5th Grade Science Unit:
Around and Around We Go!
Unit Snapshot
Topic: Cycles and Patterns in the Solar System
This topic focuses on the characteristics, cycles and patterns in the solar system and
within the universe.
Duration:
Grade Level: 5
15 days
Summary
Students discover the reasons for the seasons and why we have night and
day. Students will have the opportunity to participate with hands-on
activities and watch educational videos to explore the Earth, Sun and
moon. Seasonal weather patterns and natural weather hazards will be
explored throughout the globe.
CLEAR LEARNING TARGETS
“I can”…statements
___construct a model of the Earth, Sun and Moon in relation to how they revolve
and rotate.
___experiment with rays of sunlight and the Earth’s tilt to understand seasons.
___explain why we have seasons and what causes day and night.
___explore different weather patterns and natural weather hazards around the
world.
Activity Highlights and Suggested Timeframe
Days 1-2
Engagement: Begin the lesson with a teacher led experiment to model day and
night. Show Unitedstreaming video, TLC Elementary School: Liftoff Into Space,
Segment 7 Day and Night, 7min.; Complete exit ticket and sing or read the Planet
Placement Dance from Unitedstreaming.
Day 3-4
Exploration: Students complete a Pre/Post-test about seasons and read/sing The Tilt
of the Earth. Complete the 2 experiments: Moving Through Space and Angle of
Sun’s Rays.
Day 5-10
Explanation: Harcourt 5th grade Science Textbook, Chapter 1; watch the YouTube
videos; Choose 2 natural disasters and complete an informational brochure using
a rubric.
Day 11-13
Elaboration: Students create an Earth & Space Jeopardy Game using the Harcourt
5th grade science text, computers, children’s literature and other resources.
Day 14
and on-going
Day 15
Evaluation: A teacher-created short cycle assessment will be administered at the
end of the unit to assess all clear learning targets.
Extension/Intervention: Based on the results of the short-cycle assessment, facilitate
extension and/or intervention activities.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
LESSON PLANS
NEW LEARNING STANDARDS:
5.ESS.3 Most of the cycles and patterns of motion between the Earth and sun are
predictable.
Earth’s revolution around the sun takes approximately 365 days. Earth completes one rotation on its
axis in a 24-hour period, producing day and night. This rotation makes the sun, stars and moon
appear to change position in the sky. Earth’s axis is tilted at an angle of 23.5°. This tilt, along with
Earth’s revolution around the sun, affects the amount of direct sunlight that the Earth receives in a
single day and throughout the year. The average daily temperature is related to the amount of
direct sunlight received. Changes in average temperature throughout the year are identified as
seasons.
Note 1: The amount of direct sunlight that Earth receives is related to the altitude of the sun, which
affects the angle of the sun’s rays, and the amount of time the sun is above the horizon each day.
Note 2: Different regions around the world have seasonal changes that are not based solely on
average temperature (e.g., rainy season, dry season, monsoon season).
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
See attached 5th grade ELA Standards at the end of the unit for; Reading Standards for Informational
Text, Writing Standards and Speaking and Listening Standards
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts Related to Earth, Sun and Moon
K-2: The sun and moon can be observed at different times of the day or night. The sun’s position in the sky
changes in a single day and from day to day. The observable shape of the moon changes throughout the
month. The sun is the principal source of energy.
Grades 3-4: All objects are made of matter. Heat and light are forms of energy. Gravitational forces are
introduced.
Future Application of Concepts
Grades 6-8: Earth’s unique atmosphere, light waves, electromagnetic waves, interactions between the
Earth, moon and sun (including the phases of the moon and tides), climate studies, and gravitational forces
are explored in more depth.
High School: Galaxies, stars and the universe are studied in the Physical Sciences.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
MATERIALS:
VOCABULARY:
Engage
a way to turn the lights down in the room,
globe, flashlight, sticker
computer for video
exit ticket
Planet Placement Dance lyrics
Primary
Angle of rays
Axis
Moon
Natural disasters
Orbit
Revolve, revolution
Rotate, rotation
Seasons
Sun
Tilt
Explore
3 different size spheres to represent Sun,
Moon, Earth
flashlight, globe, ruler
lab worksheets for the 2 experiments
Explain
computers
5th grade science textbooks, teacher manual
teacher created science journal or a
notebook for students to take notes
Chapter 1, Lesson 1 notes
books from Children’s Literature list
Natural Disasters Informational Brochure
supplies: informational sheets, 8½“ x 11” or
8½” x 14” white paper, rubric, markers,
crayons, computers, books, map (optional)
Elaborate
computers
books from Children’s Literature list
Harcourt Brace 5th grade science text
paper and pencil
(optional) supplies for jeopardy board: index
cards, poster board, glue, library pockets,
white paper
SAFETY
ADVANCED
PREPARATION
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Secondary
Avalanche
Drought
Elliptical
Equator
Flood
Globe
Hemispheres
Hurricane
Moon phases
Sunlight
Tornado
Tropical Cyclone
Typhoon
Wildfire
Students need to be careful with the rolling chair (representing the sun.)
Use scissors and glue correctly while making the Jeopardy Game.
Do not shine flashlights directly into a person’s eyes.
View www.unitedstreaming.com videos, PowerPoint Presentations and
teacher documents included in this unit.
Gather all experiment supplies.
Gather all supplies (books and materials) for the Natural Disaster
Brochure.
Gather all supplies (books, computers and materials) for Earth & Space
Jeopardy Game.
Check to make sure your classroom computers, projector, Elmo,
Smartboard, etc. work.
Objective: Students will begin thinking and discussing why we have day and
night every twenty-four hours. The objective is to see what knowledge students
already have about rotation, revolution, and orbit and where to begin our
explore part of the unit.
What is the teacher doing?
ENGAGE
(2 days)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections are made to
the real world?)
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
What are the students doing?
Modeling Day and Night (Day 1)
Teacher will be leading a class
demonstration to engage
students in learning about day
and night. Teacher Resource
page includes directions.
-Have the room dark.
-Place a globe in the center of the
room.
-Shine a flashlight and discuss what
parts of the world are getting
light? (the part facing the sun, OH)
What does that mean to the
people on that side of the Earth?
(they are getting sunlight and
having day) What does that mean
for the people on the other side of
the globe where there is no light
shining? (they are dark and having
night)
-Continue to rotate the Earth so
the other side of the globe is
receiving “sunlight.” Repeat the
questions from above.
Modeling Day and Night (Day 1)
1. Students will answer teacher’s
discussion questions and ask
clarifying questions about day and
night.
Liftoff Into Space (Day 2)
Show Unitedstreaming Video
TLC Elementary School: Liftoff
Into Space, Segment 7 Day
and Night, 7min.
Liftoff Into Space (Day 2)
2. Watch video
Hand out paper for exit ticket,
formative assessment. There
are 2 questions: 1 fact they
learned today and 1 question
they want to have answered
during the unit.
3. Complete an exit ticket containing
1 fact they learned today and 1
question that they want to have
answered during the unit.
Song (or poem) on
Unitedstreaming
Music Makes It Memorable:
Planet Placement Dance. Lyrics
are included in the curriculum
guide. The song may be read
as a poem.
4. Sing (or read as a poem) the lyrics
to Planet Placement Dance.
Objective: Student’s will collaborate to demonstrate rotation and revolution.
Students will be able to describe the relationship between the sun’s rays on the
Earth and Earth’s tilt in order to explain the reasons for the seasons.
What is the teacher doing?
What are the students doing?
Moving Through Space Experiment
(Day 3)
Pass out Pre/Post-test for Why
do we have seasons?
Have students read or sing The
Tilt of the Earth to understand
why we have seasons.
(Teacher can have students
complete the Posttest at any
time during the unit.)
Moving Through Space Experiment
(Day 3)
1. Students complete pre-test. Read or
sing The Tilt of the Earth to
understand and generate
discussion about why we have
seasons.
Gather materials for
experiments.
EXPLORE
(2 days)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
Distribute Moving Through
Space Experiment from
Harcourt School Publishers, 5th
grade Lab Manual copy pp.
26-27. The experiment is in the
5th grade text, on pp. 31.
Gather 3 round objects of
different sizes to represent the
Sun, Earth and moon. Have
computer access available to
see the example of the Earth
and moon revolving around
the sun on
http://www.fearofphysics.com
/SunMoon/sunmoon1.html
Angle of Sun’s Rays Experiment
(Day 4)
Distribute The Angle of Sun’s
Rays experiment worksheet.
Gather flashlight, paper,
pencil, globe and ruler.
