QTEL UNIT PLANNING TEMPLATE - Wikispacesqtelelementary.wikispaces.com/file/view/G4+U2+Unit+Pl… · Web viewQTEL Unit Planning Template ... tilt the sand toward one side of the

QTEL UNIT PLANNING TEMPLATE

UNIT OVERVIEW

Grade: 4

Content Area: ELA/Science

Unit: ELA Unit 2, Science: Solid Earth

Unit Goals:

San Diego’s landforms are crumbling. Why is this occurring? How can we prepare ourselves and others for changes happening in our environment and community?

Topics of study: Landforms, erosion, deposition, drought, rock cycle, weather/drought, earthquakes/San Diego Andreas fault

Elementary ELA, see Unit Overview pages: Standards ReadingRI4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RI4.7 Interpret information presented visually, orally, orquantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

WritingW4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W4.1a-da. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.b. Provide reasons that are supported by facts and details.c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).d. Provide a concluding statement or section related to the opinion presented.

W 4.2c (summary writing) c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Speaking and Listening SL 4.1d Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly; Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

LanguageL4.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

L4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose words and phrases to convey ideas precisely.*b. Choose punctuation for effect.*c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

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How will students demonstrate these standards? Students will read and discuss informational articles/texts, taking notes on key details and main idea.

Summarize one or more texts in writing. Develop their own disaster preparedness kit with clear understanding and explanation behind each item

included. Choose one topic studied and write an opinion piece, stating an opinion on the subject, and supporting this

point of view with reasons and information. Use the information they have learned to promote a school-lwide fundraiser selling first aid kits to include in a

disaster preparedness kit

Texts Central ideas/ Themes

Foss Science Resources: Solid Earth Section

Videos/Articles of San Diego issuesCliff rescueDrought videosSan Andreas Fault

Brighty of the Grand Canyon (Fiction)

Everybody Needs a Rock

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UNIT PLANNING: 3 MOMENT ARCHITECTURE

GOALS

PREPARING THE LEARNER

activate students’ prior, relevant knowledge establish an interest in and focus for the lesson focus their attention on the theme(s)/concepts to be explored introduce key ideas and language in context. promote perspective and community building

INTERACTING WITH THE TEXT/ CONCEPT

text is deconstructed and students focus on understanding a key section reconnect analyzed parts to the text as a whole, gaining deeper understanding of the

themes and concepts lead students one step closer to the attainment of lesson objectives

EXTENDING UNDERSTANDING

support students in using their recently acquired knowledge and skills in the solution of novel problems

invite students to create or recreate ideas, take students into increasingly more complex performances

write to represent new understandings take a critical stance

Preparing Learners for the Unit as a Whole:

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X Preparing the Learner Task Interacting with Texts Task Extending Understanding Task

Name of Task Contextualizing with Video(Est. time 20 minutes)

Purpose of Task Contextualize the upcoming unit with powerful imagery. activate students’ prior, relevant knowledge establish an interest in and focus for the lesson focus their attention on the concepts to be explored introduce key ideas and language in context. community building through sharing notes and inquiry questions

Task Description Introduction to Rocks: You Tube (Also found on My Big Campus by searching “Intro to

Geology Video” in the Library)

http://www.youtube.com/watch?feature=player_embedded&v=g6QNqcAvBYM

Watch twice: 1st viewing: Watching for meaning. This video uses text to narrate so the teacher should

read the text aloud for students while they are watching both times. 2nd viewing: Take notes on key ideas and vocabulary

o Share notes with a partner-students expand their own notes based on the sharing. o Students write any lingering questions or possible inquiries sparked by the video.o Cross share with another partnership. Expand notes and questions/inquiries.

Possible Language SupportsI’d like to learn more about…

Some key vocabulary words I picked up on are…

I’m wondering what …means.


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http://www.youtube.com/watch?feature=player_embedded&v=g6QNqcAvBYM

Name of Task Torrey Pines Jigsaw Reading(Est. time 35 minutes)

Purpose of Task activate students’ prior, relevant knowledge establish an interest in and focus for the lesson focus their attention on the concept of erosion and deposition introduce key ideas and language in context.

Task Description1. Read aloud the first section of the reading.

Listening with a Focus: Listen to find out where Torrey Pines is located and how this created some of the unique land forms we will see there.

