Suggested for Beginning of Year Review

Teacher’s Toolbox

INSTRUCTIONAL PLANS

Earth Science Toolbox for Fifth Grade

Created by Michigan Teachers for Michigan Students

St. Clair County Regional Educational Service Agency 499 Range Road  PO Box 1500 Marysville, Michigan 48040 Phone: 810/364-8990  Fax: 810/364-7474 www.sccresa.org

"These materials are produced by St. Clair County Regional Educational Service Agency and are not authorized by the Michigan Department of Education. Please use these materials within the guidelines of the Office of Educational Assessment and Accountability (OEAA) of the Michigan Department Education. These guidelines can be found at: http://www.michigan.gov/documents/Prof_Assessmt_Practices_108570_7.pdf "

Marysville, Michigan 48040 Phone: 810/364-8990  Fax: 810/364-7474 www.sccresa.org St. Clair County Regional Educational Service Agency 499 Range Road  PO Box 1500 Marysville, Michigan 48040 Phone: 810/364-8990  Fax: 810/364-7474 www.sccresa.org

Marysville, Michigan 48040 Phone: 810/364-8990  Fax: 810/364-7474 Fifth Gradewww.sccresa.org Earth Science Toolbox

Table of Contents

Letter of Introduction...... 3 Important Notices...... 4 How to Read a Lesson Plan Page...... 6 Materials Needed for Lesson Activities...... 7 Earth Science Toolbox Overview...... 8 Lesson 1: Recognizing Earth Materials...... 9 Lesson 2: Land: An Important Natural Resource...... 13 Lesson 3: Windows into Natural Resources...... 19 Lesson 4: Reduce, Reuse, Recycle...... 26 Lesson 5: Weather Conditions...... 32 Lessons 6 and 7: Seasonal Changes...... 39 Lesson 8: Safety Precautions for Severe Weather...... 46 Lesson 9: Motions of the Earth and Moon...... 50 Lesson 10: Characteristics of the Sun and Earth...... 54 Earth Science Vocabulary...... 60

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 2 Letter of Introduction

Dear Educators,

While creating this toolbox, we spent a great deal of time worrying. We worried about:

. devoting enough time to reviewing the Benchmarks taught in previous grades; . being developmentally appropriate; . including just the right amount of best practice instructional activities; . incorporating to, with, and by into the Day-by-Day lesson plans; . interpreting and aligning the Benchmarks accurately; . making the lessons interesting and motivating; and . addressing the teaching and learning standards within the lessons.

We worried about everything, so you wouldn’t have to worry. We know teaching is a difficult profession at best and even more difficult when faced with increased academic standards and content expectations. We wanted to help you through this transition period by providing this easy to use model designed to prepare Michigan’s students for future statewide assessments.

We realize we are providing a way for you to prepare your students for the MEAP. We also understand the best way for students to prepare for the MEAP is through excellent instruction aligned to a carefully designed curriculum. With changing content expectations and statewide assessments, it has been challenging for schools and districts to keep pace. We offer this toolbox in light of the previous statements. We hope you will find, within these day-by-day lesson plans, instructional strategies, and pedagogical ideas you can use everyday of the school year. If you do, we have done our job. It means we have created more than MEAP preparation materials. It means we have influenced your instruction and possibly your curriculum.

St. Clair County teachers created this toolbox for use by Michigan teachers with Michigan students. It was a time consuming effort we hope other teachers find useful and will appreciate.

Sincerely,

Fifth Grade Toolbox Team

Gary Moltrup and Nancy Raffoul – Algonac Community Schools David DuBois– East China School District Lisa Buckland and Kate Essian – Marysville Public Schools Lisa Kent and Michael Larzelere – Port Huron Area School District Thomas Pemberton and Steven Hunt – Yale Public Schools Chris Hamilton, Crystal Harris, Bruce Holladay, Jason Letkiewicz, and Marea Sherwood – St. Clair County RESA Monica Hartman, and Mike Maison – St. Clair County RESA

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 3 Important Notices

Michigan Curriculum Framework, Science Benchmarks

This new edition of the Fifth Grade Science Toolbox has five parts. The first part contains a practice test consisting of the released items from the Fall 2005 fifth grade Science MEAP, an answer sheet, an analysis grid, and a Power Point presentation of the questions. The second part is the Life Science Toolbox. The third part is the Physical Science Toolbox. The fourth part is the Earth Science Toolbox. The last part contains two videos for use with the Physical Science Toolbox.

The science toolboxes are a suggested review at the beginning of the year for Michigan’s fifth grade students. It is suggested that the students do the released items from the Fall 2005 test as a practice test. A copy of this test is found in part one of the Fifth Grade Science Toolbox. From this review, teachers can determine which benchmarks should be a focus of review for their class. In all toolboxes, an emphasis is placed on the constructing and reflecting benchmarks. We embed them in the Physical, Earth and Life Science content standards of the Michigan Curriculum Framework. Use of these toolboxes does not guarantee all benchmarks have been addressed.

The lessons are designed to make use of the “to”, “with”, and “by” format. First, you model the skills and strategies for your students. Modeling means explicitly showing how the skill or strategy is completed and all the thinking that goes on during its completion. Second, you help your students practice the skills and strategies. This help can be whole class, small group, or individual guidance. Third, you let your students complete the skills and strategies on their own. At the beginning of the toolbox practice you will model the inquiry process. You will think aloud as you ask the investigation question, make a prediction, graph data, interpret results and draw a conclusion. In the lessons that follow, students will be given opportunities to practice these skills with less and less intervention until they can do them on their own.

Each daily lesson is designed to engage the students for the full science period of 50-60 minutes. Because the toolbox is a review of content taught in kindergarten through fourth grade, for most of the activity days, the students are not doing the investigations themselves. Rather they are graphing, analyzing, and interpreting data collected by the project teachers or their students. This is not the best way to teach science, but given the time constraints, this is the format we chose. In a few cases, pictures and videos were made of the data collection. The video clips are provided on a separate CD. We invite teachers to extend the full investigation to their students, when time permits.

We hope that some of the ideas presented will be springboards to further inquiry projects after the review period. We look forward to your suggestions and feedback.

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 4 Children do not learn by doing. They learn by thinking, discussing, and reflecting on what they have done.

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 5 How to Read a Lesson Plan Page Identifies lesson Indicates focus and lists lesson the activities and Lesson 6 number for strategies for the this toolbox. day Lesson Focus

Using PhysicalHow Scienceto Read a Lesson Plan Page

Step-by-step Sound Energy instructions for lesson delivery Lesson 9: Sound Vocabulary IV. 4.E.1 Using Physical Scientific Knowledge Indicates  Benchmark Describe sounds in terms of their properties. Key concepts: Properties: vocabulary clarification with  Pitch—high, low. high pitch  Loudness—loud, soft important for key concepts Real-world contexts: Sound from common sources, such as musical low pitch instruments, radio, television, animal sounds, thunder, human voices. and real-world vibration the IV. 4.E.2 Using Physical Scientific Knowledge benchmark. contexts Explain how sounds are made. loudness Key concepts: Vibrations—fast, slow, large, small. Real-world contexts: Sounds from common sources, such as musical  Lesson instruments, radio, television, animal sounds, thunder, and human voices. LESSON description and In the first part of this lesson students will listen and watch the video of a management record playing at 4 different speeds on a phonograph. This technology may be unfamiliar to some of the students, so you may want to discuss how a needle vibrating in the grooves of a record results in sound. The record, Country Road, sung by John Denver is played at the speed at which it was  Procedures to recorded – 33 revolutions per minute (rpm). The speed is changed to 16 rpm. The students can see that the record moves more slowly, so the follow needle vibrates more slowly. Slow vibrations result in a lower pitch. The Indicates speed is changed again to 45 rpm and then 78 rpm. As the record spins Materials faster, the vibrations are faster and the pitch is higher. everything Sound  Additional The next activity will demonstrate the high and low pitch of sound. Fill a you need collection of bottles with water to varying heights. Tap the bottles with a Video: Investigating the resources metal spoon to start the vibrations of the bottle and the air molecules Pitch of Sound to prepare surrounding the bottle. The bottles with more water will have a lower pitch Student Investigation Sheet because the bottle will vibrate more slowly. Students have a difficult time - Sound for today’s with this because they cannot see the vibrations of the bottle or the air Bottles (3 per group) molecules. Help students see the connection between this and the activity Metal spoons (1 per group) lessons with the record. and

PROCEDURES activities

RESOURCES

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 6 Materials Needed for Lesson Activities

Students’ Journal

Lesson 1  Rocks, one for each student  Index cards, one for each student  Metric ruler  Optional: balance pan for measuring the mass of the rocks

Lesson 3  Blank transparencies and overhead markers (one for each student or group) OR Transparency of student journal page 9  Transparencies of student journal pages 7 and 8 OR chart paper  Copies of Rubric from Teacher Toolbox page 25 (Note: two rubrics are on each page)

Lesson 5  Colored Pencils  OPTIONAL: 4 small drinking cups, straight pins or T-pins, and pencil with eraser for each student or group  OPTIONAL: Masking tape

Lessons 6 and 7  Colored pencils  Internet Access

Lesson 8  Resource materials about severe storms or copies of information about storms from the United States Search and Rescue Homepage

Lesson 9  Globe  Lamp with 40 or 60-watt bulb  OPTIONAL: Body Maps from http://www.eyeonthesky.org/ http://www.eyeonthesky.org/lessonplans/05sun_daynight.html

Lesson 10  Student responses from Practice Test Item #10  Copies of Rubric from Teacher Toolbox page 55

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 7 Earth Science Toolbox Overview

Day 1 Day 2 Day 3 Day 4 Day 5 Geosphere Geosphere Geosphere Geosphere Hydrosphere, Recognizing Earth Land: An Important Windows Into Natural Reduce, Reuse, Atmosphere and materials Natural Resource Resources Recycle Weather Weather Conditions Use simple Recognize and Describe uses of Demonstrate ways to measurement devices to describe different materials taken from conserve natural Describe how water make measurements in types of earth the earth. resources and reduce exists in three scientific investigations. materials. pollution through states. reduction, reuse, and Recognize and describe Describe natural Describe weather recycling of conditions. different types of earth changes in the manufactured materials. Earth’s surface. materials. Use simple measurement Classify common Describe uses of Develop strategies devices to make objects and substances materials taken from and skills for measurements in according to observable the earth. information gathering scientific attributes/properties. and problem solving. investigations Develop an awareness of the need for evidence in making decisions scientifically.