For informative teacher
resource pages and another
experiment called ORBIT and
SPIN, check out the website:
http://www.agiweb.org/educ
ation/NASA/tr/invest/activities/
orbit_and_spin3-5.pdf
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
2. Experiment #1 Demonstrate how
the Earth and Moon revolve and
rotate around the Sun. 5th grade
textbook pp. 31, lab worksheet pp.
26-27.
Angle of Sun’s Rays Experiment
(Day 4)
3. Experiment #2: Demonstrate how
the 23.5˚ tilt effect the angle of sun’s
rays that hit the Earth with a
flashlight. Complete the lab
worksheet.
Objective: Students will discuss, read non-fiction material, see pictures and
watch videos to explain about space: rotation, revolution, seasons, tilt and
orbit. Students will complete a natural disaster project about 2 disasters from
around the world.
EXPLAIN
(6 days)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Read Aloud (Day 5)
Choose readers to read aloud
from the 5th grade science
text, Chapter 1, Lesson 1,
pp. 28-37. Reading aloud gives
the teacher the opportunity to
have students ask questions,
leads to teachable moments
and good discussions. Use the
Main Idea and Detail questions
in the lesson and include the
pictures and captions to help
students understand the unit.
If the questions are something
that needs more research,
create a class chart and the
questions could be researched
during the ELABORATION part
of the unit.
Read Aloud (Day 5)
1. Reading Chapter 1, Lesson 1.
Students should be asking questions
if they do not understand parts of
the lesson. Students should be
reading aloud and be able to
paraphrase what they have just
read.
2. Students can be taking notes in a
science journal or a packet of
stapled paper for the Earth Space
Unit. Include vocabulary and facts
they learned as they read.
YouTube Videos (Day 6)
Watch Youtube video called
Rotating Earth day & night PlanetObserver, 1 min. to show
Earth rotating and sunlight
shining on certain parts of the
globe.
YouTube Videos (Day 6)
2. Watch Videos and explain what
parts of the world are having day or
night. Take notes in their science
journal or Earth Space packet.
Watch Youtube video called
What Causes Earth’s Season?
2:18 minutes.
Watch Youtube video called
Earth’s Tilt 1 5:39 minutes.
Optional: For more student
information there are 2
PowerPoint presentations. They
can be found at:
http://www.columbus.k12.oh.u
s/applications/Departments.nsf
/(ccs_pages)/ScienceCurriculum%20Files?opendocu
ment
Outer Space and the Earth
and ESS3 PowerPoint
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
3. Option: If using the Powerpoints,
continue to take notes.
Read Aloud: Moon (Day 7)
Choose readers to read aloud
Chapter 1, Lesson 2, pages 4043. 5th grade does not need to
know all of the moon phases,
but reading the lesson will help
to comprehend the moon’s
revolution and rotation.
If students questions are
something that needs more
research, create a class chart
and the questions could be
researched during the
ELABORATION part of the unit.
Read Aloud: Moon (Day 7)
3. Students should be reading and
taking notes about new facts they
learned about the moon and
asking clarifying questions.
Natural Disasters (Day 8-10)
Students will choose 2 natural
disasters to create a Natural
Disaster Informational
Brochure.
The brochure supplies: informational
sheets on the 6 different seasonal
weather patterns and natural
disasters, 8½“ x 11” or 8½“ x 14” white
paper, rubric, markers, crayons,
pencils, computers or books for
additional resources.
Natural Disasters (Day 8-10)
4. Students should decide on 2 Natural
Disasters to use for their brochure.
Students should read and
comprehend the rubric before
beginning the project. They need to
read the informational sheets on
their natural disasters and/or read
additional books or internet sites.
Suggestions:
Teacher has a large map for
students to mark where the
disasters occur in the world.
For time reasons, the teacher
may want to assign the 2
disasters.
To grade the students, teacher
may want to have students
read their brochure privately
while others are working on the
jeopardy game located in the
Elaborate section of the
curriculum guide.
Objective: Students use information obtained during the unit to create an Earth
& Space jeopardy game.
ELABORATE
(3 days)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
What is the teacher doing?
What are the students doing?
Student Created Earth and Space
Jeopardy(Day 11-13)
Have students create an Earth
& Space Jeopardy Game.
Collect library books from the
Children’s Literature list for
Earth & Space Science.
Student Created Earth and Space
Jeopardy(Day 11-13)
1. Students are creating an Earth &
Space Jeopardy game.
Students should use the 5th
grade science text and
materials they read during the
Explain part of the unit.
Have computers and any
other resources available for
students to do research.
Copy checklist and rubric
worksheet for each student.
2. Students will gather information from
previous activities (textbook
readings, brochure, computers) to
create a total of 16 questions and
answers for jeopardy.
3. Students will need to fill out the
checklist and rubric as they
complete the project.
Suggestions:
Decide if students will work in pairs,
groups of 4 or alone on the project.
Teacher may want to change the
Jeopardy format so students write
questions and the answers are
revealed instead of the original format
where answers are shown and
questions revealed.
Remind students they need to supply
the 16 questions and the answers.
Objective: Students can show their knowledge through formative assessments
throughout the lesson and show their cumulative knowledge with
summative assessments.
EVALUATE
(1 day and on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
EXTENSION/
INTERVENTION
(1 day or as needed)
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Formative
How will you measure learning as it occurs?
1. Consider developing a teachercreated formative assessment.
2. Explain: 5th grade science text,
Chapter 1, lesson 1 Quiz after reading
lesson 1.
3. Earth’s Motion Formative
Assessment after reading Chapter 1,
Lesson 1 and 2.
Summative
What evidence of learning will demonstrate to
you that a student has met the learning
objectives?
1. Teacher-created short cycle
assessment will assess all clear
learning targets.
2. Earth Test at the end of the unit.
3. Chapter 1 Summative Test at the
end of the unit.
EXTENSION
INTERVENTION
1. Students could keep a moon journal
for 2 weeks. The emphasis is not on the
moon phases, but on observational
differences.
1. Using the Harcourt Brace 5th grade
science text, students can use the
online version of the text from CCS
website. Chapter 1, lesson 1 is on
page 30-37 in text, but online it is Unit
D, Chapter 13, page 398.
Chapter 1, lesson 2 is on page 38-45 in
textbook. Online it is Unit D, Chapter
13, page 406.
2. Represent the sun, moon and Earth
and their orbits graphically and to
scale. Use actual data and
measurements for the representation.
3. Create a video with a group to
demonstrate and explain to viewers:
rotation, revolution, seasons, the tilt of
our axis, or a student can share their
idea with the teacher for approval.
4. AIMS Education Foundation Me and
My Shadow activity from 1986. Math:
measuring and creating bar graph.
5. Orbit and Spin Experiment
http://www.agiweb.org/education/N
ASA/tr/invest/activities/orbit_and_s
pin3-5.pdf
COMMON
MISCONCEPTIONS
2. Powerpoints – Use the Outer Space
and the Earth Powerpoint and the
ESS3 Powerpoint found at:
http://www.columbus.k12.oh.us/appli
cations/Departments.nsf/(ccs_pages)/
ScienceCurriculum%20Files?opendocument
3. Computer Game http://www.bbc.co.uk/schools/scienc
eclips/ages/9_10/earth_sun_moon.sht
ml Students can explore rotation and
revolution in a fun and educational
game.
6. The resource, Picture Perfect
Science Lessons Using Children’s Books
to Guide Inquiry, 3-6, NSTA Press,
uses the book Somewhere In the
World Right Now by Stacey Schuett
(p. 251-263) to show rotation, day and
night.
The Earth is flat. (The Earth is a sphere.)
The Earth is not moving, but objects like the Sun move around it.
(Earth is moving in space. It moves on its axis and around the Sun.)
The sky is a horizontal surface above and parallel to the flat Earth.
(The sky completely surrounds the spherical Earth.)
Space is only above the Earth. (Space completely surrounds the Earth
and spreads out in all directions from Earth.)
Falling objects always fall in an absolute down direction no matter
where one is on Earth. (Objects fall toward the center of the Earth,
which looks like ‘up’ if looking at a picture of a globe and a person in
the southern hemisphere.)
We experience seasons because of the Earth's changing distance from
the Sun. (Seasons are due to the tilt and rotation of the Earth.)
The Earth goes around the Sun once a day. (The Earth rotates on its axis
once a day, every 24 hours.)
Beyond Penguins and Polar Bears is an online magazine for K-5 teachers.
Misconceptions about why there are seasons are common at this age (e.g., the
Earth is closer to the sun in the summer and that is why it is so hot). For a list of
common misconceptions and ways to address them, visit
http://beyondpenguins.nsdl.org/issue/column.php?date=May2008&departmen
tid=professional&columnid=professional!science&test.
NASA lists common misconceptions for all ages about the sun and the Earth at
http://www-istp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html.