2. Model: Teacher models how to capture important information on the Torrey Pines graphic organizer.

3. Teacher forms Base groups of 5 students (A, B, C, D, E) and assigns each member a letter based on the level of difficulty of the Expert group readings. Once everyone knows the letter of their Expert group, students move to the table assigned to their particular Expert group. (Teachers should form these groups prior to setting up the task)

4. Students individually read their Expert Group reading and take notes on their Jigsaw Reading graphic organizer.

5. After the reading, Experts discuss their notes with a partner and expand or modify the information written on their graphic organizer. If time allows, students should share their notes with at least one other partnership, further refining their expert information.

6. Students return to their Base group and through a Round Robin Structure, share the title and key information they gained about their section from their Expert group interactions. Everyone in the Base groups adds the new information to their graphic organizer.

Possible Language Supports

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X Preparing the Learner Task Interacting with Texts Task Extending Understanding TaskName of Task Inquiry Chart Set-Up

Purpose of Task establish an interest in and focus for the lesson introduce key ideas and language in context. support students in using their recently acquired knowledge and

skills in the solution of novel problems

Task Description1. As students progress through this unit they may begin to develop questions that will require further research.

2. Record these questions as they come up for individuals or partnerships to gather information and share with the class. For example:

What causes earthquakes and volcanos?

Are there any active volcanoes in the United States?

Can we predict when an earthquake will happen?

Where do rocks come from?

3. Some of these questions will be answered through the design of the unit but students should be encouraged to research the information when their curiosity is speak and used as a resource when the class is studying content related to their inquiry.


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X Preparing the Learner Task Interacting with Texts Task Extending Understanding TaskName of Task Torrey Pines Field Trip(Est. time 35 minutes)

Purpose of Task activate students’ prior, relevant knowledge establish an interest in and focus for the lesson focus their attention on the concept of erosion and deposition introduce key ideas and language in context. promote collaboration and community building

Task Description Use content specific language when guiding student discussions during your walk. Listen for

students using precise/content related language.

You may want to have students tour in their Base groups so there are mixed experts in each group Note-taker and clipboard?


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X Preparing the Learner Task Interacting with Texts Task Extending Understanding TaskName of Task Exploration Stations(Est. time 40 minutes)

Purpose of Task activate students’ prior, relevant knowledge related to rock composition

and erosion establish an interest in and focus for the lesson focus their attention on key concepts to be explored introduce key ideas and language in context. promote perspective and community building

Task DescriptionContextualizing the concepts of rock composition and erosion and introducing content related vocabulary in a meaningful context. (rocks, minerals, surface, erosion). These stations don’t need to be done in any specific order. See Guided Exploration Stations Note Sheet.Rock Observation Station

Describe the rocks. What is the same about all the rocks? What is different? Be specific.

Why do you suppose rocks look different than one another?

Based on your observations, what do you think rocks are composed of?

Mineral Observation StationDescribe the minerals. What do they look and feel like? Be specific?

How are they similar to each other? How are they different? Be specific.

Comparing Rocks and Minerals StationWhat are some similarities you notice between the rocks and minerals provided?

What are some notable differences you observe?

Eroding Surfaces CenterWhat happens when you blow repeatedly on the surface?

What happens when water is “poured” on the surface?

Erosion Station ideaso Plastic tubs with beach sand (4). Tilt the sand toward one side of the container. Each student gets

a straw and takes turns blowing on it jotting notes about what they noticeo In two of the tubs, tilt the sand toward one side of the container and students use syringes to gently

squirt water onto the sand. Students record observations.

Possible Language SupportsI notice…

I’m wondering…

__ and ___ both have…

__ and ___ are both …

They are both…but …

Preparing the Learner Task

Interacting with Texts Task Extending Understanding Task

Name of Task Vocabulary Notebook: Introduction and set-up

Purpose of Task Prepare students with a resource to gather key vocabulary related to this

genre of research. The VN will be used as students encounter new words that are key to

understanding and usage in their writing and talk about the key concepts related to geology

Focuses on developing essential vocabulary and providing vocabulary instruction in context.

Task DescriptionVocabulary Notebook Components: To be used while interacting with the texts. The teacher can begin by providing the word and/or source sentence on the handout but there are many

variations to this task. As students become familiar with the task, the teacher can remove levels of scaffolding until the students are recording all of the information themselves

The type and amount of information provided can be varied depending on the level of support most students will need.