Day 6 Day 7 Day 8 Day 9 Day 10 Atmosphere and Atmosphere and Atmosphere and Solar System and Solar System and Weather Weather Weather Universe Universe Seasonal Changes Seasonal Changes Severe Weather Motions of the Earth Characteristics of and Moon the Earth and Sun Describe seasonal Describe seasonal Show how science changes in Michigan’s changes in concepts can be Describe the motion of Compare and weather. Michigan’s weather. illustrated through the Earth around the contrast creative expression Sun and the Moon characteristics of Generate questions Generate questions such as language around the Earth the sun, moon, and about the world based about the world arts and fine arts. Earth. on observation. based on observation. Develop solutions to Explain safety problems through Develop solutions to precautions during reasoning, observation, problems through severe weather.. and investigation. reasoning, observation, and Construct charts and investigation. graphs and prepare summaries of Construct charts and observations. graphs and prepare Develop strategies and summaries of skills for information observations. gathering and problem Develop strategies solving. and skills for information gathering Develop an awareness and problem solving. of the need for evidence in making decisions Develop an scientifically. awareness of the need for evidence in making decisions scientifically.

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 8 Lesson 1 Lesson Focus

 Using Physical Science  Using Earth Science Geosphere Observation and Measurement

Vocabulary Lesson 1: Recognizing Earth Materials mineral I.1.E.4 Constructing New Scientific Knowledge rock Use simple measurement devices to make measurements in scientific boulder investigations. Key concepts: Measurement units—milliliters, liters, teaspoon, gravel tablespoon, ounce, cup, millimeter, centimeter, meter, gram. sand Measurement tools: Measuring cups and spoons, measuring tape, clay scale, thermometer, rulers, and graduated cylinders. Real-world contexts: Making simple mixtures, such as food, play soil dough, paper mache; measuring height of a person, weight of a ball. ores V. 1.E.2 Using Earth Science Knowledge rough Recognize and describe different types of earth materials. smooth Key concepts: Materials—mineral, rock, boulder, gravel, sand, clay, flexible soil. Tools: Hand lens. rigid Real-world contexts: Samples of natural earth materials, such as centimeter rocks, sand, soil, ores. millimeter IV. 1.E.1 Using Physical Science Knowledge Classify common objects and substances according to observable attributes/properties. Key concepts:  Texture—rough, smooth  Flexibility—rigid, stiff, firm, flexible, strong Materials  Hardness Rocks, one for each student  Smell—pleasant, unpleasant Index cards or small pieces  States of matter—solid, liquid, gas of paper, one for each  Magnetic properties—attract, repel, push, pull student  Size—larger, smaller (K-2); length, width, height (3-5) Metric ruler  Sink, float Optional: Balance pans Student Journal pg. 1-2  Color—common color words  Shape—circle, square, triangle, rectangle, oval  Weight—heavy, light, heavier, lighter Real-world contexts: Common objects, such as desks, coins, pencils, buildings, snowflakes; common substances, including—solids, such as

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 9 copper, iron, wood, plastic, Styrofoam; liquids, such as water, alcohol, milk, juice; gases such as air, helium, water vapor.

LESSON Students need practice in developing their observation skills. They often lack necessary detail in their scientific writing. We start the toolbox by engaging students in an activity that will give them an opportunity to become better at making observations and writing descriptions. In this lesson the students will identify the attributes and properties of rocks, or other common items, write a description of them, and compare and contrast them according to their properties. A short assessment at the end of the activity will also assess their ability to read a chart and measure the picture of rocks in millimeters.

KEY QUESTION How can objects be described so another person is able to find them?

PROCEDURE 1. Group the class in teams of four. 2. Give each student a rock, an index card and a ruler. 3. Students write all observable and measured characteristics (shape, size, texture, weight, length, etc.) of their rock on the index card. Give students about five minutes to complete their description. 4. All students place their rock into the center of the table. To make it more challenging, the teacher places additional rocks into the pile and mixes them up. 5. Each child takes a turn reading their own description to the other students at their table. 6. The students identify the rock as described in writing.

Some students will be unable to identify the rock because the description will be lacking in observable characteristics. Stop at this point for a class discussion and list all student ideas regarding observable characteristics on the board. The teacher will stress that some descriptions are better than others and the importance of understanding that even similar things have different attributes and properties. The students should then be given a chance to pick up their own rock and rewrite their description. They should then read their descriptions again and see if students can identify their rock.

VARIATION:  Use seeds, shells, apples or other common objects.  If students find it easy to find their rock in the group of 4, do this activity with larger groups or with the whole class. Have students write their name on their index cards. Shuffle and distribute them to different students. Place all the rocks on one table. Students go to the table by group to find the rock that matches the description on their new card. Accuracy can be determined by taking the rock they identify to the person who wrote the description.

RESOURCES United Streaming Video: Matter and its Properties: Observing the Properties of Matter In this program, students will learn how to use their five senses of sight, hearing, taste, smell and touch, to determine the different properties of matter. Properties such as shape, size, color, texture, odor, sound, weight, and taste are discussed. Everyday examples of matter are examined through vivid images, helping students better observe and describe their world.

Rocks in Michigan http://www.deq.state.mi.us/documents/deq-glm-rcim-geology-Rocks_Found_In_Michigan.Pdf

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 10 Name ______Earth Science Lesson 1

Classifying Rocks by Size

Rocks can be described in many ways. They can be described by their shape - angular or rounded. They can be described by their color and size. They can be described by their texture - smooth or rough. They can be described by what is in them – pebbles, sand grains, or other rocks. The table below shows the way rocks are described by size.

Rock Sizes Rock Type Rock Measurement Boulders More than 256 millimeters across Cobbles Between 64 and 256 millimeters across Pebbles Between 4 and 64 millimeters across Granules Between 2 and 4 millimeters across Sand Grains Between 1/16 and 2 millimeters across

The largest rocks are called boulders. The smallest rocks are silt and clay. Silt is made of particles as small as the particles in scouring powder. They measure less than 1/16 of a millimeter across. Clay has rock particles so small you cannot see them without a microscope. Clay feels very smooth because the particles are so small. When clay is wet, the tiny particles stick together. Clay can be molded into different shapes.

The pictures on the next page were taken with a microscope. It made the rocks appear ten times larger. A ruler was placed next to the rocks. You can see the ruler in the picture. The spaces between the marks on the ruler measure one (1) millimeter. Use the table on this page to classify the rocks in the pictures.

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 SP1 11 cm

Sand and pebbles were placed under a microscope for these pictures. Use the table on page 1 to answer the questions. The space between the lines on the ruler is equal to 1 mm.

1. The rocks in this picture can be classified as:

A. boulders B. pebbles C. granules D. sand grains

Answer: D. sand grains 2. The rocks in this picture can be classified as:

A. boulders B. pebbles C. granules D. sand grains

Answer: B. pebbles

3. The rocks in this picture can be classified as:

A. boulders B. pebbles C. granules D. sand grains

Answer: C. Granules

4. Describe the smaller rock on the right side in this picture. Use the properties of shape, texture and size. Answer: Shape: angular or jagged ______

Answer: Texture: smooth ______

Answer: Size: 7-9 mm ______

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 SP2 12 Lesson 2 Lesson Focus Using Earth Science

Geosphere

Lesson 2: Land: An Important Natural Resource Vocabulary V.1.E.2 Using Earth Science Knowledge mineral Recognize and describe different types of earth materials. Key concepts: Materials—mineral, rock, boulder, gravel, sand, clay, rock soil boulder Tools: Hand lens Real-world contexts: Samples of natural earth materials, such as gravel rocks, sand, soil, ores sand

V.1.E.3 Using Earth Science Knowledge clay soil Describe natural changes in the earth’s surface. Key concepts: Causes of changes—volcanoes, earthquakes, erosion ores (water, wind, gravity, glaciers). Results of change—valleys, hills, lakes, erosion widened rivers, mountains, cracks; movement of earth materials (boulders, gravel, sand, clay) erode Real-world contexts: Places around the school where erosion has glaciers occurred, such as gullies formed in downhill gravel areas, cracks in asphalt; Places beyond the school where changes have occurred, volcanoes such as volcanic mountains, shorelines, landslides, sand dunes, earthquakes slopes, river valleys transportation V. 1.E.5 Using Earth Science Knowledge Describe uses of materials taken from the earth. Key concepts: Transportation, building materials, energy, water Real-world contexts: Examples of uses of earth materials, such as gravel into concrete for walls, gypsum into drywall, sand into glass for Materials windows, road salt, ores into metal for chairs, oil into gasoline for cars, Students’ Journal Pages coal burned to produce electricity, water for hydroelectric power; 3-6 samples of manufactured materials, such as concrete, drywall, asphalt, iron and steel

LESSON In this lesson, using a pair/share strategy, students will read about how land is an important natural resource, how the surface of the earth in Michigan was affected by early volcanic activity and later the glaciers, and how we use the rocks and minerals found here.

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 13 KEY QUESTIONS: What kinds of rocks and minerals are found in Michigan? How have they changed? How do we use these Earth materials found in Michigan?