For examples of misconceptions that elementary students may have about the
solar system and space (astronomy), and resources to address misconceptions
through investigation, visit http://amasci.com/miscon/opphys.html.
Strategies to address misconceptions:
1. The videos from Unitedstreaming will help to show the difference between
revolve and rotate in relation to the sun, planets and moon.
2. Experiments to show the Earth’s tilt and angle of rays to explain seasons.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Lower-level:
- The Planet Placement Dance song/poem can be used to underline facts and
create a chart of important information.
- Create a crossword puzzle using the new vocabulary and definitions from the
5th grade text, Chapter 1.
- In the Explore Section, teachers can do the experiments as a whole class or
small groups.
- Play a pre-made jeopardy instead of creating an Earth & Space jeopardy
game.
- Students can create a game for the vocabulary in the Earth and Space Unit.
DIFFERENTIATION
Higher-Level:
- Students can create their own song/poem to explain rotation and revolution.
- Create an experiment to explain why we have seasons.
- Design a model or experiment that would explain why we have day and
night, seasons or natural weather disasters.
- Have students work alone to create a jeopardy game.
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found
at the following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.asp
x?DocumentID=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx
?DocumentID=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105523
Textbook Resources:
Harcourt Brace, 5th grade, Chapter 1, Lesson 1, pp. 28-37
Harcourt Brace, 5th grade, Chapter 1, Lesson 2, pp. 40-43
ADDITIONAL
RESOURCES
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Websites:
http://www.sciencebuddies.org/science-fairprojects/project_ideas/Weather_p006.shtml#summary Experiment ideas to
explore How Season’s Change in Each Hemisphere.
http://www.wunderground.com/ history and almanac
http://www.weatherwizkids.com/weather-climate.htm Material written in
kid friendly language to discuss the difference between weather and
climate.
http://www.weatherwizkids.com/weather-links.htm Track severe weather
around the globe.
http://library.thinkquest.org/29033/begin/earthsunmoon.htm resource
pages about Earth, moon and Sun
www.youtube.com/watch?V=DuiQvPLWziQ What Causes Earth’s Season’s
video
http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html Interactive
website for students to explore the solar system.
www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml
Sun, Earth and Moon computer game for kids.
http://classroom.jc-schools.net/sci-units/earth.htm Additional teacher
activities
http://www.fearofphysics.com/SunMoon/sunmoon1.html A short video of
the motions of the Earth, Sun and Moon.
Discovery Ed:
Song-Music Makes It Memorable: “Planet Placement Dance”
Information About Our Globe, segment 3:07min.
Rotation and Revolution, segment 4:47min. from TLC Elementary School:
Rules of Motion and Forces
The Reasons for the Seasons, only segments 5-13, 22:38min.
Exploring Astronomy 11:34min.
The Right-Hand Rule, Revolution and Ions 2:40min.
About the Moon 1:08min.
Space Exploration: What is an orbit? 1:30min.
This is our World, segment Day and Night, 1:08min.
A Closer Look at the Moon: Space Science 20min.
TLC Elementary School: Liftoff Into Space, Segment 7 Day and Night,
7min.
Literature:
Children’s literature lists are included in curriculum guide
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
TEACHER RESOURCES for EXPERIMENTS
Rotation and Revolution
This lesson plan explores the rotation and revolution of Earth. It includes hands-on
demonstrations that show young students how the Earth moves on its axis and around the
sun. Let's take a closer look.
Doing the experiment one time as a whole class will help when the students
understand what they are to be doing when they do the experiment in small
groups later in the unit.
Rationale and Objectives
The goal of this Earth lesson plan is to help children internalize and remember rotation and
revolution of the Earth around the sun. This multiple intelligence classroom activity helps
visual/spatial learners, as well as kinesthetic learners. At the end of this rotation and
revolution of the Earth lesson, the kids in your class will be able to:
Define and describe rotation
Define and describe revolution
Explain why the sun is in different places in the sky at different times of day
Understand that the Earth is tilted on an imaginary line called an axis at 23.5˚.
#1 Rotation of the Earth
Rotation refers to the rotation of the Earth on its axis. The simplest way to demonstrate this
concept is to bring a preferably large globe into the classroom. Explain to the students that
the Earth does spin around and then spin the globe.
Explain that the Earth spins around once every day, 24 hours.
Make sure the globe is tilted 23.5˚ and explain the Earth has an imaginary line called an axis
going from North to South Pole through the globe.
Place a lamp in the middle of the demonstration area and turn it on. Mention that the lamp
acts as the Sun and of course, the Sun is always "on" and always shining. If students express
confusion at this, tell them this demonstration will show them how the Sun is still shining, even
at night.
Show students their approximate location on a map, and tape a cotton ball, very small
figurine or sticker onto the area on the globe used for demonstration.
Ask a volunteer to help. The volunteer will hold the globe while the teacher holds a clock.
Use a clock with hands that are easy to move, such as a time-teaching clock.
Ask the volunteer to please hold the globe so that the sticker (or whatever you choose to
use) is in the direct light of the lamp, or "Sun".
Announce that it is noon and show noon on the clock. Notice together how the sticker is
getting the most light of anywhere on the globe.
Explain to the class that it will take 12 hours for the sticker to travel just halfway around. As
you move the clock to 1:00, the volunteer should move the globe a little. Do this together
hour by hour so the class can see what is happening.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
By the time you are at 6:00, your volunteer student should have moved the sticker 45
degrees. Stop at this point so students can observe the angle of the light on the sticker.
Discuss how this angle is similar to the angle of light near dusk. Notice the long shadow of the
sticker or figurine which is like the long shadows people see as evening approaches.
Continue for the next six hours to midnight and stop again. Notice how there is no light on
the sticker/figurine, and asks the kids what they think anyone located here on the globe
would be doing at this time. (Answer: Sleeping, of course.)
Continue another six hours and ask them to take notice of how the Sun is rising on the spot
on the globe with the sticker/figurine. Hour by hour, back to noon.
Point out again that this demonstration showed the rotation of the Earth on its axis over the
course of one day, which is 24 hours.
#2 Revolution of the Earth Around the Sun
Discuss how all the while the Earth is spinning round and round, it is also moving around the
Sun. Use a smaller globe, if necessary, and walk around the lamp while spinning the globe.
Students need to remember as they revolve around the sun, they are also rotating to cause
our day and night. (This part can be tricky to spin the globe and walk around the sun, lamp.)
REMEMBER to walk around the sun “lamp” in an elliptical pattern, not a circle. This will help
show the seasons are not because the Earth is closer or farther from the sun.
Let children take turns holding the smaller globe and walking around the lamp. They will also
enjoy using their bodies as the Earth and walking around the lamp and spinning at the same
time. Doing these things themselves will cement the lesson in their minds.
(Activity adapted from: http://www.brighthubeducation.com/lesson-plans-grades-1-2/107382-revolution-androtation-of-earth-lesson-and-activity/ written by: Beth Taylor • edited by: Sarah Malburg)
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Name _______________________
Date___________
Around and Around We Go Unit
Exit Ticket
1. Write 1 fact you learned today that you did not already know.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Write 1 question you have about the Earth revolving and/or rotating that you
would like to answer during this unit of study.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Name________________________________________
Grade Level: K-5
MUSIC MAKES IT MEMORABLE
Planet Placement Dance Lyrics
Song Publisher: Music with Mar
Planet Placement Dance – walk and turn (4x)
There are eight planets and each will take its place
As we orbit the sun in outer space
In the center is the Sun
Shining its rays on everyone – Shine (AH!) (2x)
Mercury, Venus, Earth, Mars,
Jupiter, Saturn
Uranus, Neptune, now you know;
That’s the planet pattern
(Chorus)
Follow a circle around the sun
That’s called a revolution
As you walk, you should turn, too
Rotation. That’s what planets do
Revolutions for Earth take one year
Rotations take one day
Each planet moves in its own orbit
In what we call the Milky Way.
(Chorus)
Mercury, Venus, Earth, Mars,
Jupiter, Saturn
Uranus, Neptune, Pluto; now you know;
That’s the planet pattern
(Chorus)
It’s out there!
Published by Discovery Education. All rights reserved.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Name_______________________________________
Circle one:
Pre-Test or Post-Test
Date_________________________
WHY DO WE HAVE SEASONS?
Circle true or false
1. True or False
We have summer when we are closer to the sun in our orbit.
2. True or False
We have winter when we are closer to the sun in our orbit.
3. True or False
We have seasons only because we revolve around the sun.
4. True or False
Our tilt causes day and night, not seasons.
Name_______________________________________
Circle one:
Pre-Test or Post-Test
Date_________________________
WHY DO WE HAVE SEASONS?
Circle true or false
1. True or False
We have summer when we are closer to the sun in our orbit.
2. True or False
We have winter when we are closer to the sun in our orbit.