Use key words essential to understanding and words that cannot be deciphered using context clues or ones that will be high utility for reading and writing in the content area.

Blank spaces should also be provided to allow students flexibility in adding their own key words. This VN contains:

Word and Translation (primary language) Definition Source Sentence Image, words, or phrases to help me remember the word: Student adds this Synonym (Some VN have an added space for synonyms.)

Words to consider using for the first chapter of this unit: geologists, outcrops, rock forming mineral, minerals, properties, dissolve, evaporate

STEPS : In table groups, prior to reading, students read the words and source sentences provided. Students discuss their beginning understanding of the word.

o Teacher walks around the room and notes students’ knowledge and/or misconceptions.

o Students will add new words to increase their vocabulary as they move through various texts in this unit. o Teacher provide students with numerous opportunities for them to say and write using these words.

Note: The first column of the Vocabulary Notebook (Word/Translation) is a personal glossary for English learners.


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Preparing the Learner Task X Interacting with Texts Task Extending Understanding TaskName of Task Scan & Skim Text FeaturesText: What Geologists Do

FOSS Science text, pg 179-181

Purpose of Task This task provides students with a way to capture the general sense of the

structure and content of a text through scanning and skimming of text. Helps to set a purpose and focus for reading. Activate students’ prior, relevant knowledge Establish an interest in and focus for the lesson

Task DescriptionThe teacher reminds students that analyzing text features will help them set a purpose for their reading and better understand various texts. This includes reading and understanding text features and symbolic representation. The text features specific to this text include: headings, sub-headings, introduction, images/pictures with captions (other texts may include text boxes, maps, graphs, etc.)

STEPS:Scan text features: This task is for introducing text features-if students are already familiar with them, move right into scanning the text features and skimming

The purpose of this particular scan is to identify the type of text features used in this text.

What type of text features are in this text? What information do they give us? Ask students to scan the text for any text features. Students discuss what they see with a partner.

Teacher leads a class discussion on which type of text features the students identified in their scanning of the text. (In this case, heading, subheadings, images with captions)

Chart student responses, recording the correct label for the text feature when it is unknown. (e.g. Student: “There are dark words before each part.” Teacher: “You’re right. We call those bolded words ‘sub-headings.’ Everyone say ‘sub-headings.’” Teacher records.)

Next to each text feature on the chart, sketch a visual representation.

Skim ReadingThe purpose of this skim reading is to model a strategy where the reader focuses on reading certain parts of the text in order to prepare for the deep reading of the text itself.

The teacher explains the purpose of skim reading. Readers will often skim read the introduction, topic sentences, key text boxes, conclusion and picture descriptions. This helps the reader orient themselves to the purpose of the text and begin to think about the type of information that will be found in the text.)

After a minute or two of skim reading, students discuss with a partner what they KNOW the text will be about based on the scanning and skimming of text features.

Teacher walks around the room and monitors students’ understanding. Teacher pre-selects students to begin the academic discussion.


Academic Discussion:After analyzing the text features, I know the text will be about… (Amplify the word analysis.)

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Preparing the Learner Task X Interacting with Texts Task Extending Understanding TaskName of Task Listening with a Focus with Collaborative Summaries

Purpose of Task text is deconstructed and students focus on understanding a key section reconnect analyzed parts to the text as a whole, gaining deeper

understanding of the themes and concepts lead students one step closer to the attainment of lesson objectives

Task DescriptionModeled with “What Do Geologists Do?” pg. 179-181

FieldworkListen to find out some of the ways geologists study rocks.

1. Read “Fieldwork”

2. Discuss reading focus.

3. Model think aloud of collaborative summary using the structure:

This section is mainly about… We learned that…Another important piece of information is…We now understand that…

Example

This section is mainly about geologists who work outdoors do fieldwork. We learned that some geologists study outcrops and make notes about the rocks they see. Another important piece of information is that geologists doing fieldwork take samples to their labs to study. We now understand that geologists study the earth.

Lab WorkListen to find out about some of the important tools geologists use in their work.