PROCEDURE 1. Pair students with a partner. Slower readers should be paired with a better reader for this activity. 2. Using a pair/share strategy, students take turns reading and listening. One student will read a paragraph while the second student listens. Then the second student describes an important detail from the reading. The reader also describes another detail. The roles are reversed for the next paragraph. Both students are actively engaged in either reading or listening. Since half of the class is reading at one time, students may want to spread out around the room rather than stay at their desks. 3. Students may work together to complete the use of natural resource table and answer the questions. Note: The answers to questions 2, 3 and 5 are not found in the text, but students are expected to know. Students are often asked questions that rely on their prior knowledge. 4. The information about Michigan’s natural resources will be important for the activity for Lesson 11.

RESOURCES Rock Hounds with Rocky http://www.fi.edu/fellows/fellow1/oct98/index2.html This is an interactive site where students can see animations of how rock is formed (Choose Rock Creations from the menu) or take a quiz about rocks.

United Streaming Video: http://www5.unitedstreaming.com/index.cfm Search for Junior Environmental Scientist: Land: Pollution and Solutions The program examines how land is a resource, how that resource is threatened by human activities, and what young people can do to help.

Mining in Michigan http://www.sos.state.mi.us/history/museum/explore/museums/hismus/prehist/mining/index.html This link is from the Michigan Historical Museum website. Learn more about the copper, iron, salt and coal mining in Michigan.

Geology for Students and Teachers and Rock Cycle Power Point http://www.michigan.gov/deq/0,1607,7-135-3304-116678--,00.html This site is managed by Michigan Department of Environmental Quality. It is an excellent resource for teachers and for student research. There is information about the Petoskey Stone

Minerals Found in Michigan http://www.deq.state.mi.us/documents/deq-glm-rcim-geology-Minerals_Found_In_Michigan.Pdf This link is from the Department of Environmental Quality web page. It lists the minerals by name and by county. Students can see the minerals found where they live.

Teachers’ Stuff in Michigan Historical Museum http://www.michigan.gov/hal/0,1607,7-160-17451_18670_18793---,00.html#MINING This website is also an excellent resource for social studies.

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 14 Name ______Earth Science Lesson 2

Land: An Important Natural Resource

Land is a beautiful source of good things for humans living on Earth. It offers us a place to live and grow. The land gives us trees and food. From the rocks in the land we are able to make things. From oil in the ground, we get energy for cooking and heating. When we no longer need the things we make, the land is the place we bury it. Land is one of our greatest natural resources,

The Land is Always Changing

Earth’s crust is made up of many kinds of rocks and minerals. Rocks are constantly changing. Most changes in rock take a very long time. Geologists believe that it was more than 500 million years ago when there were volcanoes in Michigan. Four times over the last two million years, big glaciers covered our state. As the glaciers formed and moved across the land, rocks that were frozen in the ice scraped the land. Big rocks were broken into smaller pieces. When the ice in the glaciers melted, the sand, gravel and clay were left behind in layers. In some places these layers were pressed together and formed new rocks called sedimentary rocks.

Rocks in Michigan

Today, sand, gravel, clay and sedimentary rock cover most of the land in Michigan. The rocks in the Lower Peninsula and the eastern part of the Upper Peninsula contain important resources such as petroleum, limestone, dolomite, shale, salt and gypsum. The picture below shows the kinds of sediment left by the glaciers.1

1 http://www.deq.state.mi.us/documents/deq-glm-rcim-geology-Generalized_Maps.Pdf

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 SP3 15 The rock in the western part of the Upper Peninsula formed during the time of the volcanoes. That rock is very hard. The glaciers did not break down the hard granite. There are mineral deposits of copper, iron and silver found in the rocks in that part of our state.

The Difference between Rocks and Minerals

Minerals are solids that are made of one kind of substance. The substance has properties that make the rock look and feel the way it does. Minerals give the rock its color, shape and hardness. Rocks are made of one or more minerals.

Useful Properties About Rocks and Minerals

Minerals have properties that make them useful. Living things need minerals to live and grow. They are found in rocks, soil, water, and in plants and animals. There are more than 300 minerals in Michigan. They include salt or halite, gypsum, copper, iron ore and quartz. Rocks also have properties that make them useful. Some of the sedimentary rocks found in Michigan are sandstone, shale, limestone, rock salt, and rock gypsum. People use rocks and minerals in many different ways.

Iron ore is mined in Michigan’s Upper Peninsula. It is used to make iron and steel. Iron and steel are used to build factories, bridges, skyscrapers, ships, machines, locomotives, tools, and cars. Michigan supplies about 25% of the iron ore used in the United States.

Copper is a good conductor of electricity. This makes it useful for electrical wiring. It is easy to bend, but hard to break. It has a high melting point. Copper was important for Michigan after Thomas Edison invented the light bulb. Copper has properties that make it useful for water pipes and fire sprinkler systems too. It is rigid and does not sag. It is also environmentally friendly.

Coal is also considered a mineral, but at one time, coal was a living thing. Before the dinosaurs, giant plants grew and died in swamps. Over millions of years, the plants were buried under water and dirt. Heat and pressure turned the dead plants into coal. Coal is still important today. It is used to generate half of the electricity used in the United States.

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 SP4 16 The granite found in the Upper Peninsula is used to build long-lasting monuments and for trim on buildings. Sandstone is used as a building material too. Shale is made from clay and is used to make bricks. Limestone is used to make cement. Gypsum is used to make Plaster of Paris, casts, molds, and drywall.

Rock salt or halite is used for curing meats, tanning hides, and preserving food. It is used for melting ice on roads. Today, most of our salt comes from salt mines that are under Detroit.

Metamorphic Rock: Another Way for Rocks to Change

Glaciers changed some of the rocks in Michigan but rocks can change in other ways. Rocks under pressure are heated. They change to metamorphic rock. Limestone and dolomite change to marble by heat and pressure. Shale changes to slate. Slate and basalt can change to schist. Sandstone changes to quartzite. The metamorphic rocks are used for building.

It is important to learn about our natural resources so we will know how to use them wisely. We need to be able to protect the land because we depend on its resources for living and growing.

Use the article, Land: An Important Natural Resource, to answer the following questions:

1. Name the rock or mineral for each use as described in the article.

Use Natural Resource Bricks Answer: shale Cement Answer: limestone Generating electricity Answer: coal Electric wires, water pipes Answer: copper Plaster of Paris, drywall, casts Answer: gypsum Curing meat, tanning hides, melting ice Answer: halite, rock salt Steel for bridges, cars, factories Answer: Iron ore Monuments Answer: granite Answer: Sandstone or Construction Materials metamorphic rocks 2. The metallic minerals in Michigan are SP5 5th Grade Earth Science Toolbox  St. Clair County RESA 2006 17 A. Limestone, granite and quartz B. Coal, copper, shale C. Iron ore, copper and silver D. Halite, shale, quartz Answer: C Iron ore, copper and silver

3. The metallic minerals in Michigan are found A. Only in the Lower Peninsula B. In the western part of the Upper Peninsula C. In the eastern part of the Upper Peninsula D. In both the Lower and Upper Peninsulas Answer B. In the western part of the Upper Peninsula

4. Which resource in Michigan is best for conducting electricity? A. Copper B. Coal C. Quartz D. Sandstone Answer: A copper 5. Which resource in Michigan is attracted to magnets? A. Copper B. Iron C. Coal D. Rock Salt Answer: B Iron

6. Identify three ways in which humans use land.

Possible Answers:

It is used as a place for us and other living things to live and grow It gives us food and trees. It gives us materials to make things. It gives us oil for energy. It gives us a place to bury our garbage.

SP6

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 18 Lesson 3 Lesson Focus  Using Earth Science

Geosphere Uses of Materials

Lesson 3: Windows into Natural Resources Vocabulary

V. 1.E.5 Using Earth Science Knowledge gravel Describe uses of materials taken from the earth. gypsum Key concepts: Transportation, building materials, energy, water sand Real-world contexts: Examples of uses of earth materials, such as  gravel into concrete for walls, oil  gypsum into drywall, coal  sand into glass for windows,  road salt, ores into metal for chairs,  oil into gasoline for cars,  coal burned to produce electricity,  water for hydroelectric power Samples of manufactured materials, such as concrete, drywall, asphalt, iron and steel

LESSON The activity from Lesson 2 helped the students develop prior knowledge they will need to do this activity. Most are not aware of where things come from and the natural resources used to make them. This activity is designed to increase that awareness. Materials Journal pages (7-10) KEY QUESTIONS Transparencies for each How do people use materials from the Earth? student or group and markers OR photo of the Ridge at Little PROCEDURE Cottonwood (Journal page 9) 1. Students take a blank transparency and place it on a Transparencies of Student window in the classroom or other location or use the Journal pages 7-8 OR large chart of The Window Scene photograph provided with this activity. Note: A copy of the Copies of rubric for students included photograph can be used to save time. from Teacher Toolbox page 2. Students draw on the film what they see through the 25) window. They must include all the objects and parts of the environment they can see, in as much detail as possible. 3. Label everything in the picture. You may want the students to use a numbering or lettering system. 4. Have students group the items in their list by natural or human-made objects. Use Journal page 7. 5. Start a large chart, “The Window Scene” with columns headed “Object”, “Natural Resources”, and “Resource Composition”. Use Journal page 8 or overhead, if you prefer. Use the discussions questions one to four.

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 19 6. Begin filling in the third column labeled “Resource Composition” for any minerals or rocks for in the window scene. Use discussion questions five to seven. 7. End by having the students complete the assessment activity. Give students the rubric and the assessment together. Rubrics may be copied separately. Two rubrics are on each page.

DISCUSSION QUESTIONS 1. How much of the window scene appears to be human-made? 2. How do you think the human-made objects arrived at the site? 3. What materials do you think the human-made objects are made from? What are the natural sources of these materials? 4. How would you find out more about the resources used to make objects in your window? 5. Where at the site of your window scene did you find minerals or rocks? 6. Where else in your community might you find minerals or rocks? Are these places natural or human-made settings? 7. Where might the minerals resources in the objects have come from? Are any resources local? Examples might be clay for bricks, limestone for cement, or sand and gravel for construction.