3. True or False
We have seasons only because we revolve around the sun.
4. True or False
Our tilt causes day and night, not seasons.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Name______Answer Key _____________________
Circle one:
Pre-Test or Post-Test
Date__________________
WHY DO WE HAVE SEASONS?
Circle true or false
1. True or False
We have summer when we are closer to the sun in our orbit.
False, we are farther away from sun, but get more direct sunlight because of our tilt.
2. True or False
We have winter when we are closer to the sun in our orbit.
True, we are closer to the sun, but tilted away so we get less direct sunlight.
3. True or False
We have seasons only because we revolve around the sun.
False, we revolve and tilt causing seasons.
4. True or False
Our tilt causes day and night, not seasons.
False, our tilt is one of the reasons for seasons. Our day and night is caused because we
rotate on our axis.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
The Tilt of the Earth
(read as a poem or sing to the tune of Mary Had a Little Lamb)
(modified from The Franklin Institute, A Journey In Time)
Earth’s tilt makes the seasons change,
Seasons change, seasons change,
Earth’s tilt makes the seasons change,
They change all through the year.
When we face the sun it’s summertime,
Summertime, summertime,
When we face the sun it’s summertime,
The days are hot and bright.
Tilt away from the sun it’s wintertime,
Wintertime, wintertime,
Tilt away from the sun it’s wintertime,
The days are cold and gray.
Spring and fall are in-between,
In-between, in-between,
Spring and fall are in-between,
The days are cool and warm.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Name________________________________________
Date___________________
Angle of Sun’s Rays
Objective: To explore how the Earth’s tilt affects the amount of sun’s rays the Earth receives
during different times of the year. The tilt and orbit of the Earth are the reason we experience
seasons on different parts of the Earth.
Students should realize if the Earth wasn’t tilted only the places around the equator would
receive warm weather.
Materials: flashlight, paper, ruler, pencil, globe
Procedure:
1. Lay the piece of paper flat on the table.
2. Hold the flashlight straight over the paper. Experiment with the flashlight by raising it 2cm-10cm above the
paper. Do you notice any changes in the amount of light shining on the paper?
3. One person holds the flashlight straight above the paper and another person traces a circle around the ray
of light. Answer the questions on the lab paper.
4. Now tilt the flashlight at an angle (this should represent the 23.5˚ tilt of theEarth) Do you notice any changes
in the amount of light shining on the paper?
5. One person holds the flashlight at the tilt above the paper and another person traces the around the ray of
light. Answer the questions on the lab paper.
6. Use a globe to show where on the Earth the sun’s rays hit when the flashlight is straight or tilted. Repeat steps
1-5 using a globe instead of paper.
Hold flashlight straight above the paper,
Hold the flashlight at a tilt above the paper,
between 2cm-10cm.
representing 23.5˚ tilt.
1. What parts of the paper are receiving the 1. What do you notice about the sun’s rays
sun’s rays?
on the paper?
2. What is the shape of the light shining on
the paper?
2. What is the shape of the light shining on
the paper?
3. Using a globe, shine the flashlight straight
at the equator. What parts of the Earth
would be receiving sunlight, having
warm weather?
3. Using a globe tilted at 23.5˚, shine
flashlight at an angle. What parts of the
Earth would be receiving sunlight? Would
more or less of the Earth get to experience
warm weather?
Columbus City Schools
Curriculum Leadership and Development
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Earth’s day and night
The Moon revolving around the Earth.
The Sun’s rays on the Earth and moon.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Name ________________________________________________________________________________
CHAPTER 1, LESSON 1
1. The sun is a star that is at the center of our solar system.
2. The sun appears to rise in the EAST and set in the WEST. But the sun is not rising and
setting, the EARTH is ROTATING.
3. ROTATE or ROTATION means to spin on the axis. This causes day and night.
4. AXIS is an imaginary line that passes through the North and South Poles.
5. It takes 24 hours (1day) for the Earth to rotate around (spin) 1 time.
6. REVOLVE or REVOLUTION means to travel in a path around the sun. The Earth revolves
around the sun as it rotates on its axis. It takes the Earth 365 ¼ days to revolve 1 time
around the sun.
7. ORBIT is the path the Earth takes around the sun. The Earth makes an elliptical (almost
circular) shape orbit.
8. Seasons are caused because the Earth is tilted on its axis. We are tilted 23.5* degrees.
During part of the year the Earth is tilted toward the sun and it is summer. The other
part of the year Earth is tilted away from the sun and it is winter.
9. People think we are having winter when we are closer to the sun on our orbit….NOT
TRUE. Actually we are farther away from the sun in the summer, we are just facing the
sun so it is hot. We are closer to the sun in the winter, but we are not facing the hot sun.
10. EQUATOR is an imaginary line halfway around the EARTH between the North and South
poles.
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Curriculum Leadership and Development
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Chapter 1, Lesson 1 Quiz
Name:
Date:
1. How much of the Earth’s surface is covered in liquid and frozen water?
2. When it is winter in the northern hemisphere the earth is closest to, or furthest from the
sun? Circle one word: closest, or furthest.
3. How long does the Earth take to complete 1 orbit?
4. The shape of the Earth’s orbit is
.
5. How long does it take the Earth to make one rotation about its 23.5 degree tilted axis?
6. Circle True, or False. Summer, and Winter are caused by how direct the solar rays are
hitting the Earth (in other words, which hemisphere is tilted more toward the sun), and
not on how close the Earth is to the sun.
7. Inertia keeps the earth in orbit around the Sun, counter-balancing the pulling force of
the Sun. Write the name of this pulling force.
8. How many days are in 1 year?
Columbus City Schools
Curriculum Leadership and Development
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Chapter 1, Lesson 1 Quiz: Teacher Answer Key
Name:
Date:
1. How much of the Earth’s surface is covered in liquid and frozen water?
3/4th or 75%
2. When it is winter in the northern hemisphere the earth is closest to, or furthest from the
sun? Circle one word: closest, or furthest.
further
3. How long does the Earth take to complete 1 orbit?
365 ¼ days, 1 year because orbit is the revolution
4. The shape of the Earth’s orbit is
elliptical, slightly circular
.
5. How long does it take the Earth to make one rotation about its 23.5 degree tilted axis?
24 hours, 1 day
6. Circle True, or False. Summer, and Winter are caused by how direct the solar rays are
hitting the Earth (in other words, which hemisphere is tilted more toward the sun), and not
on how close the Earth is to the sun.
True
7. Inertia keeps the earth in orbit around the Sun, counter-balancing the pulling force of the
Sun. Write the name of this pulling force. ___________
gravity
8. How many days are in 1 year?
365 ¼, the ¼ is why we have a leap year every 4 years to add
another day to the calendar
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Natural Disasters Brochure
Directions and Rubric
Choose 2 natural disasters
Need 1 piece of white paper, may use 8 ½” x 11” or 8 ½” x 14”
Turn paper to landscape and fold along short line of symmetry
The front of brochure is for title, name, decoration of the natural disasters, etc.
The back of brochure is extra room for you to use for your information.
Inside is to be used for the 2 disasters, 1 on each page.
Each natural disaster needs to include: WHAT is the disaster, WHERE in the world does it occur,
HOW is it formed, WHEN does it occur, what is the IMPACT on people or land.
Extra information, interesting facts, maps, etc. can be included for a higher grade.
Content
4
3
2
1
Organization/Layout
Student
knowledge/Grammar
-Brochure met all 5 criteria
-Brochure contained more than 2
pieces of extra information. (maps,
interesting facts, added a 3rd natural
disaster, etc.)
-Student used more legitimate sources
than the reference pages provided.
-Front, back, and inside of
brochure is full of relevant
natural disaster information.
-Neat, clean
-Informational is extremely
organized, labeled and/or easy
to read and understand.
-No spelling or grammar
errors.
-Students are able to fully
explain and read all
parts of their brochure.
-Met all 5 criteria: WHAT are the
disasters, WHERE do they occur, HOW
are they formed, WHEN do they occur,
what is the IMPACT on people or land.
- All information is accurate
-All information is from reference
materials, internet or library books
-Front cover contains: student’s
name, title for the 2 natural
disasters and relevant
decorations.
-Each natural disaster’s
information is on its own page.
-Neat, clean
-Information is presented in an
organized (maybe labeled)
manner that is easy for reader
to follow.
-1 part of the front cover is
missing or incomplete.
-Each natural disaster’s
information is on its own page.
-Somewhat neat, clean
-Information is not completely
organized. Parts of the
brochure are hard for the
reader to follow.
-Only 1 spelling or
grammar error.
-Student is able to read
and explain what is
written in the brochure,
included maps and
diagrams.
-Missing information on the front
cover.
