EARTH SCIENCE- 5th grade:

*Note: The unit was taken from the Georgia Department of Education ccgps frameworks and adapted to fit the informational literacy standard needs of the students. Topic: Earth Science / Fifth Grade Overview: In this unit, students will discover how earths constructive and destructive forces change and create surface features. Geological phenomenon and examples worldwide will be explored, but there will be many fun, interactive, and relevant opportunities for students to apply their knowledge and understanding of these processes to local and Georgia landforms. Various engaging activities, multimedia, technology, and authentic assessment will help facilitate student understanding of how scientists use observations and evidence from their environment and surroundings to gain knowledge, develop theories, and learn of earths constructive and destructive processes. Students will also explore human intervention to control constructive and destructive processes and human interaction with landforms and the surrounding environment. An Inquiry Model of Inquiry will be used throughout this lesson. This will give students an active role in the learning process, which will make learning more meaningful. Students will acquire new knowledge about Georgia landforms while also learning about web 2.0 resources. This unit will also be integrated with the 21st century learner standards. Many of these standards are incorporated throughout this lesson.

Classroom Teacher's Role The intermediate school has a flexible schedule so the homeroom teacher and Media specialist will work together on this unit. The classroom teacher will provide background knowledge and the unit overview. She will also cover important writing skills, and any other language arts connections that can be made. This project will help to deepen the students knowledge of earths constructive and destructive processes and information literacy skills. Important curriculum connections will be obtained from the classroom teacher to help guide the pacing of this project.

School Librarian's Role The media specialist will take the lead role when teaching the informational literacy sections of the unit. The teacher librarian will guide students through the technology lessons and research and integrate 21st century learning with web 2.0 resources.

Science Standards: S5E1: Students will identify surface features of the Earth caused by constructive and destructive processes. A. Identify surface features caused by constructive processes. B. Identify and find examples of surface features caused by destructive processes. C.

Relate the role of technology and human intervention in the control of constructive and destructive processes. Information Literacy Standards: AASL 21st Century Learner Standard(s) Addressed 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.3 Use writings and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess. 3.1.6 Use information and technology ethically and responsibly. 3.4.2 Assess the quality and effectiveness of the learning product. Enduring Understandings: Students will understand that: Earths surface features and constantly changing. Processes shape the earth can be constructive, destructive or a combination of both. Human interaction with the earth can affect its surface features. Essential Questions: What are the earths surface features? What produces the earths features? What is a constructive force on earth? What are destructive forces on earth? How are destructive and constructive forces on the earth similar and different?

Terms: weathering, erosion, continental drift, ridge, trench, fault, plate (tectonic), crust, mantle, magma, lava, glacier, volcano, earthquake, tsunami, deposition, sediment, landform, seismograph

Evidence of Learning: By the conclusion of this unit, students should be able to demonstrate the following competencies: Demonstrate knowledge of terms, geological phenomena and processes, and landforms associated with earths constructive and destructive forces and processes Identify both constructive and destructive forces that shape the earths surface Apply understanding of weathering agents and process that are involved in creating a variety of landforms Apply understanding of human methods to control earths constructive and destructive forces and processes Demonstrate understanding of human interaction and relationships to earths constructive and destructive forces and processes

Culminating Activity: Develop a travel poster of Georgia landforms that have been shaped by constructive, destructive forces, or by a combination of both forces. Goal: Apply knowledge and understanding of earths constructive and destructive forces. Role: Travel Agent Audience: peers, administrators, public Scenario (to student): Your travel agency is developing an overnight field trip for students to learn more about constructive and destructive forces in Georgia. Your job is to create a travel poster of your field trip that will attract principals and schools to your travel agency. Remember to be creative and select only the best attractions that support student learning! Product (to student): Using information from your pathfinder research, create a poster that describes what students can learn during their field trip. This field trip should support Georgia learning standards by highlighting Georgias own landforms and surface features shaped by constructive and destructive forces. It will be important that your travel poster include a map of Georgia that identifies, locates, and describes at least: 2 landforms in Georgia that were caused by constructive forces, 2 landforms in Georgia that were caused by destructive forces, and 1 landform or process that involves both constructive and destructive forces.

In your research and development, it will also be important that your travel poster show what forces were involved in creating or destroying these landforms. Your poster should be colorful and attractive for principals and schools to review complete with illustrations and/or photographs. Use the rubric to help guide you during your construction.

Informational literacy lessons:

How to use information responsibly: Time: One class session: This lesson will take place in the computer lab. In this lesson students will be taught about the ethical uses of online information. After the media specialist gives an overview of information responsibly using http://www.weebly.com/weebly/main.php, students will work through the website http://www.copyrightkids.org/ (this site is linked through the weebly page) concerning copyrights and then take the online quiz. The media specialist will monitor the room and give help when needed. At the conclusion of the class, the school wide weebly http://www.weebly.com/weebly/main.php will be used to summarize and later remind students of the importance of using information responsibly.

How to search and use good sources: Time: One class session: In this lesson, students will be taught to search and critically evaluate websites. There is a wealth of information on the internet, but students need to know how to sort the reliable sites from the bad sites. Too often students go right to the web to find information, and they accept whatever information they find without considering how reliable the source is. When trying to find information, students need to know to look at a variety of sources and to critically evaluate the sources and the reliability of their information. As a whole group activity, the media specialist will guide students to answer questions from a pathfinder to learn about evaluating websites. The pathfinder is one previously created about evaluating websites which I found on the internet. http://portfolio.educ.kent.edu/hemmelgarna/pathfinder.htm . This activity will also teach student how to use a pathfinder. The media specialist will discuss how to use a pathfinder and give tips as she is working through the information. Using the pathfinder for research: Time: Two class sessions: This lesson will be conducted in the computer lab. In this lesson, students will be taught how to use the Earth science pathfinder to research earths constructive

and deconstructive forces. For convenience the path finder http://www.weebly.com/weebly/main.php was created on the school-wide weebly. Students can visit the site on their own to find more information or if they are absent during one of the sessions. After the media specialist gives an overview of the pathfinder students will work through the different sites collecting information for their presentation. Note taking from website had previously been taught so will not need to be taught at this time. Students made need to be reminded of skills during the two sessions.