RESOURCES More low altitude aerial photographs are found at http://home.earthlink.net/~montewt/lowaltitudeaerialphotographygallery/

Handout of Rock Types in Michigan http://www.deq.state.mi.us/documents/deq-glm-rcim-geology-Rocks_Found_In_Michigan.Pdf

Geology in Michigan from the Department of Environmental Quality website http://www.michigan.gov/deq/0,1607,7-135-3308_3582---,00.html

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 20 Name ______Earth Science Lesson 3

The Window Scene

Landscape Elements Buildings and other Atmospheric (Physical Bodies of Water Living Things Human-made Objects Features Characteristics) (Human Characteristics)

SP7

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 21 The Window Scene Object Natural Resource Resource Composition

SP8

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 22 Ridge at Little Cottonwood

This picture is from: http://home.earthlink.net/~montewt/lowaltitudeaerialphotographygallery/id4.html

SP9

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 23 Name: ______Earth Science Lesson 3

Assessment

• Select five objects found around school. • List and draw each object. Identify the Earth materials that were used to make the object.

SP10 5th Grade Earth Science Toolbox St. Clair County RESA 2006 24 Rubric (10 points)

Criteria 1 2 3 4 5 Completeness Identifies and Identifies and Identifies and Identifies and Identifies and of illustrations illustrates one illustrates two illustrates illustrates four illustrates five object found objects found three objects objects found objects found around the around the found around around the around the school. school. the school. school. school. Correctness Creates a list Creates a list Creates a list Creates a list Creates a list of lists of that includes that includes that includes that includes that includes Earth a correct a correct a correct a correct a correct materials Earth material Earth material Earth material Earth material Earth material for one object for two for each of for each of for each of the found around objects found the three the four five objects the school. around the objects found objects found found around school. around the around the the school. school. school.

Rubric (10 points)

5th Grade Earth Science Toolbox St. Clair County RESA 2006 25 Lesson 4 Lesson Focus

Using Earth Science

Geosphere

Lesson 4: Reduce, Reuse, Recycle

I.1.E.5 Constructing New Scientific Knowledge Vocabulary Develop strategies and skills for information gathering and problem reduce solving. reuse Tools: Sources of information, such as reference books, trade books, magazines, web sites, other people’s knowledge recycle Real-world contexts: Seeking help from or interviewing peers, adults, experts; using libraries, World Wide Web, CD-ROMs and other computer software, other resources

II.1.E.1 Reflecting on Scientific Knowledge Develop an awareness of the need for evidence in making decisions scientifically. Key concepts: (K-2) observations; (3-5) data, evidence, sample, fact, opinion Real-world contexts: Deciding whether an explanation is supported by evidence in simple experiments, or relies on personal opinion

V. 1.E.6 Using Earth Science Knowledge Demonstrate ways to conserve natural resources and reduce pollution through reduction, reuse, and recycling of manufactured materials. Key concepts: Materials that can be recycled—paper, metal, glass, plastic. Conservation and anti-pollution activities—reduce, reuse, recycle Real-world contexts: Collections of recyclable materials, plans for recycling at home and school, composting, ways of reusing or reducing the use of paper Materials LESSON In this lesson, students will consider some ways to solve our trash Journal page 11, problem. They will become aware of the length of time it takes some Disappearing Trash things to decompose and the need to reduce, reuse and recycle. They Journal pages 12-14: Reduce, Reuse, Recycle and can also consider the advantages and disadvantage of different solutions for our trash problem.

KEY QUESTIONS How long does it take trash to disappear? What does it mean to reduce, reuse, and recycle?

5th Grade Earth Science Toolbox St. Clair County RESA 2006 26 PROCEDURE 1. Give students the page, Disappearing Trash, journal page 38. Give them a few minutes to mark their guesses. 2. Allow time for discussion. Let students share their guesses. This can be done by having students raise their hand when you call the category for number of years for each object. A tally chart on the board or overhead can also be made. Give the students the correct information and have them record it on their charts with a different color. 3. Give students time to read independently the section on journal pages 39-41 Reduce, Reuse, Recycle and answer the questions that follow. 4. Assign students in small groups to discuss the answers to the five questions. 5. Discuss answers in a whole group discussion.

ANSWERS Disappearing Trash: How long will it take these things to disappear?

Aluminum Can 200 – 500 years Banana Peel 3-4 weeks Cotton Sock 5-6 months Disposable Diaper 500-600 years Glass Bottle 1 million years or more Leather Belt 40-50 years Paper Cup 1 -2 months Plastic Cup 1 million years or more Styrofoam Cup 1 million years or more Wooden Block 10 – 20 years

500- 1,000 – 0 – 1 1-100 100-500 OBJECT 1000 1,000,000 Year Years Years Years years Aluminum Can Banana Peel Cotton Sock Disposable Diaper Glass Bottle Leather Belt Paper Cup Plastic Cup Styrofoam Cup Wooden Block

RESOURCES Energy Kids Page http://www.eia.doe.gov/kids/ This page is supported by the Energy Information Administration of the Federal Government. It is an excellent source of information and current statistics for children, and adults.

United Streaming Video: http://www5.unitedstreaming.com/index.cfm See Reducing, Reusing, and Recycling: Environmental Concerns

5th Grade Earth Science Toolbox St. Clair County RESA 2006 27 Name ______Earth Science Lesson 4

Disappearing Trash

If you bury these objects, how long will it take them to disappear? Mark your guess for each object.

1,000 – 0 – 1 1-100 100-500 500-1000 OBJECT 1,000,000 Year Years Years Years Years Aluminum Can Banana Peel Cotton Sock Disposable Diaper Glass Bottle Leather Belt Paper Cup Plastic Cup Styrofoam Cup Wooden Block Your teacher will tell you the correct answer. Mark the correct answer with another color. Then continue to the next page.

SP 11

5th Grade Earth Science Toolbox St. Clair County RESA 2006 28 Reduce, Reuse, and Recycle

Every American throws away about 1,000 pounds of trash a year. Most of this waste is buried in landfills or burned. Energy is used to make the things that people throw away and energy is also used to bury or burn them. People can help save energy if they follow the 3 R’s - reduce, reuse, and recycle. Reducing waste saves money, energy and natural resources. It helps protect the environment. What We Do With Our Trash Reduce Buy only what you need. Buying fewer goods means there is less to throw away. Producing fewer things Recycle uses less energy. Buying goods with 30% Landfill less packaging also reduces the Landfill 55% Burn amount of waste and the amount of Burn Recycle energy used. 15%

Reuse Don’t buy things that are used once and thrown away. Buy products that can be used again and again. Producing fewer things saves natural resources. It also reduces the amount of landfill space needed when things are thrown away.

Recycle Recycling means to use something Recycled Trash again. It makes something old into 35% 30% something new. Newspapers can be h s 30% 26%

. used to make new newspapers. T 25% d f e o l 20%

c 16% Aluminum cans can be used to make e y g c

a 15% e t 10%

new aluminum cans. Glass jars can n R

e 10% 6% c r be used to make new glass jars. e 5% P Recycling saves landfill space. It can 0% reduce air and water pollution. 1960 1980 1990 1995 2001 Year Recycling programs are growing across the United States. In 1960, only 6% of the trash was recycled. In 2001, 30 % of the trash was recycled.

SP12 5th Grade Earth Science Toolbox St. Clair County RESA 2006 29 Name______Earth Science Lesson 4

Answer the following questions. You may go back and read Note: the selection. It is important for students to know what evidence is. The following can be used 1. What is the BEST evidence for the need to reduce, reuse to help students understand the difference and recycle? between evidence and other statements. A) This is not evidence for A) We burn 15% of our trash. why we need to recycle. It B) We can save energy if we reduce, reuse, and tells what we do with some of our trash. recycle. B and C: These are C) Producing fewer things saves natural resources. benefits of recycling, not evidence of a need D) Plastic and glass take more than a million years to decompose. Answer: D

2. List three things that can be recycled.

Glass Bottles and jars Plastic containers, Newspapers Aluminum cans and other choices possible

3. List three benefits for reducing, reusing, and recycling.

Saves energy in manufacturing new products, Reduces water pollution, Saves landfill space, Reduces air pollution, Saves money

4. Look at the graph Recycled Trash. What is the BEST conclusion for the data found on the graph?

A) The amount of recycled trash decreased over the years. B) The amount of recycled trash increased over the years. C) The amount of recycled trash will continue to increase in the future. D) The amount of recycled trash will decrease in the future. Answer: B 5. Trisha was planning a party. What kind of cup should she use to help the environment, paper, plastic or Styrofoam? Explain why.

Trisha should use a paper cup. Plastic and Styrofoam cups take a million years or more to decompose. Paper cups can decompose in less than a year.

5th Grade Earth Science Toolbox St. Clair County RESA 2006 30 SP13

5th Grade Earth Science Toolbox St. Clair County RESA 2006 31 6. Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, which are often called dumps. Some landfills are very big and may cover hundreds of acres. But even these big landfills are getting full and may have to be closed.

Here are some ideas for solving the garbage problem. Write what you think is a good point about each idea and what you think is a bad point about each idea.