1. Read “Lab Work”

2. Discuss reading focus

3. Model think aloud of collaborative summary.

Possible Language SupportsThis section is mainly about… We learned that…Another important piece of information is…We now understand that…

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Preparing the Learner Task X Interacting with Texts Task Extending Understanding TaskName of Task Reading with a Focus with Collaborative Summary

Mock RocksFOSS Science TextPgs. 182-185


understanding of the themes and concepts explains the science behind the Mock Rock investigations and leads

students one step closer to the attainment of lesson objectives

Task DescriptionMock RocksListen to find out what is the same and different about rocks.

1. Read “Mock Rocks”



Possible Language SupportsThis section is mainly about… We learned that…Another important piece of information is…We now understand that…

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Preparing the Learner Task X Interacting with Texts Task Extending Understanding TaskName of Task Mock RockInvestigation 1 and 2

Purpose of Task Contextualize student understanding of key concepts through scientific

investigations

Develop a deeper understanding of key science concepts related to the unit outcomes

Task DescriptionSee FOSS science kit and teachers’ manual.


Preparing the Learner Task X Interacting with Texts Task Extending Understanding TaskName of Task Vocabulary Notebook





Task Description

Students add new information to their vocabulary notebook in order to increase their vocabulary as they move through the texts. Words to consider using for the Mock Rock section are: rock-forming mineral, minerals, properties, dissolve, evaporate

Possible Language SupportsSpace for possible primary language support and image to support vocabulary development.

Preparing the Learner Task X Interacting with Texts Task Extending Understanding TaskName of Task Take it for GraniteInvestigationFOSS

Purpose of Task Contextualize student understanding of key concepts through scientific

investigations

Develop a deeper understanding of key science concepts related to the unit outcomes

Task DescriptionSee FOSS science kit and teachers’ manual.


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Preparing the Learner Task X Interacting with Texts Task Extending Understanding TaskName of Task Reading with a Focus

Identifying Minerals

FOSS Science Text pgs. 214 - 215



students one step closer to the attainment of lesson objectives

Task DescriptionReading with a Focus: Read to find out the different characteristics that are used to identify minerals

1. Read Identifying Minerals



Possible Language SupportsThis section is mainly about… We learn that…We also learn… Another important piece of information is…We now understand that…






Task Description

Students add new information to their vocabulary notebook in order to increase their vocabulary as they move through the texts. Words to consider using for the Mock Rock section are: harness, luster, magnetic, streak,


Preparing the Learner Task Interacting with Texts Task X Extending Understanding Task

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Preparing the Learner Task X Interacting with Texts Task Extending Understanding TaskName of Task

Viewing with FocusVideo: Three Types of Rock

Purpose of Task contextualize concepts through multimedia text is deconstructed and students focus on understanding a key section reconnect analyzed parts to the text as a whole, gaining deeper

understanding of the themes and concepts

Task Description

Name of Task Jigsaw Read with Foldable

Where Do Rocks Come From?FOSS Science Text pgs. 220-223



Task Description1. Teachers model how to set up a 5 section foldable with the words:

Title: Rock Our World

Sections: Igneous Rocks, Sedimentary Rock, Metamorphic Rocks, The Rock Cycle

2. Read aloud the first section of the reading.

Listening with a Focus: Listen to find out where our rocks originate.

3. Model: After the reading, the teacher models how to capture important information in a paragraph.

4. Then Base groups of 4 are formed with experts predetermined by the teacher (two of the readings are long and will require more fluent readers in those Expert groups)

Expert Group readings:A: Igneous pg. 220

B: Sedimentary pg. 221 (longer text)

C: Metamorphic pg. 222

D: Rock Cycle pg. 222-223 (longer text)

5. Students individually read their Expert Group reading and take notes on a piece of paper or in a journal.

6. After the reading, Experts discuss their notes with a partner or triad and collaborate on summarizing the information in writing. Each Expert records the summary of important information. Partnerships share their summary with at least one other partnership in their Expert group and modifies their summary if needed.

7. Students return to their Base group and through a Round Robin Structure, share the title and key information they gained about their section from their Expert group interactions. Everyone in the Base groups adds the new information to their foldable

Possible Language SupportsAlso, In addition, Furthermore, Consequently,


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Preparing the Learner Task X Interacting with Texts Task Extending Understanding TaskName of Task

Viewing with FocusVideo: Three Types of Rock



Task Description

http://www.youtube.com/watch?v=sN7AficX9e0

Name of Task Reading with a Focuswith Collaborative SummariesWeathering pgs. 228-239

Purpose of Task text is deconstructed and students focus on understanding a key

section reconnect analyzed parts to the text as a whole, gaining deeper


students one step closer to the attainment of lesson objectives.