-The natural disaster’s
information is on its own page.
-Messy
-Information is hard to follow,
may not make sense.
-Multiple spelling or
grammar errors.
- Student cannot read or
explain the material. Student copied material
directly from resources or
used no resources.
-Met 4 out of 5 criteria: WHAT are the
disasters, WHERE do they occur, HOW
are they formed, WHEN do they occur,
what is the IMPACT on people or land.
- Most of the Information is accurate
-All information did not come from
reference materials, internet or library
books
-Missing many parts: WHAT are the
disasters, WHERE do they occur, HOW
are they formed, WHEN do they occur,
what is the IMPACT on people or land.
- Most information is not accurate
- Information was not obtained from
reference materials, internet or library
books
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
-More than 1 spelling or
grammar error.
-Student cannot read or
explain what the
material, maps or
diagrams mean in
relation to the natural
disasters.
Natural Disaster:
Tropical Cyclones
Hurricanes, tropical cyclones and typhoons are different terms for the same
phenomenon in different regions of the world.
This natural disaster is accompanied by torrential rain and sustained wind speeds of more
than 119 kilometers per hour.
In western North Atlantic, central and eastern North Pacific, Caribbean Sea and Gulf of
Mexico, this weather phenomenon is called a “hurricane.”
In the western North Pacific, it is called a “typhoon.”
In the Bay of Bengal and Arabian Sea, it is called a “very severe cyclonic storm.”
In the western South Pacific and south-east Indian Ocean, it is called a “severe tropical
cyclone.”
In the south-west Indian Ocean, it is called a “tropical cyclone.”
Tropical Cyclones are huge storms! They can be up to 600 miles across and have
strong winds spiraling inward and upward at speeds of 75 to 200 mph. Each hurricane usually
lasts for over a week, moving 10-20 miles per hour over the open ocean. Hurricanes gather
heat and energy through contact with warm ocean waters. Evaporation from the seawater
increases their power.
Tropical Cyclones rotate in a counter-clockwise direction around an “eye” in the
Northern Hemisphere and clockwise direction in the Southern Hemisphere. The center of the
storm or “eye” is the calmest part. It has only light winds and fair weather. When they come
onto land, the heavy rain, strong winds and large waves can damage buildings, trees and
cars.
Tropical Cyclones occur over really warm ocean water of 80°F or warmer. The
atmosphere (the air) must cool off very quickly the higher you go. Also, the wind must be
blowing in the same direction and at the same speed to force air upward from the ocean
surface. Winds flow outward above the storm allowing the air below to rise. They typically
form above or below the equator, never at the equator because the force needed to spin
the cyclone is too weak.
Columbus City Schools
Curriculum Leadership and Development
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As a tropical cyclone’s winds spiral around and around the storm, they push water into
a mound at the storm’s center. This mound of water becomes dangerous when the storm
reaches land because it causes flooding along the coast. The water piles up, unable to
escape anywhere but on land as the storm carries it landward. Some areas may experience
major flooding.
The Atlantic coast experiences tropical cyclones from June 1 to November 30, but
mostly occur during the fall months. The Eastern Pacific’s season is from May 15 to November
30. (Below is a graphic that shows you when tropical cyclones are most active across parts of
the world.)
Material and pictures adapted from World Meteorological Organization, Weather Wiz Kids, The Weather Channel Kids, naturaldisasters.ednet.ns.ca/Projects/Avalanche/bja.htm
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Natural Disaster:
Tornadoes
When severe thunderstorms cause lightning and thunder, they often bring heavy rain
or hail, strong winds and occasionally snow. In some parts of the world the heavy
thunderstorms may trigger tornadoes. A tornado is a violent rotating column of air extending
from a thunderstorm to the ground. The most violent tornadoes are capable of tremendous
destruction with wind speeds of up to 300 mph. They can destroy large buildings, uproot
trees and hurl vehicles hundreds of yards. They can also drive straw into trees. Damaged
paths can be in excess of one mile wide to 50 miles long. In an average year, 1000
tornadoes are reported nationwide.
Tornadoes are particularly common in the Great Plains of North America but they can
and do occur anywhere, especially in temperate latitudes. (A typical temperate climate is
one of the four climate zones in the world, beside the Polar Regions and the subtropics.) They
can cause severe damage.
Most tornadoes form from thunderstorms. You need warm, moist air from the Gulf of
Mexico and cool, dry air from Canada. When these two air masses meet, they create
instability in the atmosphere. A change in wind direction and an increase in wind speed with
increasing height create an invisible, horizontal spinning effect in the lower atmosphere.
Rising air within the updraft tilts the rotating air from horizontal to vertical. An area of rotation,
2-6 miles wide, now extends through much of the storm. Most strong and violent tornadoes
form within this area of strong rotation.
Columbus City Schools
Curriculum Leadership and Development
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Several conditions are required for tornadoes and the thunderstorm clouds to
develop. Low level moisture is necessary to contribute to the development of a
thunderstorm, and a “trigger” (perhaps a cold front) is needed to lift the moist air aloft. Once
the air begins to rise and becomes saturated, it will continue rising to great heights to where
the temperature decreases rapidly with height. Atmospheric instability can also occur when
dry air overlays moist air nears the Earth’s surface. Finally, tornadoes usually form in areas
where winds at all levels of the atmosphere are not only strong, but also turn with height in a
clockwise or veering direction.
Tornadoes can appear as a traditional funnel shape, or in a slender rope-like form.
Some have a churning, smoky look to them, and other contains “multiple vortices,” which
are invisible, with only swirling dust or debris at ground levels as the only indication of the
tornado’s presence. When the funnel cloud reaches the ground it is called a tornado.
It is not fully understood about how exactly tornadoes form, grow and die. Tornado
researchers are still trying to solve the tornado puzzle, but for every piece that seems to fit
they often uncover new pieces that need to be studied. Researchers do know that
tornadoes can happen at any time of the year and at any time of the day. In the southern
states, peak tornado season is from March through May. Peak times for tornadoes in the
northern states are during the summer. A few southern states have a second peak time for
tornado outbreaks in the fall. Tornadoes are most likely to occur between 3 p.m. and 9 p.m.
The geography of the central part
of the United States, known as the Great
Plains, is suited to bring all of the
ingredients together to form tornadoes.
More than 500 tornadoes typically occur
In this area every year and is why it is
commonly known as “Tornado Alley.”
Texas, Oklahoma, Kansas, Nebraska, South Dakota, North Dakota, Iowa, Missouri, Arkansas
and Louisiana all make up Tornado Alley.
Material and pictures adapted from World Meteorological Organization, Weather Wiz Kids, The Weather Channel Kids, naturaldisasters.ednet.ns.ca/Projects/Avalanche/bja.htm
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Natural Disaster:
Wildfires
A wildfire is also known as a wildland fire, forest fire, vegetation fire, grass fire, peat fire,
bushfire (in Australia), or hill fire. Wildfires are an uncontrolled fire often occurring in wildland
areas, but can occur anywhere. Wildfires are a natural disaster because they can be
triggered during and after periods of drought, heat waves, lightning or climate changes such
as El Nino. They can also consume houses, kill livestock, wild animals, destroy forests,
grasslands and crops. Wildfires often begin unnoticed, but they spread quickly igniting brush,
trees and homes.
Wildfires can occur anywhere, but are common in the forest areas of the United States
and Canada. They are also susceptible in many places around the world, including much of
the vegetated areas of Australia as well as in the Western Cape of South Africa. The climates
are sufficiently moist to allow the growth of trees, but feature extended dry, hot periods.
Fires are particularly prevalent in the summer and fall, and during droughts when fallen
branches, leaves, and other material can dry out and become highly flammable. Wildfires
are also common in grasslands and scrublands. The Santa Ana winds are hot, dry winds that
aggravate the fire danger in forests and bush lands. These winds characteristically appear in
Southern California and Northern Baja California weather during autumn and early winter. In
Southern California, under the influence of Santa Ana winds, wildfires can move at
tremendous speeds, up to 40 miles in a single day, consuming up to 1,000 acres per hour.
Dense clouds of burning embers push ahead of the flames crossing firebreaks without a
problem.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Know the Lingo
SURFACE FIRES – The most common type of wildfires, surface fires move slowly and burn
along the forest floor, killing and damaging vegetation.
GROUND FIRES – These are usually started by lightning, ground fires burn on or below the
forest floor through the root system.
CROWN FIRES – These fires spread by wind moving quickly along the tops of trees.
SANTA ANA WINDS – “Santa Ana” is the name given to the gusty northeast or east wind that
occurs in Southern California during the fall and winter months. Santa Ana winds are often
hot and very dry, greatly aggravating the fire danger in forests and bush lands.
CONFLAGRATION – A large and destructive fire, typically aggravated by strong winds that
carry firebrands over natural or artificial barriers.