Ideas for Solving the Garbage Problem

Good Points Bad Points  Re-use materials  Not all things can be Recycling  Saving natural recycled resources  Consumes energy  Less trash to throw  Some people won’t away recycle  Saving landfills  Burned garbage  Smoke from burning Burning Garbage takes up less space garbage pollutes the  Can be used to make air electricity  Once burned,  Keep from needing material is gone more landfills forever  Can be used to  Ash/residue needs to enrich the soil be disposed  Toxic residue  Garbage does not  Garbage pollutes the Dumping garbage in take up space on ocean land  Toxic waste the ocean  Saves landfills  Waste washes up on  May provide a home shore for fish  Harmful to things that live in the water

 Won’t fill up landfills  Pollutes other state Sending garbage to in your state  Causing conflict with  Other state’s landfill other state a landfill in another may have more  There will still be state space trash  Garbage is off the Earth  Pollutes space  Trash is gone forever  Expensive Shipping garbage to  Consumes too much outer space energy  It can never be recycled (loss of resource)  May pose a danger to space travel

th 5 Grade Earth Science Toolbox St. Clair County RESA 2006SP 14 32 Lesson Focus Lesson 5

 Using Earth Science Knowledge  Constructing New Scientific Knowledge

Atmosphere and Weather Describe Weather Conditions

Lesson 5: Weather Conditions Vocabulary atmosphere V. 2.E.1 Hydrosphere precipitation Describe how water exists on earth in three states. thermometer Key concepts: Liquid (K-2)—visible, flowing, melting, dew. Solid (K-2)— temperature hard, visible, freezing, ice; Gas (3-5)—invisible, water vapor, moisture, evaporating. cloud Real-world contexts: Examples of water in each state, including dew, evaporation rain, snow, ice, evidence of moisture in the air, such as “fog” on cold bathroom mirrors; examples of melting, freezing, and evaporating. water vapor moisture V.3.E.1 Atmosphere and Weather fog Describe weather conditions. freezing Key concepts: Atmosphere is a blanket of air around the earth, air is a substance; Air has temperature—cold, hot, warm, cool. Cloud cover— melting cloudy, partly cloudy; foggy; Precipitation—rain, snow, hail, freezing rain. liquid Wind—breezy, windy, calm; Severe weather— thunderstorms, lightning, tornadoes, high winds, blizzards. Tools: Thermometer, wind sock, rain gauge. Real-world contexts: Daily changes in weather; examples of severe weather. Materials Journal Pages I.1.E.4 Constructing New Scientific Knowledge Two-Column Notes Use simple measurement devices to make measurements in scientific Page from Journal investigations. Colored Pencils OPTIONAL: pencil with Key concepts: Measurement units—milliliters, liters, teaspoon, eraser, two straws, 4 tablespoon, ounce, cup, millimeter, centimeter, meter, gram. small drinking cups, Measurement tools: Measuring cups and spoons, measuring tape, scale, and one straight pin or thermometer, rulers, graduated cylinders. T-pin for each student Real-world contexts: Making simple mixtures, such as food, play dough, or group papier mache; measuring height of a person, weight of a ball. OPTIONAL: masking tape LESSON Students will review key concepts about weather by reading about them and using the Cornell Two-Column Notes strategy. They will practice marking thermometer to show temperatures in degrees Celsius. They will mark a rain gauge to show the amount of rain.

5th Grade Earth Science Toolbox St. Clair County RESA 2006 33 KEY QUESTIONS How can we describe the conditions that give us weather? What tools are used to describe the weather?

PROCEDURE 1. Divide students into groups of two or three. Pair a poor reader with a better reader. 2. Assign the journal pages for this lesson. Students will take turns reading a section. After each section, the student who listened to the reading will tell the reader the main idea. The reader can agree or not. They will discuss any differences. 3. Both students will write the main ideas in the right hand column of the Two-Column Notes page. 4. Both students will fill in the thermometers and rain gauges as indicated.

RESOURCES Weather Smart: Forecasting and Weather Instruments. United Learning (2001). Retrieved April 20, 2006, from UnitedStreaming: http://www.unitedstreaming.com/

OPTIONAL EXTENSION ACTIVITY: The learner could create an anemometer to demonstrate how wind speed is measured.

MATERIALS Pencil, 4 small drinking cups, 2 drinking straws, straight pin, and masking tape.

PROCEDURE  Have the students take the two straws and cross them over like an X.  Next take the straight pin and push it through the middle of the two straws and into a pencil with a new eraser to hold them together.  Third, have the students take a sharp pencil and poke a hole into the middle of the drinking cup.  Next, take and insert the straws into the drinking cups.  Take masking tape and tape the straws into place.

5th Grade Earth Science Toolbox St. Clair County RESA 2006 34 Name ______Earth Science Lesson 5

Describing Weather Conditions

A blanket of air surrounds the Earth. This blanket of air is called the atmosphere. The atmosphere is made of four layers. These layers are pulled toward the Earth by gravity. Most of the air is in the layer closest to the Earth. The sun’s heat energy makes weather happen in this layer of air.

Temperature

Air can be hot or cold, warm or cool. We measure the temperature of air with a thermometer. In the United States, we use the Fahrenheit scale. Scientists and most other countries use the Celsius scale. The chart below shows the important differences between the Fahrenheit and Celsius temperature scales.

Water Freezes Water Boils Fahrenheit 32º F 212º F Celsius 0º C 100º C

This poem will help you remember how the temperature feels using the Celsius scale.

Thirty is hot. Twenty is nice. Ten is cool. Zero is ice.

SP15 5th Grade Earth Science Toolbox St. Clair County RESA 2006 35

SP 15 Mark each thermometer to show the temperature. Circle the word below each thermometer that best describes the marked temperature.

22 C 4 C 65 C

Hot Warm Cold Hot Warm Cold Hot Warm Cold

Wind is Moving Air

Earth absorbs the heat energy from the sun, but it does not absorb it the same in all places. Some places absorb more heat energy and they get warmer. Some parts of the Earth absorb less heat energy and are cooler. The Earth heats up unevenly. Warm air rises and when this happens the cool air moves in to take its place. Moving air is called wind. Winds are the reason we have changing weather.

SP16

5th Grade Earth Science Toolbox St. Clair County RESA 2006 36 A wind sock is used to measure wind. It is often seen at small airports. It is made of a cloth cone and is open at both ends. It shows the wind direction. It can also be used to estimate wind speed. It shows this by the angle it is lifted when the wind blows through it.

Clouds and Precipitation

Water on Earth can be a solid, liquid, or gas. When water absorbs heat energy from the sun, it can change its state. Heat energy makes ice melt, changing the ice from a solid to a liquid state. Heat energy can also change water in a liquid state to water that is a gas. When water changes to a gas, we say it evaporates. It is called water vapor. It seems to disappear, but it is still there. It is an invisible gas. Water vapor rises into the atmosphere. There it can lose heat energy and change back into tiny, visible, liquid water drops. These drops are so small that they can float in the air and form clouds. Clouds are made of tiny drops of water. If the tiny drops are high in the atmosphere where it is very cold, they may lose more heat energy and turn into ice. When the tiny drops of water become too heavy or large, they fall back to Earth. If the air is cold all the way to the ground, it snows. If the air is cold only near the ground, the raindrops won’t freeze until they hit the ground. This is called freezing rain and it can damage trees and break power lines. Hail is made of balls of ice that get pushed higher into the air by strong winds. Each time the ball of ice is pushed up; another layer of ice forms and makes the hail bigger. Rain, snow, freezing rain, and hail are forms of SP 17 5th Grade Earth Science Toolbox St. Clair County RESA 2006 37 precipitation. Precipitation is how water returns to the land, rivers, lakes, and oceans. This process of water changing its state as in moves through the atmosphere is called the water cycle. Rain is measured with a rain gauge. A rain gauge collects rain. Markings on the side show how much rain has fallen. Snow is measured with a ruler or meter stick.

Shade in the rain gauges below to show the amount of rain.

2.6 cm 0.3 cm 1.8 cm

SP18

5th Grade Earth Science Toolbox St. Clair County RESA 2006 38 Two-Column Notes

Keywords: Notes: Atmosphere The atmosphere is a blanket of air that surrounds the Earth. 1. It’s made of 4 layers 2. Most of the air is in the layer next to Earth 3. Weather happens in this layer Temperature Temperature of the air is measured with a thermometer. 1. In the U.S. we use the Fahrenheit scale 2. In other countries scientists use the Celsius scale 3. Water freezes at 0ºC and 32ºF 4. Water boils at 100ºC and 212ºF Wind Wind is moving air. 1. Some places can absorb more heat energy and get warmer 2. Cooler air is heavier 3. Warm air rises – cool air moves in 4. A windsock measures wind Water Water can be a solid, liquid, or gas.

1. When water absorbs heat energy it changes its state 2. Solid ice changes to liquid water 3. Liquid water changes to a gas called water vapor

Clouds Clouds are made of tiny drops of water. 1. Drops are so small they can float in the air 2. Some water drops turn into ice

Precipitation There are many forms of precipitation. 1. When drops of water get too heavy they fall back to Earth 2. If the air is cold, rain changes to snow 3. Other forms of precipitations are freezing rain and hail

5th Grade Earth Science Toolbox St. Clair County RESA 2006 SP 19 39 Lesson Focus Lessons 6 - 7

 Using Earth Science Knowledge  Constructing New Scientific Knowledge

Atmosphere and Weather Seasonal Changes

Lessons 6 and 7: Seasonal Changes Vocabulary season V.3.E.2 Atmosphere and Weather fall Describe seasonal changes in Michigan’s weather. Key concepts: Seasons and types of weather—fall, cool nights and winter warm days; winter—snowy and constantly cold, getting dark early in spring the evening; spring—warmer days, often rainy with thunderstorms; summer—hot days and warm nights, daylight lasting until late in the summer evening. daylight Real-world contexts: Examples of visible seasonal changes in nature.

I.1.E1 Constructing New Scientific Knowledge increase Generate questions about the world based on observation. decrease Key concepts: Questions lead to action, including careful observation data and testing; questions often begin with “What happens if…?” or “How do these two things differ?” chart Real-world contexts: Any in the sections on Using Scientific graph Knowledge. summary I.1.E.2 Constructing New Scientific Knowledge observation Develop solutions to problems through reasoning, observation, and predict investigations. Key concepts: (K-2) gather information, ask questions, think; (3-5) observe, predict, collect data, draw conclusions, conduct fair tests; prior knowledge. Real-world contexts: Any in the sections on Using Scientific Knowledge.