Task DescriptionReading with a Focus pgs. 228-229: Read to find out how physical weathering breaks down rocks.

Students discuss and summarize key details in the section, orally.

Reading with a Focus pgs. 230-231: Read to find out how chemical weathering works to break down rocks.



This section is mainly about… An important piece of information is that… Another important piece of information is…

Preparing the Learner Task X Interacting with Texts Task Extending Understanding Task

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Name of Task Vocabulary Notebook





Task Description

Students add new information to their vocabulary notebook in order to increase their vocabulary as they move through the texts. Words to consider using for the this section are: physical weathering, abrasion, landslide, chemical weathering, react


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Preparing the Learner Task X Interacting with Texts Task Extending Understanding TaskName of Task Reading with a Focuswith Collaborative SummariesErosion and Deposition FOSS text, pgs. 232-239



students one step closer to the attainment of lesson objectives.

Task DescriptionReading with a Focus pgs. 232-236 Erosion and Deposition: Read to find out where rocks come from and how they came to be in the spaces we find them.

Students read the text independently or it is read aloud for shared reading.

In partnerships or triads, students discuss and summarize key details in the section in writing.

Reading with a Focus pgs. 237-239: Read to find out how wind and glaciers contribute to erosion and deposition.



This section is mainly about… An important piece of information is that… Another important piece of information is… Furthermore, … We now understand…

Preparing the Learner Task X Interacting with Texts Task Extending Understanding TaskName of Task Weathering Sort

Purpose of Task text is deconstructed and students focus on understanding key sections

Task DescriptionSteps:

1. Work in groups of 4.2. Place headings horizontally in the center of the table. (Physical Weathering, Chemical Weathering, Erosion &

Deposition)3. Divide the fact cards equally among group members. 4. Group member “A” reads aloud his/her fact to the group.5. Group comes to consensus on which topic the fact best supports. 6. Group member “B” reads aloud his/her phrase.7. Group consensus & place under heading. Task continues until all facts are read.8. Check your answers with the answer key and discuss any discrepancies.

Possible Language SupportsWritten on cards.


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Task Description

Students add new information to their vocabulary notebook in order to increase their vocabulary as they move through the texts. Words to consider using for the this section are: plateau, plain, floodplain, delta, erosion, deposition, transports, sandbar, glacier,


Name of Task Viewing with a PurposeVideo

Purpose of Task Review plate tectonics in order to expand student schema around the rock

cycle and causes of earthquakes (touched upon in the Preparing Learner task of the Torrey Pines Jigsaw)

Task Description

Watch to gain a deeper understanding of the rock cycle and how earthquakes and volcanoes are caused.

http://www.discovery.com/tv-shows/discovery-presents/videos/understanding-volcanoes-plate-tectonics.htm


During guided reading groups, students have been reading leveled books, chapters, or articles about the devastation caused by earthquakes, at their reading level. Sample titles include:

Preparing the Learner Task X Interacting with Texts Task Extending Understanding Task

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Name of Task Reading with a Focus and Earthquake Preparedness Kit

Purpose of Task Learn more about how to prepare for a natural disaster, specifically an

earthquake Students apply what they understand about the causes and effects of

earthquakes to develop their own list of critical items to include in a disaster preparedness kit

Task Description With a partner or in triads, read through the list of suggested on how to prepare for an earthquake.

Reading with a Focus: Based on everything you’ve learned so far, discuss why each suggestion for is being made.

http://www.redcross.org/prepare/disaster/earthquake

Students also review a list of suggestions for an emergency supply kit and discuss why these items would be important to include (e.g. Why would we need tweezers or needles in an emergency kit? Is there anything else that should be included?)

http://www.ready.gov/kit

Students collaborate to develop their own list of 15-20 of the most important items to include in an earthquake or disaster preparedness kit.

Each group shares their list with the class and the teacher records the items on a class list. Subsequent groups share novel ideas only (only the items not yet listed but still remaining on their list), until each groups items are represented on the list.

The class comes to consensus on 15-20 items to agree upon as a group.

