2015+Unit+2+-+Chapter+4+Science

=Unit 2 - Chapter 4: Science - Earth Science=
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===

[|California State Science Standards]
//What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// 3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept: a. Students know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface. b. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water. c.Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. d.Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. e. Students know the origin of the water used by their local communities.
 * 5th Grade Earth Science**

** [|CCSS ELA Standards for California] **
5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 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. 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. 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
 * Reading Information **

Writing
5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly 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. || //Students will understand that. . .// • Water is essential for living things • Water exists in cycles and systems both in terms of physical state and geography • The different physical states of water (evaporation, condensation, and precipitation) • The different types of water on Earth, and how it is a part of a ecological system. • Where the water near us (the American River) comes from and goes • There's plenty of water, look at ALL that blue on the globe! • It's just there and you can make more of it one way or another. || ===Essential Questions:=== • What happens if we run out of fresh water? • What if we have too much? || • Fresh vs. Salt water • Globe of the Earth and what is looks like || • The should be able to show how the water cycle works, and knowledge of our own local riparian systems • Ability to analyze and synthesize information from different resources in a variety of formats || ====//Students will be able to know. . .//==== • Ability to read diagrams showing riparian environments
 * ===Understandings:===
 * Idea**
 * Misunderstandings**
 * Provocative Questions?**
 * •** What was happening to DeShannon's hair after the Turkey Trot?
 * ^  || ===Essential Background:===
 * Background knowledge**
 * ====//Students will know . . .//====
 * Skills and knowledge**

• How to use the class wiki to write and revise their work. || • Weekly Assessments • Choice of assessment - Students will be able to choose a format (comic/graphic, infographic, play, podcast, etc.) to convey an idea from the unit || === Other Evidence: === • Unit packet with notes and other work related to the topic • Question and concept board, weekly class discussions, survey at unit end (Google Docs). ||
 * ==Stage 2 – Assessment Evidence== ||
 * === Performance Tasks: ===
 * Authentic task **
 * Reflection **
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**=== ||

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? 11/30 || Unit 2 Chapter 4 Lesson 1 Earth: The Blue Planet p178-185 ||  ||   || 12/7 || Unit 2 Chapter 4 Lesson 2 The Water Cycle p188-199 ||  ||   || 12/14 || Unit 2 Chapter 4 Lesson 3 Fresh Water Resources p202-211 ||  ||   ||
 * **Date** || **Science Text** || **Supplemental Materials** || ** Writing and Other Activities ** ||
 * Thirteen
 * Fourteen
 * Fifteen