Exemplar Lesson 01: Changes to the Earth s Surface Exemplar Lesson 02: Fossils- Evidence of the Past State Resources: Texas Education Agency Texas Safety Standards. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483 (look under Documents). Texas Safety Standards: Kindergarten through Grade 12, 2 nd Edition Science Safety Information and Resources Laws and Rules Connecting to Unifying Concepts through Earth Science Change Over Time RATIONALE: This unit bundles SEs that address the processes resulting in changes to the Earth s surface from flowing water, ice, and wind, as well as expectations that address animals and environments of the past. Prior to this unit, in Grade 3, students identified and classified different landforms. In Grade 4, students studied the slow changes to the Earth by weathering, erosion, and deposition. In a previous unit, students in Grade 5 studied the processes and events that result in the formation of fossil fuels. During this unit, students recognize specific landforms, identify the nature of the environment of that time, and identify fossils as evidence of past organisms. This unit is the only time that fossils, as evidence of past life, are addressed. After this unit, students in Grade 6 will learn about the structural layers of Earth and identify the major tectonic plates. According to the American Association for the Advancement of Science (AAAS), in the Benchmarks for Science Literacy (Project 2061) [online version], by the end of grade 5, students should know that waves, wind, water, and ice shape and reshape the earth's land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in seasonal layers. American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved October 13, 2009, from http://www.project2061.org/publications/bsl/online. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: MISCONCEPTIONS: Students may think water does not have a significant effect on the Earth s surface. Students may think fossils are pieces of dead animals and plants. Students may think fossils of tropical plants cannot be found in deserts. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Create a travel brochure focusing on sand dunes, deltas, and canyons. Describe how the features are formed and where each of these features is located in Texas. (5.2D; 5.7B) 1C; 5F Systems Earth Properties Changes Change Structures The surface of the Earth is constantly changing, and no feature on Earth is permanent. There are a variety of different landforms on Earth's surface caused by wind, water, and ice. 2012, TESCCC 04/20/12 page 1 of 6
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Select an animal that is extinct. Create a diorama showcasing the animal and environment in which it lived. Include plants of that time in the model. (5.3C; 5.7D) 1C, 1E Nature of Science Models Processes Change Survival Nature of Science Fossils are the preserved evidence of ancient life and document the presence of life early in Earth s history. Fossils are found only in sedimentary rocks. KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Weathering process by which exposed rock is broken down by rain, frost, wind, or other elements of weather Erosion transportation of weathered material by wind, water, or glaciers Extinction death of an entire species 5.2 Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: 5.2A Describe, plan, and implement simple experimental investigations testing one variable. Describe, Implement SIMPLE EXPERIMENTAL INVESTIGATIONS 5.2C Collect information by detailed observations and accurate measuring. Collect Simple experimental Testing one variable STAAR Notes: Although TEA has not issued a clarification regarding SIMPLE experimental investigations, a description of experimental investigations has been provided. (Texas Education Agency. (2007-2011). Laboratory and Field Investigations FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483) Experimental investigations involve designing a fair test* similar to a comparative investigation, but a control is identified. The variables are measured in an effort to gather evidence to support or not support a causal relationship. This is often called a controlled experiment. * A fair test is conducted by making sure that only one factor (variable) is changed at a time, while keeping all other conditions the same. 2012, TESCCC 04/20/12 page 2 of 6
INFORMATION Detailed observations Accurate measuring (using the metric system) 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. Analyze, Interpret INFORMATION Construct reasonable explanations. Direct (observable) evidence Indirect (inferred) evidence 5.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: 5.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 5.3C Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works. Analyze, Evaluate, Critique SCIENTIFIC EXPLANATIONS Empirical evidence Logical reasoning Experimental and observational testing Encourage critical thinking. Draw, Develop A MODEL THAT REPRESENTS HOW SOMETHING WORKS OR LOOKS THAT CANNOT BE SEEN Extinct animals and their ecosystems 2012, TESCCC 04/20/12 page 3 of 6
5.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: 5.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices including clocks and stopwatches, and materials to support observations of habitats or organisms such as terrariums and aquariums. 5.7 Earth and space. The student knows the Earth s surface is constantly changing and consists of useful resources. The student is expected to: 5.7B Recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth s surface by wind, water, and ice. Readiness Standard Fossils Earth processes Collect, Record, Analyze INFORMATION USING TOOLS Use lab equipment appropriately. Computers Metric rulers Graduated cylinders Beakers Notebooks Recognize HOW LANDFORMS ARE THE RESULT OF CHANGES TO THE EARTH S SURFACE Landforms Deltas Canyons Sand dunes Processes of change (weathering, deposition, erosion) Wind Water Ice 2061 Note: By the end of 5th grade, students should know that: Waves, wind, water, and ice shape and reshape the earth's land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in seasonal layers. 4C/E1 2012, TESCCC 04/20/12 page 4 of 6
5.7D Identify fossils as evidence of past living organisms and the nature of the environments at the time using models. Supporting Standard Identify FOSSILS Evidence of past living organisms The nature of the environments at the time by using models SE# Scientific Process TEKS: Choose appropriate scientific processes to support your instruction. 5.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: 5.1A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations. 5.1B Make informed choices in the conservation, disposal, and recycling of materials. 5.2 Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: 5.2A Describe, plan, and implement simple experimental investigations testing one variable. 5.2B Ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology. 5.2C Collect information by detailed observations and accurate measuring. 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. 5.2E Demonstrate that repeated investigations may increase the reliability of results. 5.2F Communicate valid conclusions in both written and verbal forms. 5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: 5.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 5.3B Evaluate the accuracy of the information related to promotional materials for products and services such as nutritional labels. 5.3C Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works. 5.3D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 5.4 The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: 5.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums. 5.4B Use safety equipment, including safety goggles and gloves. 2012, TESCCC 04/20/12 page 5 of 6
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 ELPS# C(1) 1C 1E C(5) 5F Subsection C: Cross-curricular second language acquisition essential knowledge and skills. Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment. Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired. 2012, TESCCC 04/20/12 page 6 of 6