I.1.E.6 Constructing New Scientific Knowledge Materials Construct charts and graphs and prepare summaries of observations. Key Concepts: Increase, decrease, no change, bar graph, data table’ Journal Pages (20-24) Real-world contexts: Examples of bar charts like those found in a Colored Pencils newspaper Access to climate data from Internet I.1.E.5 Constructing New Scientific Knowledge Develop strategies and skills for information gathering and problem solving.

5th Grade Earth Science Toolbox St. Clair County RESA 2006 40 Tools: Sources of information, such as reference books, trade books, magazines, web sites, other people’s knowledge. Real-world contexts: Seeking help from or interviewing peers, adults, experts; using libraries, World Wide Web, CD-ROMs and other computer software, other resources.

II.1.E.1 Reflecting on Scientific Knowledge Develop an awareness of the need for evidence in making decisions scientifically. Key concepts: (K-2) observations; (3-5) data, evidence, sample, fact, opinion. Real-world contexts: Deciding whether an explanation is supported by evidence in simple experiments, or relies on personal opinion.

LESSON In this lesson students will develop inquiry skills in the context of weather data. They will make line and bar graphs from given data. They will interpret these data, construct new questions, and design an investigation to answer one of them.

KEY QUESTIONS What can we learn about the seasonal changes from weather data? How can we investigate our own question about seasonal changes in weather?

PROCEDURE 1. Ask the key questions. 2. Have the students construct a line graph from the data table, Hours of Daylight for Detroit, Michigan. The scale, title, and labels are already provided, but remind students that these are necessary elements of a graph. The data are from the Hours of Daylight Applet listed in the Resource section. 3. Discuss the graphing results. 4. Have the students construct a line graph of the average maximum temperature for Detroit. Again, the title, scale, and data labels are provided. 5. Compare the two graphs and answer the questions on the next page. 6. For question #4, students might ask what the temperature or the number of daylight hours is for their city. They may be interested in relationships between the number of daylight hours and latitude. These questions can be investigated by using the Internet resources provided, or another resource they may find. 7. Use the rainfall graph for an assessment. Students must provide data labels, title, ad choose an appropriate scale. 8. Students may use the graphing space on the last page to show the results of their investigation.

RESOURCES The World Climate web site has data for average temperatures and rainfall for countries around the world. http://www.worldclimate.com/

Hours of Daylight Applet: http://www.jgiesen.de/daylight/#location. Enter the latitude and longitude for a location to find the hours of daylight.

5th Grade Earth Science Toolbox St. Clair County RESA 2006 41 Name ______Earth Science Lesson 6

The data table below shows the number of hours of daylight for the whole year in Detroit on the 21st day of each month. Use the graphing space to make a line graph to show the hours of daylight for Detroit.

Hours of Daylight for Detroit, Michigan Jan 8.5 hrs Jul 16.0 hrs Feb 10.5 hrs Aug 14.5 hrs Mar 12.0 hrs Sep 12.5 hrs Apr 14.5 hrs Oct 10.5 hrs May 16.0 hrs Nov 8.5 hrs Jun 17.0 hrs Dec 7.5 hrs

Hours of Daylight for Detroit

16 14

12 s r 10 u o

H 8

4 2

0 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 21st of Month

SP20 5th Grade Earth Science Toolbox St. Clair County RESA 2006 42 Name ______Earth Science Lesson 6

The data table below shows the average maximum temperature for Detroit. Use the graphing space to make a line graph of these temperatures.

Average Maximum Temperature for Detroit Jan 30 º F Jul 83 º F Feb 33 º F Aug 81 º F Mar 44 º F Sep 74 º F Apr 57 º F Oct 61 º F May 69 º F Nov 48 º F Jun 79 º F Dec 35 º F

Average Maximum Temperatures for Detroit, MI

100 90 80 70 60 F

º 50 40 30 20 10 0 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months

SP21 5th Grade Earth Science Toolbox St. Clair County RESA 2006 43 Name ______Earth Science Lesson 6

Comparing the Hours of Daylight and the Average Maximum Temperature

1. Compare the Hours of Daylight graph to the Average Maximum Temperature graph. How are they the same? How are they different?

2. How do the average maximum temperatures for Detroit change during the seasons?

3. How do the hours of daylight for Detroit change during the seasons?

4. Write two new questions about the temperature or hours of daylight that can be investigated.

5. Investigate one of your questions. You may get the data from http://www.worldclimate.com/ Make a data table and graph to answer your question.

SP22 5th Grade Earth Science Toolbox St. Clair County RESA 2006 44 Name ______Earth Science Lesson 7

The table below shows the average rainfall for Port Huron. Make a bar graph of using the data from this table. Choose a scale that best fits the data. If you have access to the Internet, you can go to http://www.worldclimate.com/ and find the average rainfall for the city of your choice.

Average Rainfall for Port Huron (inches) Jan 1.6 Jul 3.2 Feb 1.6 Aug 3.1 Mar 2.1 Sep 3.0 Apr 3.0 Oct 2.7 May 3.2 Nov 2.9 Jun 3.2 Dec 2.1

Average Rainfall for Port Huron, MI

4.5

3.5

3 s e

h 2.5 c n i 2

1.5

0.5

0 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Months

SP23 5th Grade Earth Science Toolbox St. Clair County RESA 2006 45 Name ______Earth Science Lesson 7

5th Grade Earth Science Toolbox St. Clair County RESA 2006 46 SP 24

5th Grade Earth Science Toolbox St. Clair County RESA 2006 47 Lesson Focus Lesson 8

 Using Earth Science Knowledge  Reflecting on Scientific Knowledge

Atmosphere and Weather Severe Weather

Lesson 8: Safety Precautions for Severe Weather Vocabulary sirens II.1.E.2 Reflecting on Scientific Knowledge thunderstorm Show how science concepts can be illustrated through creative expression such as language arts and fine arts. tornado Key concepts: Poetry, expository work, painting, drawing, music, diagrams, blizzard graphs, charts. Real-world contexts: Explaining simple experiments using paintings and temperature drawings; describing natural phenomena scientifically and poetically. precipitation V. 3.E.3 Using Earth Science Knowledge Explain appropriate safety precautions during severe weather. Key concepts: Safety precautions—safe locations, sirens, radio broadcasts, severe weather watch and warning. Materials Real-world contexts: Examples of local severe weather, including thunderstorms, tornadoes and blizzards, examples of local community Journal Pages Optional but safety precautions, including weather bulletins and tornado sirens. recommended: United Streaming Video: Severe LESSON Weather Safety: Watch for the Warning Students will discuss different weather conditions and severe storms. As a Optional but group, the students will create a weather broadcast that includes safety recommended: Print out precautions needed for a specific weather condition and will present it to one copy of information the class. about thunderstorms, hurricanes, tornadoes, KEY QUESTIONS and blizzards from United States Search What are the different types of storms? What safety precautions should be and Rescue web site taken for each type of storm? listed in Resource Section PROCEDURE 1. Review the vocabulary with the class. 2. If available, view the weather safety video, Severe Weather Safety: Watch for the Warning, from United Streaming listed in the resources. 3. Arrange students into groups of 4. Assign each group of students one of the following severe storms – thunderstorms and lightning, tornadoes, hurricanes, or blizzards. 4. Give students printed information from the recommended web site, or from other sources if available.

5th Grade Earth Science Toolbox St. Clair County RESA 2006 48 5. Working together, the students will create a weather broadcast to present to the class. Their report should include a definition and description of the type of storm as well as safety precautions.

RECOMMENDED RESOURCES Severe Weather Safety: Watch for the Warning. United Learning (1996). Retrieved April 29, 2006, from unitedstreaming: http://www.unitedstreaming.com/ Severe Weather Safety: Watch for the Warning (18:07) Topics:  The Dangers of Severe Weather (01:04)  Severe Thunderstorms (03:17)  Safety Precautions Involving Severe Weather (03:51)  Some Facts About Severe Weather (00:32)  Severe Weather Safety in School (05:39)  Severe Weather Safety at Home (01:36)  Having a Severe Weather Safety Plan (00:27)

For more information about storms and safety tips, go to the United States Search and Rescue Task Force Web Page at http://www.ussartf.org/index.html Thunderstorms: http://www.ussartf.org/thunderstorms.htm Tornadoes: http://www.ussartf.org/tornadoes.htm Hurricanes: http://www.ussartf.org/hurricanes.htm Blizzards: http://www.ussartf.org/blizzards.htm

OPTIONAL RESOURCES The Red Cross Disaster Preparedness Coloring Book for Children (ages 3-10) http://www.redcross.org/services/disaster/eduinfo/colorbk.pdf

Thunderstorms, Tornadoes, and Lightning, a 16 paged preparedness color brochure can be downloaded from the American Red Cross at: http://www.nws.noaa.gov/om/brochures/ttl.pdf

INFORMATION FOR TEACHER Severe Weather Large bodies of air called air masses are always moving across the Earth. Cold air masses and warm air masses push each other back and forth. Our weather changes when a new air mass passes over us. Sometimes these moving air masses cause severe weather. The weather service gives weather bulletins to let people know about changing weather that could be dangerous. A watch means that severe weather is possible. Stay alert for any changes in weather conditions. Listen to the radio or television for more information. A warning means severe weather has been observed in your area or it was seen on the radar. You need to take shelter immediately.

Thunderstorms and Lightning Thunderstorms occur when warm air is rising very fast and there is plenty of moisture in the air. Thunderstorms include lightning. Lightning is a giant electric spark that develops when the water droplets in the thunderstorm’s clouds rub against each other. It can be deadly, so people should stay indoors during thunderstorms. They should stay away from metal like faucets and pipes because metal conducts electricity. They should not use the telephone. If they are outdoors, they should not go into the water or stand under a tree. Lightning tends to strike the tallest object.