Students research the cost of the items and develop an emergency preparedness kit (researching ideal containor size and potential storage issues)

Students can solicit business to support their goal of providing each family at their school a kit. (practical application idea)



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Name of Task Opinion piece and curriculum writing cycle

Purpose of Task Synthesize information and represent it in a new way through a well

thought out opinion piece. Present ideas and arguments in an organized, cohesive manner. Use the written piece to support their conversations with students in other

classrooms as they make a pitch for a first aid kit fundraiser (an essential piece to their disaster preparedness kit).

Task Descriptiono Why every home should be equipped with an emergency preparedness kito Pauline Gibbon’s Curriculum Writing Cycle (develop text reconstruction?)


Preparing the Learner Task Interacting with Texts Task X Extending Understanding TaskName of Task Motivational Pitch to promote fundraiser based on student opinion pieces

Purpose of Task

Task Description


Brainstorming ideasOutcome 2:Task #2 Categorize articles by text structure/organization; Analyze one text to describe the author’s purpose and how the organizational structure and language used supports the purpose.

Outcome 3:Read articles that are structured as debates, studying language used by authors and how various sides of issues are supported with evidence and reasons. Class deconstructs these articles so students can analyze and use this structure in their own writing.Outcome 4:Choose one topic studied in task 3, and write an opinion piece, stating an opinion on the subject, and supporting this point of view with reasons and information.

Scaffolding Tasks to Support Lesson Outcomes:

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Copy and paste task template to add more tasks.

STEAM IDEAS

Science: Foss Solid earth

Technology: PSA Video clips. Video tape each other

Engineering: design a container for Emergency kitConstraints: light weight, portable, sturdy, low cost (ex. Shoe box vs. plastic bags)

Art: Designing PSA

Math: cost of an emergency pack (low end and high end)

Interacting with Texts: Read and discuss informational articles/texts, taking notes on key details and main idea. Summarize one or more texts in writing.

Ideas for scaffolding Tasks to Support Lesson Outcomes:Collaborative Summaries to introduce concept of summary, focusing on main idea, supporting details and language to support writing

Language supports: This section is mainly about…It describes…For example… I now understand…The evidence highlights that…I interpret this to mean...

Reading closely to identifying various text structures and key academic language related to the structures (chronological, comparison, cause/effect, problem solution)- want to find topic related science texts with these various types of structures to read closely and deconstruct.

Using science textbook and currently searching for student articles to read about real world issues related to mineral/rock mining, erosion, fracking…what are the human/environmental issues related to this unit?

5 Word Strategy

Focus Questions

Possible TasksGallery Walk with Weathering section

Extending Understanding Task ideas:

Create Emergency Packs

o Research and list items to be included. Collaboratively choose 10 items and explain why they are important (flashlight, emergency blanket

o Write letter to get donations o Learn how to request donationo Fundraiser: create first aid kits

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Video: Public Service Announcement: Community awareness of how to be prepared and why it’s important

Opinion piece

o Everyone home should have an emergency packo Don’t build homes on the beacho Do your part to conserve water: swimming pool, grass in yardso

Notes from 10/23omposition of rocksWhat do geologists do? (science text)Mock Rocks (science text)Geology of Torry Pines Reading http://www.torreypine.org/geology/geology.html#faultsIdentifying Minerals

Investigation: Taking if for Granite

Where do rocks come from?Geology Kitchen (video): The Three Main Rocks and the Rock Cycle (Video) SedimentaryIgeousMorphicRock cycle: weathering, heat and pressure, melting

WeatheringErosion

Erosion below the surface: Sink holes (Ja Jolla article)Deposition

Volcanoes eruptionsLandslideGlaciers

EarthquakesSeymour Simon- EarthquakesThe Great San Francisco Earthquake

Extending TaskBe Prepared: Living in Earthquake Country (article)Target and the American Red Cross Make Getting Prepared for Emergencies Easier (article)

Physical WeatheringMakes rocks smaller but doesn’t change the rock in any wayWeathering caused by the freezing and thawing of water

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Rocks are made by tree roots growing and breaking the rocks. Rocks rubbing, grinding and banging together is called abrasionSandblasting, tumbling rocks and waves are examples of this type of weathering. Chemical WeatheringThe minerals in rocks are changed by chemicals and water in the air.

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Documents

QTEL UNIT PLANNING TEMPLATE - Wikispacesqtelelementary.wikispaces.com/file/view/G4+U2+Unit+Pl… · Web viewQTEL Unit Planning Template ... tilt the sand toward one side of the