More wildfire facts can be found at http://pubs.usgs.gov/fs/2006/3015/2006-3015.pdf USGS
Science for a changing world.
Material and pictures adapted from World Meteorological Organization, Weather Wiz Kids, The Weather Channel Kids, naturaldisasters.ednet.ns.ca/Projects/Avalanche/bja.htm
Columbus City Schools
Curriculum Leadership and Development
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Natural Disaster:
Droughts
Droughts are periods of abnormally dry weather, lack of precipitation, shortage of
water. The cause of droughts is easy to understood, but hard to prevent. Unlike other forms of
severe weather or natural disasters, droughts often develop slowly. Sometimes a drought
takes decades to develop fully and predicting droughts is difficult. The frequency of droughts
in the United States is literally every year. In other words, somewhere in the US in any given
year, a drought is occurring.
Droughts are completely natural, but their devastation can be far-reaching and
severe. Drought can be devastating: water supplies dry up, crops fail to grow, animals die
and malnutrition and ill health become widespread. Drought is often associated with the
arid, dry, regions of Africa. In recent years, droughts have also struck India and parts of
China, the Middle East, Australia, parts of North America, and Europe. Depending on the
location of the drought the area can experience crop failure, famine, high food prices, and
deaths.
http://www.npr.org/blogs/thetwo-way/2012/07/18/156981232/drought-disasters-declared-in-more-counties-1-297-affected-so-far
Other parts of the world experience long periods without rains as well. Even during
monsoon season, areas that depend on the seasonal rains will often experience drought if
the monsoon rains fail. Once crops fail, famine can become a major problem. In some
African countries, rain rituals are often used to try to stop the dry seasons and bring on the
rain.
One of the scariest parts of a drought is when they happen. Changes in the
atmosphere due to climate change, ocean temperatures, changes in the jet stream and
changes in the local landscape are all causes of droughts. Historically, droughts affect more
people than a heat wave. Drought areas tend to be warmer than normal for several
reasons. One is that the lack of rain-producing clouds allows more sunshine than normal. The
other is that the dry ground and parched vegetation result in little evaporation, allowing
most of the sun’s energy to be used in warming the air. In turn, the increased temperatures
result in lower relative humidity, making it less likely to rain.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
There are three general types of droughts: meteorological drought, hydrological drought
and agricultural drought.
· Meteorological drought – This type of drought is all about the weather and occurs when
there is a prolonged period of below average precipitation, which creates a natural
shortage of available water.
· Hydrological drought – This type of drought occurs when water reserves in aquifers, lakes
and reservoirs fall below an established statistical average. Again, hydrological drought can
happen even during times of average or above average precipitation, if human demand
for water is high and increased usage has lowered the water reserves.
· Agricultural drought – This type of drought occurs when there isn’t enough moisture to
support average crop production on farms or average grass production on range land.
Although agricultural drought often occurs during dry, hot periods of low precipitation, it can
also occur during periods of average precipitation when soil conditions or agricultural
techniques require extra water.
http://www.standeyo.com/NEWS/08_Food_Water/080305.wheat.drought.html
Material and pictures adapted from World Meteorological Organization, Weather Wiz Kids, The Weather Channel Kids, naturaldisasters.ednet.ns.ca/Projects/Avalanche/bja.htm
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Natural Disaster:
Floods
A flood is a high flow or overflow of water from a river or similar body of water. A flood
results from days of heavy rain and/or melting snows, when rivers rise and go over their
banks. Flooding is caused in a variety of ways. Winter or spring rains, coupled with melting
snows, can fill river basins too quickly. Torrential rains from decaying hurricanes or other
tropical systems can also produce river flooding. Also, repeated heavy rain from
thunderstorms over a period of weeks.
A flash flood is sudden flooding that occurs when floodwaters rise rapidly with no
warning within several hours of an intense rain. They often occur after intense rainfall from
slow-moving thunderstorms. In narrow canyons and valleys, floodwaters flow faster than on
flatter ground and can be quite destructive. Flash floods are the #1 weather-related killer in
the U.S. Nearly 80% of flash flood deaths are auto related. So it is important to know
beforehand if your area is a flood risk.
www.pennlive.com/midstate/index.ssf/2011/09/flash_flood_warning_in_effect.html
flash-flood
www.examiner.com/article/oklahoma-city-flash-flooding-state-of-emergency-declared-what-is-a-
Floods can occur anywhere after heavy rain events. All floodplains are vulnerable and
heavy storms can cause flash flooding in any part of the world. Flash floods can also occur
after a period of when heavy rain falls onto very dry, hard ground that the water cannot
penetrate. Floods come in all sorts of forms, from small flash floods to sheets of water
covering huge areas of land. They can be triggered by severe thunderstorms, tornadoes,
tropical and extra-tropical cyclones, monsoons, ice jams or melting snow. In coastal areas,
storm surge caused by tropical cyclones, tsunamis, or rivers swollen by exceptionally high
tides can cause flooding. Dams can break and cause catastrophic flooding. Floods
threaten human life and property worldwide. Some 1.5 billion people were affected by
floods in the last decade of the 20th century.
newswatch.nationalgeographic.com/2010/03/17/major_flooding_forecast_for_united_states/
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Some floods are caused by monsoons. A monsoon is a seasonal wind, found
especially in Asia that reverses direction between summer and winter and often brings heavy
rains. In the summer, a high pressure area lies over the Indian Ocean while a high lies over
the Tibetan plateau so air flows down the Himalaya and south to the ocean. The migration
of trade winds and westerly’s also contributes to the monsoons. Smaller monsoons take
place in areas around the equator; Africa, northern Australia, and, to a lesser extent, in the
southwestern United States. The usually arid Southwestern United States primarily encounters
thunderstorm activity when tropical air flows into the area around high pressure systems. This
type of weather pattern generally causes the Southwestern monsoon season that regularly
occurs during months of July and August in Arizona, New Mexico, southern Colorado, Utah,
southern Nevada and occasionally in the California desert.
http://lr.china-embassy.org/eng/gyzg/jgiejgi/gjrejoajg/t372540.htm
Know the Lingo
FLOOD WATCH – means that an overflow of water from a river is possible for your area.
FLASH FLOOD WATCH – means that flash flooding is possible in or close to the watch area.
Flash Flood Watches can be put in to effect for as long as 12 hours, while heavy rains move
into and across the area. A flash flood watch is expected to occur within 6 hours after heavy
rains have ended.
FLOOD WARNING – means flooding conditions are actually occurring in the warning area. A
flood warning can be issued as a result of torrential rains, a dam failure of ice jam.
Occasionally, floating debris or ice can accumulate at a natural or man-made obstruction
and it can restrict the flow of water. Water held back by the ice jam or debris dam can
cause flooding upstream.
FLASH FLOOD WARNING – means that flash flooding is actually occurring in the warning area.
A warning can also be issued as a result of torrential rains, a dam failure or snow thaw.
COASTAL FLOODING – occurs when strong onshore winds push water from an ocean, bay or
inlet onto land. This can take the form of surges associated with tropical storms and
hurricanes, or can be associated with non-tropical storms such as nor’easters.
URBAN FLOODING – may occur as land is converted from fields or woodland to more paved
areas, losing its ability to absorb rainfall. Urbanization increases runoff two to six times over
what would occur on natural terrain. Streets can become swift moving rivers, while
basements can fill with water.
Material and pictures adapted from World Meteorological Organization, Weather Wiz Kids, The Weather Channel Kids, naturaldisasters.ednet.ns.ca/Projects/Avalanche/bja.htm
Columbus City Schools
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Natural Disasters: Avalanches
An avalanche, also called snowslide, is any amount of snow sliding down a
mountainside. It can be compared to a landslide, only with snow instead of Earth. An
avalanche is a mass of snow and ice falling suddenly down a mountain slope, often taking
Earth, rocks and rubble with it. Avalanches can be highly destructive, moving at speeds in
excess of 150 km/h. As an avalanche gets near the bottom of the slope, it gains speed and
power. The moving snow also pushes air ahead of it as an avalanche and the strong winds
are enough to cause serious structural damage to buildings, woodlands and mountain
resorts. Thousands of avalanches occur every year, killing an average of 500 people
worldwide.
An avalanche happens when the snow packed down on the surface cannot support
itself with all the weight. When a person steps on the snow, their weight can loosen the snow
and an avalanche occurs. Major temperature changes, rapid wind speed and man-made
influences are the main causes of why avalanches occur.
Most avalanches occur within 24 hours after a storm drops 12 or more inches (30
centimeters) of fresh snow. Other areas that are extremely vulnerable to avalanches are
where layers of wind-driven snow have accumulated.