5th Grade Earth Science Toolbox St. Clair County RESA 2006 49 Tornadoes Tornadoes are powerful twisting columns of air that form during thunderstorms. They are called funnel clouds when they are in the air and tornadoes when they touch down to the Earth. They usually last only a few minutes, but they have wind speeds up to 300 mph. When a tornado is predicted sirens blow to sound an alarm. Weather bulletins are announced on the television and radio. Here are some safety tips for tornadoes:  Move away from glass doors and windows. Go to the basement, a small room in the middle of their building, or a closet.  If you live in a mobile home, leave and go to a sturdy nearby building or storm shelter.  If you are in a car, get out, lie flat in a ditch, and cover your heads with your hands.

Hurricanes Hurricanes are Earth’s most destructive storms. They form over the warm tropical ocean waters. Hurricane winds blow at speeds up to 150 mph. They are very big storms. They can measure 300 miles across. People who live where the hurricanes come should be prepared with emergency food, water, and battery-powered radios. They should leave the area and go to a shelter if the weather services tell them to.

Blizzards The National Weather Service defines blizzards as a large amount of snow or blowing snow with winds over 35 mph and visibilities less than one fourth of a mile for an extended period of time (3 hours or more). If you are caught outside during a blizzard, do not eat the snow. It will lower your body temperature. Melt the snow first before you drink it. Try to stay dry and cover all exposed parts of your body. Try to find shelter. If you are in a car, keep the windows open a little to avoid carbon monoxide poisoning. Be sure the exhaust pipe is not blocked. Run the engine for 10 minutes every hour for heat. Turn on the dome light while you are running the engine at night. Tie a red cloth to the antenna. Exercise from time to time to keep your blood circulating.

EXTENSION Videotape the reports and watch them the next day.

5th Grade Earth Science Toolbox St. Clair County RESA 2006 50 Name ______Earth Science Lesson 8

Type of Storm: ______

Your group is assigned to write a weather broadcast informing your audience of severe weather that is in the weather forecast for where you live. Write a short introduction to your weather report. Describe the characteristics of the coming storm. List the safety precautions that should be followed.

Introduction:

Characteristics of the Storm:

Safety Precautions:

5th Grade Earth Science Toolbox St. Clair County RESA 2006 51

SP 25 Lesson 9 Lesson Focus Using Earth Science Knowledge

The Solar System and Universe

Vocabulary Lesson 9: Motions of the Earth and Moon spin V.4.E.2 Using Earth Science Knowledge orbit Describe the motion of the Earth around the Sun and the Moon around calendar the Earth. month Key concepts: Spin, orbit, length of day, nighttime, month, year, observed movement of the sun and stars across the sky, observed year movement of the moon from day to day, calendar. Real-world contexts: Outdoor observing of the sun’s and star’s motions during the night and moon’s motions over several days.

LESSON Young students have difficulty with the words rotate and revolve as they apply to the motions of the Earth and moon. For this reason, these words are not part of the vocabulary in the Michigan Curriculum Framework for elementary students (K-4). Middle and High School students are expected to use the words rotate or rotation as they apply to the spinning motion of a celestial object on its axis. At this time revolution, as it applies to the orbiting motion of a celestial body, does not appear in the framework at any grade. Materials In Part 1, students will model the motions of the Earth and Moon kinesthetically and with models. At this age, many students do not Globe realize that the Moon orbits the Earth. They seem to understand that as Lamp and 40 or 60 watt the Earth spins, the side that faces the Sun has day, but they think that light bulb (A short lamp the side that does not face the Sun has night because it faces the is best) Journal Page: Moon Moon. In Part 2 they will draw observations of the moon using Observation Sheet (26) information found on the Internet. Optional: Body maps found in Lesson 5 of KEY QUESTIONS “Our Star the Sun” http://www.eyeonthesky. What makes day and night on Earth? org/ How do the motions of the Earth and Moon define our calendar year and month?

5th Grade Earth Science Toolbox St. Clair County RESA 2006 52 PROCEDURE - PART 1 1. Students should prepare the body map from “Our Star the Sun” web page http://www.eyeonthesky.org/activities_pdf/05sun_dayni_map.pdf. Tape works better than glue to connect the three pages. 2. Arrange the class so the students are sitting in a circle. 3. Give students a chance to explain their ideas for why we have day and night on Earth. Do not evaluate responses at this time. Encourage students to share their ideas and respect the ideas of their classmates by listening and not laughing. 4. Place a lamp in the center of the circle. 5. Place a globe on the floor so that it lies on the same plane as the light. You may have to place the globe on a box first if the lamp is tall. The light from the lamp should shine more directly on the equator of your globe, not on the top or Northern hemisphere. At this age some students may still think that the sun moves up and down because that is what they observe. 6. Turn off the room lights and observe the light and dark sides of the Earth. Spin the globe so that students can observe it spin on its axis. Pass the globe around the circle so all students can see the light and the dark sides. Help students notice that night can occur although there is no moon in the model. Remind students that they sometimes can see the Moon during the daylight hours. 7. Have students wrap the map around them while they stand in a circle around the lamp. You may need to raise the lamp so that the light is on the same plane as the students’ body maps. If the body maps are not available, tell students to imagine that their heads are planet Earth. Adjust the lamp so that the light shines even with their faces. Have them turn so that half of the time they can see the sun and the other half of the time they cannot. Discuss that it takes the Earth 24 hours or one day to spin once and complete the turn. 8. While the Earth is spinning, it is also moving around or orbiting the sun. It takes the Earth one year or 365 ¼ days to make a complete orbit around the sun. You can mention that every four years, we have a leap year with an extra day in it. Have the students walk around the lamp in a circle to model the orbit of the Earth around the sun.

PROCEDURE - PART 2 1. Ask students if the moon always looks the same. Ask them if they observed the moon the previous night. If not, go to a web site such as the U.S Naval Observatory at http://aa.usno.navy.mil/idltemp/current_moon.html to see what the moon currently looks like from Earth. 2. Look at the following interactive web page from Harcourt Publishers that shows the motion of the moon around the Earth http://www.harcourtschool.com/activity/moon_phases/ . Discuss that it takes about 29.5 days for the Moon to orbit the Earth. Since the Sun shines on the Moon and only half of the Moon is lit, just like half of the Earth has light and the other half has dark, people on Earth see a different amount of the lit part as the Moon orbits around us. The Moon does not produce its own light. When the Sun shines on the Moon, the light bounces off or reflects off of it and that light shines toward Earth. 3. Assign the student journal page, Moon Observations. Ideally, students should observe the moon each night for about a month, but since this lesson is designed to be a review and time is short, have students go the Internet to find the phases of the moon for the current month. A very nice web site where this can be found is at http://stardate.org/nightsky/moon/.

RESOURCES

5th Grade Earth Science Toolbox St. Clair County RESA 2006 53 http://www.eyeonthesky.org/ Lesson plans about our star, the Sun, presented by Reading First, Fostering Reading through Science and Technology. This is where you will find the link for the body maps in the activity for Part 1. http://aa.usno.navy.mil/idltemp/current_moon.html See a large image of the current phase of the moon. http://stardate.org/nightsky/moon/ A web site that has the phases of the moon by calendar month. Select the month and year. A calendar with the moon phases on it can be printed from this site. http://www.harcourtschool.com/activity/moon_phases/ Here’s an applet that models the phases of the moon. http://www.riversci.com/newmoon.shtml Riverside Scientific has an excellent program, New Moon that simulates the phases for the moon as seen from Earth and from Space. A 30-day free trial is available.

EXTRA http://www.exploratorium.edu/ronh/solar_system/index.html Build your own scale model of the solar system. You will need an Internet browser that supports JavaScript. Enter the diameter of the Sun in your model and it will tell you how big to make your planets and give you the distances between them.

5th Grade Earth Science Toolbox St. Clair County RESA 2006 54 Name ______Earth Science Lesson 9 Moon Observations Enter the dates for this month on the calendar below. Then go to: http://stardate.org/nightsky/moon/. Shade in the circle for each date to show what the moon will look like on that night.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

SP 26 5th Grade Earth Science Toolbox  St. Clair County RESA 2006 55 Lesson 10 Lesson Focus Using Earth Science Knowledge

The Constructed Response The Solar System and Universe Vocabulary Lesson 10: Characteristics of the Sun and Earth planet star sphere space solar system heat light

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 56 V.4.E.1 Using Earth Science Knowledge Compare and contrast characteristics of the sun, moon, and Earth. Key concepts: Planet, star, sphere, space, solar system, larger/smaller, closer/farther, heat, light. Real-world contexts: Observations of the moon, Earth, and safe observations of the sun.

LESSON The item in this lesson is question 10 from Grade 5 Fall 2005 released items. After completing this item, either in the practice test or independent of it, students will read and analyze the responses of students who took the test in 2005. They will score these responses and discuss the reasons for giving their score to the writing.

