27
5e37
5e47
5e57
5e8
5e18
5e28
5e38
5e48
5e58
5e9
5e19
5e29
5e39
5e49
5e59
5e10
5e20
5e30
5e40
5e50
5e60
5f3
5f13
5f4
5f14
5f5
5f15
5f6
5f16
5f7
5f17
5f8
5f18
5f9
5f10
5m3
5m13
5m23
5m33
5m43
5m53
5m63
5m73
5m83
5m93
5m103
5m113
5m123
5m4
5m14
5m24
5m34
5m44
5m54
5m64
5m74
5m84
5m94
5m104
5m114
5m124
5m5
5m15
5m25
5m35
5m45
5m55
5m65
5m75
5m85
5m95
5m105
5m115
5m6
5m16
5m26
5m36
5m46
5m56
5m66
5m76
5m86
5m96
5m106
5m116
5m7
5m17
5m27
5m37
5m47
5m57
5m67
5m77
5m87
5m97
5m107
5m117
5m8
5m18
5m28
5m38
5m48
5m58
5m68
5m78
5m88
5m98
5m108
5m118
5m9
5m19
5m29
5m39
5m49
5m59
5m69
5m79
5m89
5m99
5m109
5m119
5m10
5m20
5m30
5m40
5m50
5m60
5m70
5m80
5m90
5m100
5m110
5m120
5s4
5s14
5s24
5s34
5s44
5s54
5s64
5s74
5s84
5s94
5s104
5s114
5s124
5s5
5s15
5s25
5s35
5s45
5s55
5s65
5s75
5s85
5s95
5s105
5s115
5s125
5s6
5s16
5s26
5s36
5s46
5s56
5s66
5s76
5s86
5s96
5s106
5s116
5s126
5s7
5s17
5s27
5s37
5s47
5s57
5s67
5s77
5s87
5s97
5s107
5s117
5s127
1
1
French as a Second Language
5f1
5f11
5f2
5f12
Mathematics
5m1
5m11
5m21
5m31
5m41
5m51
5m61
5m71
5m81
5m91
5m101
5m111
5m121
5m2
5m12
5m22
5m32
5m42
5m52
5m62
5m72
5m82
5m92
5m102
5m112
5m122
1
1
1
1
2
1
Science and Technology
5s1
5s11
5s21
5s31
5s41
5s51
5s61
5s71
5s81
5s91
5s101
5s111
5s121
1
5s2
5s12
5s22
5s32
5s42
5s52
5s62
5s72
5s82
5s92
5s102
5s112
5s122
1
5s3
5s13
5s23
5s33
5s43
5s53
5s63
5s73
5s83
5s93
5s103
5s113
5s123
1
1
2
1
2
1
1
9
1
5
5
5s8
5s18
5s28
5s38
5s48
5s58
5s68
5s78
5s88
5s98
5s108
5s118
5s128
3
1
5s9
5s19
5s29
5s39
5s49
5s59
5s69
5s79
5s89
5s99
5s109
5s119
5s10
5s20
5s30
5s40
5s50
5s60
5s70
5s80
5s90
5s100
5s110
5s120
Social Studies
5z1
5z11
5z21
5z31
5z41
5z2
5z12
5z22
5z32
5z42
5z3
5z13
5z23
5z33
5z43
5z4
5z14
5z24
5z34
5z44
5z5
5z15
5z25
5z35
5z45
5z6
5z16
5z26
5z36
5z46
5z7
5z17
5z27
5z37
5z47
5z8
5z18
5z28
5z38
5z48
5z9
5z19
5z29
5z39
5z10
5z20
5z30
5z40
Health & Physical Education
5p1
5p11
5p21
5p31
5p2
5p12
5p22
5p32
5p3
5p13
5p23
5p33
5p4
5p14
5p24
5p34
5p5
5p15
5p25
5p35
5p6
5p16
5p26
5p36
5p7
5p17
5p27
5p37
5p8
5p18
5p28
5p38
5p9
5p19
5p29
5p39
5p10
5p20
5p30
5p40
5a2
5a12
5a22
5a32
5a42
5a52
5a62
5a3
5a13
5a23
5a33
5a43
5a53
5a63
5a4
5a14
5a24
5a34
5a44
5a54
5a64
5a5
5a15
5a25
5a35
5a45
5a55
5a65
5a6
5a16
5a26
5a36
5a46
5a56
5a66
5a7
5a17
5a27
5a37
5a47
5a57
5a67
5a8
5a18
5a28
5a38
5a48
5a58
5a68
5a9
5a19
5a29
5a39
5a49
5a59
5a69
5a10
5a20
5a30
5a40
5a50
5a60
The Arts
5a1
5a11
5a21
5a31
5a41
5a51
5a61
1
1
3
Unit Analysis
Page 1
When Disaster Strikes!
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
Analysis Of Unit Components
19
103
214
171
Subtasks
Expectations
Resources
Strategies & Groupings
-- Unique Expectations -8 Language Expectations
13 Mathematics Expectations
27 Science And Tech Expectations
1 Arts Expectations
Resource Types
4
43
4
7
15
42
67
32
0
0
0
0
Rubrics
Blackline Masters
Licensed Software
Print Resources
Media Resources
Websites
Material Resources
Equipment / Manipulatives
Sample Graphics
Other Resources
Parent / Community
Companion Bookmarks
Groupings
Assessment Recording Devices
9
3
9
11
17 Anecdotal Record
14 Rating Scale
16 Rubric
Students Working As A Whole Class
Students Working In Pairs
Students Working In Small Groups
Students Working Individually
Assessment Strategies
Teaching / Learning Strategies
2
2
2
1
1
6
1
1
9
1
1
1
1
6
4
1
3
1
2
1
1
1
2
1
Advance Organizer
Brainstorming
Classifying (copied)
Collaborative/cooperative Learning
Concept Clarification
Demonstration
Direct Teaching
Discussion
Experimenting
Fair Test
Field Trip (copied)
Inquiry (copied)
Jigsaw
Learning Log/ Journal (copied)
Model Making
Note-making (copied)
Oral Explanation
Peer Teaching
Problem-solving Strategies
Reading Response
Role Playing
Simulation
Sketching To Learn
Word Wall (copied)
Written using the Ontario Curriculum Unit Planner
3
2
13
9
2
3
4
4
Classroom Presentation
Exhibition/demonstration
Learning Log
Observation
Performance Task
Quizzes, Tests, Examinations
Response Journal
Self Assessment
2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:54:36 AM
Unit Analysis
When Disaster Strikes!
Page 2
Rocks, Minerals, Erosion and Weather A Unit for Grade 4/5
1
Word Wall (copied)
Written using the Ontario Curriculum Unit Planner 2.0 (Sept 99) Open Printed on Aug 11, 2000 at 8:54:36 AM