Avalanches happen on mountains with extreme amounts of slow fall and build-up.
Wherever snow is lying on ground on an extreme and sufficient angle there is potential for a
sleeping avalanche. The increasing numbers of people participating in winter activities
along with the growth of interest in skiing has resulted in a much greater hazard for
avalanches. There are many sites around the world that have the potential or have already
experienced avalanches. Europe, France, Swiss mountains, Western Canada, Utah, Alaska,
and Colorado are just a few places that have high probability of avalanches. All of these
locations go through a thaw and freeze during the year at the bases of the mountains. This is
very stressful on the snow built up above and packs it tighter together.
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Three main factors effect whether or not avalanches are probable to occur. These
three factors are the weather, the snow pack and the terrain. The weather is the most
important when deciding whether avalanches are likely to happen. The height of the snow
pack is dependent on the weather also. Temperature, wind speed and direction are the
factors to watch. With a quick change in any of the weather factors an avalanche could be
expected. For example, if the temperature were to have a rapid increase then a wet slab
avalanche is likely to occur.
Many avalanches that occur are cornice (an over-hanging mass of snow above a
cliff, pictured above) triggered. These happen during snowstorms, strong winds (where snow
drifts form quickly), and usually occur one to two days after or shortly after a quick thaw or
temperature rise.
Finally, the terrain factor of avalanches depends on the slope angle, ground surface
and slope profile. Any slope that is between 25 to 45 degrees is susceptible to snow
movement. The smooth or roughness of the ground and rocks located under the snow will
determine how easily the snow will move. The larger the rocks the slower and less chance
the snow have to move.
Material and pictures adapted from World Meteorological Organization, Weather Wiz Kids, The Weather Channel Kids, naturaldisasters.ednet.ns.ca/Projects/Avalanche/bja.htm
Columbus City Schools
Curriculum Leadership and Development
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Literature List for Natural Disaster Brochure
Tropical Cyclones
Gibbons, Gail. Hurricanes. New York: Holiday House, c2009.
Hirschmann, Kris. Hurricane. Edina, MN: ABDO Pub., 2008.
McAuliffe, Bill. Hurricanes. Mankato, MN: Creative Education, 2010.
Morris, Neil. Hurricanes, Typhoons, & Other Tropical Cyclones. Chicago: World Book, c2008.
Prothero, Donald R. Catastrophes!: Earthquakes, Tsunamis, Tornadoes, and other EarthShattering Disasters. Baltimore: John Hopkins University Press, 2011.
Simon, Seymour. Hurricanes. New York, NH: Collins, c2007.
Tornadoes
Berger, Melvin. Do Tornadoes Really Twist? Questions and Answers About Tornadoes and
Hurricanes. New York: Scholastic Reference, c2000.
Bloom, Judith. Tornado!: The Story Behind These Twisting, Turning, Spinning, and Spiraling
Storms. Washington, D.C.: National Geographic, 2011.
Bodden, Valerie. Tornadoes. Mankato, MN: Creative Education, c2012.
Gibbons, Gail. Tornadoes!. New York: Holiday House, c2009.
McAllife, Bill. Tornadoes. Mankato, MN: Creative Education, c2011.
Rebman, Renee C. How do Tornadoes Form? New York: Marshall Covendish Benchmark,
c2011.
Wildfires
Cotton, Ralph W. Wildfire. Thorndike, Me: Center Point Pub, 2012
Demorest, Chris L. Hotshots! New York: Margaret K. McElderry Books, c2003.
Morrison, Taylor. Wildfire. Boston, Mass: Houghton Mifflin Co. c2006.
Trammel, Howard K. Wildfires. New York: Children’s Press, c2009.
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Droughts
Franchino, Vicky. Droughts. Ann Arbor, Mich.: Cherry Lake, 2012
Lassieur, Allison. The Dust Bowl: An Interactive History Adventure. Mankato, Minn: Capstone
Press, c2009.
Marrin, Albers. Years of Dust: The Story of the Dust Bowl. New York, NY: Dutton Children’s
Books, c2009.
Park, Louise. Droughts. North Mankato, MN: Smart: Smart Apple Media, 2008.
Vander Hook, Sue. The Dust Bowl. Edina, Minn: ABDO Pub. Co., 2009
Woods, Michael. Droughts. Minneapolis: Lerner Publications Co, c2007.
Floods
Armbruster, Ann. Floods. New York: Franklin Watts, 1996.
Hinds, Conrade C. Columbus and the Great Flood of 1913: The Disaster that Reshaped the
Ohio Valley. Charleston, SC: History Press, 2013.
Thompson, Luke. Floods. New York: Children’s Press, c2000.
Trumbauer, Lisa. Floods. New York: F. Watts, c2005.
Winget, Mary. Floods. Minneapolis, MN: Lerner Publications Co., c2009.
Avalanche
Bullard, Lisa. Avalanches. Minneapolis, MN: Lerner Publications, c2009.
Dallas, Sandra. Whiter Than Snow. New York: St. Martin’s Press, 2010.
Hopping, Lorraine Jean. Wild Earth: Avalanche! New York: Scholastic, 2000.
Kramer, Stephen P. Avalanche. Minneapolis: Carolrhoda Books, c1992.
Schur, Marie C. Avalanches. Mankato, Minn: Capstone Press, c2010.
Spilsbury, Louise. Crushing Avalanches. Chicago: Heinemann Library, c2003.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Name______________________________________________
Date_____________________
DIRECTIONS:
1. Earth & Space Jeopardy will have 4 categories with 4 questions each. Category title examples include:
vocabulary, Earth, moon, Sun, natural disasters. Have any other category ideas approved by teacher.
2. Students will create a total of 16 questions and answers. Questions need to be a variety multiple choice and
extended response.
3. In this jeopardy you will present the questions (not the answers) for $100, $200, $300 and $400. If students
come up with the correct answer they get the point value. You will need to create an answer key.
4. Decide how to create the jeopardy game. Students may create a poster board, a PowerPoint using the
computer, or use notebook paper.
Poster board- 1 sheet of poster board, index cards to write down the questions (answers need to be on
a separate sheet of paper)
PowerPoint-computer
Notebook Paper- Draw a jeopardy board on the paper (answers need to be on a separate sheet of
paper)
Example of Jeopardy Board:
Category
Name here
Category
Name here
Category
Name here
Category
Name here
$100
Write question here
$100
Write question here
$100
Write question here
$100
Write question here
$200
Write question here
$200
Write question here
$200
Write question here
$200
Write question here
$300
Write question here
$300
Write question here
$300
Write question here
$300
Write question here
$400
Write question here
$400
Write question here
$400
Write question here
$400
Write question here
Columbus City Schools
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Name________________________________________
Date_____________________________
CHECKLIST:
I have 4 categories. Use the examples or have the categories approved by the
teacher. Examples: vocabulary, sun, moon, Earth, natural disasters
My 4 categories:
__________________________________________________________________________
__________________________________________________________________________
For _____________ category, I have 4 questions. One for each value, $100,
$200, $300, and $400.
For _____________ category, I have 4 questions. One for each value, $100,
$200, $300, and $400.
For _____________ category, I have 4 questions. One for each value, $100,
$200, $300, and $400.
For _____________ category, I have 4 questions. One for each value, $100,
$200, $300, and $400.
I have checked my questions and answer key to make sure they are
correct.
Choose 1 way to present your game, circle your choice:
as a PowerPoint, on notebook paper, on poster paper with index cards and library
pockets, or _________________________________ (get your idea approved by teacher)
Circle one: I worked alone
I worked with a partner (partner’s name) _________________________
I worked with a group (list group members) ______________________________
______________________________________________________________________________
______________________________________________________
Columbus City Schools
Curriculum Leadership and Development
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Name___________________________________
Date_____________________
Circle a grade for each category on the rubric that you believe you deserve.
Self-Reflection: RUBRIC
Content:
Questions
and
Answers
Spelling
and
Grammar
Presentation
4 points
Created more than
16 questions and
answers. Wrote an
answer sheet to
contain more than 1
correct answer, when
appropriate. All
content is correct.
4 points
All grammar and
spelling is correct for
questions and
answers.
3 points
Created 16 questions
and an answer key.
Used a variety of
multiple choice and
extended response
questions. All content
is appropriate and
correct.
3 points
Less than 3 spelling or
grammar mistakes in
the game.
2 points
Created 16 questions,
but no answer key.
Missing no more than
4 questions and
answers or a few
questions/ answers
are not correct.
1 point
Missing many
questions/answers.
Many questions or
answers are not
correct for Earth &
Space Unit.
2 points
4-8 spelling or
grammar mistakes in
the game.
1 point
Many spelling
and/or grammar
mistakes in the
game.
4 points
Student is not only
able to read the
questions and
answers, but is able
to answer questions
from teacher or other
students.