KEY QUESTIONS How can I improve my score on the constructed response section of the MEAP? Materials Students’ response to PROCEDURE Item #10 from practice 1. Pass out students’ responses to the question #10 of the practice test test (Fall 2005 Released (Fall 2005 Released Items) or have students complete the Items) constructed response question at the top of their journal page. Journal Pages 2. Discuss the possible correct answers from the “Rubric for the Copy of Rubric from the Comparison of Sun and Earth” on the next page. Teachers’ Guide on 3. Arrange students into small groups of 3 or 4. page 55 for each student or an overhead 4. Students independently score the first anonymous student’s transparency of the response. Then have them share the scores they have given with the rubric. other members in their small group. 5. Discuss the scores as a whole class. Ask who gave the student 0 points. Then ask who gave a score of 1 point. Go through this process up to three points. Ask students to give their reasons for their score. Discuss what would make the response better. 6. Let students do the rest of the items. First they should read and score the responses independently. Then they will share them with their group. 7. Discuss responses from anonymous students #2 through #6 as a whole class following the same procedure in step 5

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 57 Rubric for the Comparison of Earth and Sun Differences  Earth is smaller than the sun (both are different sizes).  The sun is hotter than Earth (different temperatures).  Earth does not give off light (receives light) and the sun does.  Earth has life and the sun does not (Earth has cities/states/countries).  Earth is a planet and the sun is a star (i.e. gas); Earth has a different composition (dirt/rocks/water/land/continents).  They are both different colors.  Earth has a moon and the sun does not.  Earth has a different amount of gravity than sun.  Earth has seasons and the sun doesn’t.  Other acceptable differences Similarities  Earth and the sun are both part of the solar system/galaxy/milky way.  Earth and the sun are both spheres (round/circle).  Both rotate.  Both have atmospheres.  Both have cores.  Both have gravity.  Both have layers.  Both have at least 1 planet surrounding them.  Both change temperatures.  Both travel in an orbit.  Both have something orbiting them.  Both help us to survive.  Other acceptable similarities

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 58 Name ______Earth Science Lesson 10

Constructed Response Earth and the sun are different from each other in many (3 points) ways. They also have some similarities.

 Describe two ways that Earth is different from the sun.

 Describe one way that Earth is similar to the sun.

Scoring Guide:

3 points The student describes two ways Earth is different from the sun and one way Earth is similar to the sun.

2 points The student describes two ways Earth is different from the sun but fails to describe a way Earth is similar to the sun. OR The student describes one way Earth is different from the sun and one way Earth is similar to the sun.

1 point The student describes one way Earth is different from the sun. OR The student describes one way Earth is similar to the sun.

0 points The student fails to show any understanding of differences or similarities between Earth and the sun.

SP 27 5th Grade Earth Science Toolbox  St. Clair County RESA 2006 59 Read the responses for this question. Give each written response a score using the scoring guide. Be prepared to use the scoring guide and list of answers your teacher will give you to defend your decision. 2 STUDENT #1 SCORE ______

The earth is smaller than the sun. The sun stays in place, the earth

moves. The earth and the sun are both in the same galaxy.

The student describes one way the Earth is different from the Sun (Earth is smaller than the sun) and attempts to describe an additional difference (sun stays in place, the earth moves), which is not correct because the sun also rotates and revolves. The student describes one way Earth is similar to the sun (Earth and sun are in the same galaxy).

STUDENT #2 SCORE ______2

One way the Earth is different from the Sun is that we have living

things. Like animals, humans, trees, and plants. Another way is

that the Earth is not a star. Like the sun is. The way they are alike

is that they both recive or give off light. This is how they are alike or

different.

The student describes two ways the Earth is different from the sun: the statement that “Earth is different…we have living things. Like animals, humans, trees, and plants” implies that the sun does not have living things on it and “Earth is not a star” implies that the difference is that the sun is a star. The response attempts to describe how Earth is similar to the sun (Both recive or give off light). This is not an acceptable similarity because the Earth receives light and the sun gives off light. SP 28

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 60 3 STUDENT #3 SCORE ______

The sun is very hot. No one lives on the sun. They both are round.

The student describes two ways Earth is different from the sun: (sun is very hot) implies that the Earth is not hot and (No one lives on the sun) implies that the Earth is lived on. The student describes one way the Earth is similar to the sun (Both are round).

STUDENT #4 SCORE ______3

Two ways that earth is different from the sun are the sun is what gives of light and earth recieves the light. Another way they’re different is that the sun is much, much bigger than the earth. One way that the earth and the sun are alike is that they’re both in the solar system.

The student describes two ways Earth is different from the sun (the sun is what gives of light and earth receives the light; sun is much bigger than the earth) and describes one way Earth is similar to the sun (They’re both in the solar system). 2 STUDENT #5 SCORE ______SP 29

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 61 The Eath is different from the sun by the sun is very, very, very hot. And the Eath is not very, very, very hot. Thay both look like ball.

The student describes one way Earth is different from the sun (the sun is vey, very, very hot…the Eath is not very, very, very hot) and describes one way Earth is similar to the sun (both look like a ball).

STUDENT #6 SCORE ______3

The Earth and sun have differences and similarities. The Earth is different from the sun because people live on the earth and it is cooler in temperature and there is land and water on it. The sun and Earth are similar because they each have something orbiting them. The other planets orbit the sun and the moon orbits the Earth.

The student describes two ways Earth is different from the sun (people live on the earth and it is cooler in temperature and there is land and water on it). The student describes one way Earth is similar to the sun (They each have something orbiting them. The other planets orbit the sun and the moon orbits the Earth).

Go back and score your own response. Give it to a friend to score and compare your scores.

Earth Science Vocabulary atmosphere - The blanket of gasses that surrounds the earth SP 30 blizzard - A very heavy snowstorm with high winds boulder - A large rounded mass of rock lying on the surface of the ground or embedded in the soil calendar – A table showing the months, weeks, and days in at least one specific year

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 62 centimeter - A unit of length equal to one hundredth of a meter clay - A fine-grained, firm earthy material that is plastic when wet and hardens when heated, consisting primarily of hydrated silicates of aluminum and widely used in making bricks, tiles, and pottery cloud - a mass of tiny droplets of condensed water in the atmosphere coal - A natural dark brown to black graphite like material used as a fuel, formed from fossilized plants and consisting of amorphous carbon with various organic and some inorganic compounds data - Factual information, especially information organized for analysis or used to reason or make decisions daylight - The light of day; sunlight decrease - To grow or cause to grow gradually less or smaller, as in number, amount, or intensity earthquakes - Movement or vibration in the rocks that make up Earth’s crust erosion - The wearing away of soil and rock particles by waves, wind, running water, or glaciers evaporation - The process in which water particles change from liquid to a gas fall - To drop or come down freely under the influence of gravity flexible - 1) Capable of being bent or flexed; pliable fog - Condensed water vapor in cloudlike masses lying close to the ground and limiting visibility freeze - The process in which moving particles in water slow down, lose heat, and change from a liquid to a solid glaciers - A large mass of snow and ice that slowly moves downward and outward over the land graph - A diagram that exhibits a relationship, often functional, between two sets of numbers as a set of points having coordinates determined by the relationship gravel - An mixture of rock fragments or pebbles gypsum - A widespread colorless, white, or yellowish mineral, CaSO4·2H2O, used in the manufacture of plaster of Paris, various plaster products, and fertilizers heat - The movement of thermal energy from warmer to cooler objects increase - To become greater or larger light - Electromagnetic radiation that has a wavelength in the range from about 4,000 (violet) to about 7,700 (red) angstroms and may be perceived by the normal unaided human eye liquid - A state of mater that takes up a definite amount of space but has no definite shape melt - When particles absorb heat energy and change from a solid to a liquid millimeter - A unit of length equal to one thousandth of a meter mineral - A natural occurring substance, neither a plant nor animal moisture - Diffuse wetness that can be felt as vapor in the atmosphere or condensed liquid on the surfaces of objects; dampness SP 31 month - A unit of time corresponding approximately to one cycle of the moon's phases, or about 30 days or 4 weeks observe -To use one or more of the senses to identify or learn about an object of event oil - Any of numerous mineral, vegetable, and synthetic substances and animal and vegetable fats that are generally slippery, combustible, viscous, liquid or liquefiable at

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 63 room temperatures, soluble in various organic solvents such as ether but not in water, and used in a great variety of products, especially lubricants and fuels orbit - The path an object follows as it revolves ore - A mineral or an aggregate of minerals from which a valuable constituent, especially a metal, can be profitably mined or extracted planet - A satellite of the sun precipitation - Water in the atmosphere that falls to Earth as rain, snow, hail or sleet predict- To state possible results of an event or experiment reduce - To bring down, as in extent, amount, or degree; diminish recycle - To put or pass through a cycle again, as for further treatment reuse - To use again, especially after salvaging or special treatment or processing rigid - Not flexible or pliant; stiff rock - A naturally formed solid in the crust made up of one or more minerals rough - Having a surface marked by irregularities, protuberances, or ridges; not smooth sand - Small loose grains of worn or disintegrated rock season - One of the four natural divisions of the year, spring, summer, fall, and winter, in the North and South Temperate zones. Each season, beginning astronomically at an equinox or solstice, is characterized by specific meteorological or climatic conditions smooth - Having a surface free from irregularities, roughness, or projections; even soil - Manure, especially human excrement, used as fertilizer solar system - The Sun and all the objects that orbit around it sphere - A three-dimensional surface, all points of which are equidistant from a fixed point spin - A swift whirling motion spring - Of, relating to, occurring in, or appropriate to the season of spring star - A hot sphere of gas that gives off energy summary - Presenting the substance in a condensed form summer - The usually warmest season of the year, occurring between spring and autumn and constituting June, July, and August in the Northern Hemisphere, or, as calculated astronomically, extending from the summer solstice to the autumnal equinox temperature - A measure of how hot or cold something is thermometer- An instrument used to measure temperature thunderstorm - A transient, sometimes violent storm of thunder and lightning, often accompanied by rain and sometimes hail tornado - rotating column of air ranging in width from a few yards to more than a mile and whirling at destructively high speeds, usually accompanied by a funnel-shaped downward extension of a cumulonimbus cloud transportation - The business of conveying passengers or goods volcanoes - An opening in the earth's crust through which molten lava, ash, and gases are ejected water vapor- A gas in the Earth’s atmosphere winter - The usually coldest season of the year, occurring between autumn and spring, extending in the Northern Hemisphere from the winter solsticeSP to 32the vernal equinox, and popularly considered to be constituted by December, January, and February year- The time it takes a planet to orbit the Sun; a year is different from planet to planet it the Sun. A year is different from planet to planet.

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 64 SP 33

5th Grade Earth Science Toolbox  St. Clair County RESA 2006 65