3 points
Student is able to
read the questions &
is knowledgeable of
the answers to each
question.(I can tell
you understands the
unit.)
2 points
Student struggles to
read some of the
questions and
answers. They don’t
understand what
they wrote or if the
answer is correct.
1 point
Student does not
show understanding
of the unit. They are
unable to read
and/or discuss their
questions.
Student’s Name:
4 points
Content:
Created more than
Questions
16 questions &
answers. Wrote an
and
answer sheet to
Answers
contain more than 1
Spelling
and
Grammar
Presentation
correct answer, when
appropriate. All
content is correct.
4 points
All grammar &
spelling is correct for
questions and
answers.
4 points
Student is not only
able to read the
questions & answers,
but is able to answer
questions from
teacher or other
students.
Notes:
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
RUBRIC
3 points
Created 16 questions
& answer key. Used a
variety of multiple
choice and
extended response
questions. All content
is appropriate and
correct.
3 points
Less than 3 spelling or
grammar mistakes in
the game.
2 points
Created 16
questions, but no
answer key.
Missing no more
than 4 questions &
answers or a few
questions/answers
are not correct.
2 points
4-8 spelling or
grammar mistakes in
the game.
3 points
Student is able to
read the questions &
is knowledgeable of
the answers to each
question. (I can tell
the student
understands the unit.)
2 points
Student struggles to
read some of the
questions & answers.
They don’t
understand what
they wrote or if the
answer is correct.
1 point
Missing many
questions/answers.
Many questions or
answers are not
correct for Earth &
Space Unit.
1 point
Many spelling
and/or grammar
mistakes in the
game.
1 point
Student does not
show
understanding of
the unit. They are
unable to read
and/or discuss their
questions.
Columbus City Schools
Curriculum Leadership and Development
Science Department 2013
Category
$100
$200
$300
$400
Category
$100
$200
$300
$400
Earth & Space Jeopardy
$400
$300
$200
$100
Category
by
$400
$300
$200
$100
Category
Literature List for Earth and Space
Clark, Stuart. Earth. Chicago, Ill.: Heinemann Library, c2008.
Cooper, Jason. Day and Night. Vero Beach, Fla.: Rourke Pub., c2007.
DeGezelle, Terri. Summer. Mankato, MN: Bridgestone Books, c2003.
DeGezelle, Terri. Winter. Mankato, MN: Bridgestone Books, c2003.
Karas, G. Brian. On Earth. New York: GP. Putnam’s Sons, c2005.
Latta, Sara L. What Happens in Summer? Berkeley Heights, NJ: Enslow Elementary, c2006.
Morgan, Sally. Seasons. Mankato, Minn.: Smart Apple Media, c2012.
Sherman, Myrl. Planet Earth (electronic resource). Greensboro, N.C.: Mark Twain Media,
c2012
Thomas, Isabel. The Day the earth Stood Still. Chicago, Ill.: Raintree, c2006.
Waxman, Laura Hamilton. The Moon. Minneapolis, MN: Lerner Publications Co., c2010.
Columbus City Schools
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Earth’s Motion Formative Assessment
Name: _______________________________
Date: __________________
1. Label the motions below as rotation or revolution:
Earth
Sun
Earth
2. Circle True or False. The same side of the moon faces the Earth all the time?
3. Circle True or False. The Earth’s orbit is a circular pattern?
4.
How long does the Earth take to complete 1 rotation?
5.
How long does the Earth take to complete 1 revolution?
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Earth’s Motion Formative Assessment - Answer Key
1. Label the motions below as rotation or revolution:
Earth
Earth
Sun
REVOLVE
ROTATE
2. Circle True or False. The same side of the moon faces the Earth all the time?
True. The moon rotates as it orbits Earth, but the same side of the moon always faces
Earth. That’s because the lunar cycle takes about 1 month, 29 ½ days, which is the same
amount of time the moon takes to complete one rotation. (textbook page 42)
3. Circle True or False. The Earth’s orbit is a circular pattern?
False, the orbit is elliptical (textbook page 34)
4. How long does the Earth take to complete 1 rotation?
24 hours, 1 day
5. How long does the Earth take to complete 1 revolution?
365 ¼ days, 1 year
Columbus City Schools
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Name ______________________________________
Date________________
The Earth
Directions: Read each question and circle the correct answer choice.
1. The Earth is the __________ planet from the sun.
a. 3rd
b. 1st
c. 10th
d. 4th
2. The Earth is the __________ largest planet in the Solar System.
(use pages 50-52 for the diameter of each planet)
a. 2nd
b. 3rd
c. 12th
d. 5th
3. How many moons does Earth have?
a. 1
b. 2
c. 3
d. 4
4. How many hours does it take Earth to rotate around its axis (hours in one day)?
a. 12 hours
b. 24 hours
c. 36 hours
d. 48 hours
5. How many days does it take Earth to orbit the sun (days in one year)?
a. 300 days
b. 365 days
c. 36 days
d. 265 days
6. What gives us the seasons of the year?
a. the tilt of Earth’s axis
b. the moon
c. the stars
d. Aliens from other planets
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7. What is the name of the imaginary line that divides Earth into two halves?
a. the North Pole
b. the South Pole
c. the Equator
d. the Sun Pole
8. What is atmosphere?
a. a thin layer of gases that surround Earth
b. a group of moons that surround Earth
c. special lights that surround Earth
d. the sunlight that surrounds Earth
9. Which of the following is NOT found in Earth’s atmosphere?
a. nitrogen
b. oxygen
c. carbon dioxide
d. kryptonite
10. Which planet, other than Earth, is known to support life?
a. Mars
b. Jupiter
c. Venus
d. None of the above
11. Which continent do you live on?
a. South America
b. Europe
c. Africa
d. North America
12. Oceans cover about _______ of the Earth’s surface.
a. 75%, ¾
b. 10%, 1/10
c. 100%, all
d. 90% 9/10
13. Which of the following people was the first person to walk on the moon?
a. President George Bush
b. Neil Armstrong
c. Martin Luther King Jr.
d. Christopher Columbus
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14. What year did the first people walk on the moon? (reread page 56)
a. 2006
b. 2000
c. 1969
d. 1909
15. How long does it take the moon to revolve around Earth?
a. 1 month
b. 1 day
c. 1 year
d. 1 hour
16. How many seasons are in a year?
a. 7
b. 4
c. 1
d. 12
17. When does winter usually begin?
a. December
b. June
c. March
d. September
18. When does spring usually begin?
a. December
b. June
c. March
d. September
19. When does summer usually begin?
a. December
b. June
c. March
d. September
20. When does autumn usually begin?
a. December
b. June
c. March
d. September
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Answer Key
1. A
2. D
3. A
4. B
5. B
6. A
7. C
8. A
9. D
10.D
11.D
12.A
13.B
14.C
15.A
16.B
17.A
18.C
19.B
20.D
Columbus City Schools
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THE EARTH
Reading Standards for Informational Text Grade 5The Standards In The States Resources
RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
RI 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts
in a historical, scientific, or technical text based on specific information in the text.
RI 5.4 Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
RI 5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in
the point of view they represent.
RI 5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem efficiently.
RI 5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying
which reasons and evidence support which point(s).
RI 5.9 Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies,
science, and technical texts, at the high end of the grades 4–5 text complexity band independently and
proficiently.
Writing Standards Grade 5
The Standards In The States Resources
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
o W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writer’s purpose.
o W.5.1b Provide logically ordered reasons that are supported by facts and details.
o W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently,
specifically).
o W.5.1d Provide a concluding statement or section related to the opinion presented.
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
o W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to
aiding comprehension.
o W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
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o W.5.2c Link ideas within and across categories of information using words, phrases, and clauses
o W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
o W.5.2e Provide a concluding statement or section related to the information or explanation
presented.
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
o W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.
o W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences
and events or show the responses of characters to situations.
o W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
o W.5.3d Use concrete words and phrases and sensory details to convey experiences and events
precisely.
o W.5.3e Provide a conclusion that follows from the narrated experiences or events.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3
above.)
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 5 here.)
W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a single sitting.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic.
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
o W.5.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more
characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g.,
how characters interact]”).
o W.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses
reasons and evidence to support particular points in a text, identifying which reasons and evidence
support which point[s]”).
W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
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Speaking and Listening Standards Grade 5
SL5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own
clearly.
o SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on
that preparation and other information known about the topic to explore ideas under discussion.
o SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
o SL.5.1c Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
o gained from the discussions.
SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and
evidence.
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts
and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and
situation. (See grade 5 Language standards 1 and 3 here for specific expectations.) The Standards In The
States Resources
©2012 Common Core State Standards Initiative Contact Us Terms of Use
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