1. Exploring Earth Science MST Inquiry Unit for the 5 th grade Eric C. Powell ED 7204T.NET1

2. Table of Contents Lesson # Lesson Title Bloom’s Taxonomy Gardner’s Multiple Intelligences Activities Included In Lesson 1 Elements of Earth Science KnowledgeLinguisticWeb-based scavenger hunt 2 Classifying Speci- mens Comprehen- sion Visual-Spatial Interpersonal Venn diagram Manipulative task: Grouping objects 3 It’s A Clay, Clay World! ApplicationBodily-Kinesthetic Interpersonal Naturalistic Manipulative task: Modeling clay 4 SoilAnalysisLogical- Mathematical Line graph/Bar graph/Pictograph 5 Erosion Synthesis Interpersonal Naturalistic Bodily-Kinesthetic Compare/contrast chart 6 Plate Tectonics EvaluationIntrapersonal Spatial Existential Filamentality site

3. Lesson 1Summary  Objectives: SWBAT describe the difference between rocks and minerals, describe a function of soil, define “erosion”, define “plate tectonics”  Bloom’s Taxonomy: Knowledge  Gardner’s Multiple Intelligences: Linguistic  Additives: Web-based scavenger hunt  Assessment: Students will be assessed through a quantifiable rubric in accord with the stated objectives

4. Lesson 1Assessment Rubric Assessment Rubric Behavioral Objective Target 3 Satisfactory 2 Unsatisfactory 1 Student Rating 1) To describe the difference between rocks and minerals Student able to accurately describe the differences between rocks and minerals using examples. Student mostly able to describe the differences between rocks and minerals. No examples used. Student unable to describe the differences between rocks and minerals or utilize examples. 2) To describe a function of soil Student able to accurately describe a function of soil using examples. Student mostly able to describe a function of soil. No examples used. Student unable to describe a function of soil or utilize examples. 3) To define “erosion” Student able to accurately define “erosion” using examples. Student mostly able to define “erosion.” No examples used. Student unable to define “erosion” or utilize examples. 4) To define “plate tectonics” Student able to accurately define “plate tectonics” using examples. Student mostly able to define “plate tectonics.” No examples used. Student unable to define “plate tectonics” or utilize examples.

5. Lesson 2 Summary  Objectives: SWBAT compare and contrast various rock forms and minerals, differentiate between various rock forms and minerals  Bloom’s Taxonomy: Comprehension  Gardner’s Multiple Intelligences: Visual- Spatial, Interpersonal  Additives: Manipulative task - Grouping objects; Venn diagram  Assessment: Students will be assessed through a quantifiable rubric in accord with the stated objectives

6. Lesson 2 Assessment Rubric Assessment Rubric Behavioral Objective Target 3 Satisfactory 2 Unsatisfactory 1 Student Rating 1) To compare and contrast various rock forms and minerals Student able to accurately describe the similarities and differences between various rock forms and minerals using examples. Student mostly able to describe similarities and differences between various rock forms and minerals. No examples used. Student unable to describe the similarities and differences between various rock forms and minerals or utilize examples. 2) To differentiate between various rock forms and minerals Student able to accurately differentiate between various rock forms and minerals using examples Student mostly able to differentiate between various rock forms and minerals. No examples used. Student unable to differentiate between various rock forms and minerals or utilize examples.

7. Lesson 3 Summary  Objectives: SWBAT examine a topographic feature, construct a clay topographic feature, define and explain “topography”  Bloom’s Taxonomy: Application  Gardner’s Multiple Intelligences: Bodily- Kinesthetic, Interpersonal, Naturalistic  Additives: Manipulative task - Modeling clay  Assessment: Students will be assessed through a quantifiable rubric in accord with the stated objectives

8. Lesson 3 Assessment Rubric Assessment Rubric Behavioral Objective Target 3 Satisfactory 2 Unsatisfactory 1 Student Rating 1) To examine a topographic feature Student able to examine a topographic feature using the internet. Student mostly able to examine a topographic feature using the internet. Assistance needed for examination and/or internet use. Student unable to examine a topographic feature using the internet. 2) To construct a clay topographic feature Student able to construct a clay topographic feature. Student mostly able to construct a clay topographic feature. No markings utilized. Student unable to construct a clay topographic feature. 3) To define and explain “topography” Student able to accurately define and explain “topography” using examples. Student mostly able to define and explain “topography.” No examples used. Student unable to define and explain “topography” or utilize examples.

9. Lesson 4 Summary  Objectives: SWBAT compare and contrast different soil types, make predictions, create a graph illustrating soil and water mixtures  Bloom’s Taxonomy: Analysis  Gardner’s Multiple Intelligences: Logical- Mathematical  Additives: Line graph/Bar graph/Pictograph  Assessment: Students will be assessed through a quantifiable rubric in accord with the stated objectives

10. Lesson 4 Assessment Rubric Assessment Rubric Behavioral Objective Target 3 Satisfactory 2 Unsatisfactory 1 Student Rating 1) To compare and contrast different soil types Student able to accurately compare and contrast different soil types using examples. Student mostly able to compare and contrast different soil types. No examples used. Student unable to compare and contrast different soil types or utilize examples. 2) To make predictions Student able to accurately make predictions. Student mostly able to make predictions. More details are needed. Student unable or unwilling to make predictions. 3) To create a graph illustrating soil and water mixtures Student able to create a graph illustrating soil and water mixtures. Student mostly able to create a graph illustrating soil and water mixtures. Graph missing some labels and/or details. Student unable to create a graph illustrating soil and water mixtures.

11. Lesson 5 Summary  Objectives: SWBAT define erosion, compare and contrast differing varieties of erosion  Bloom’s Taxonomy: Synthesis  Gardner’s Multiple Intelligences: Interpersonal, Naturalistic, Bodily-Kinesthetic  Additives: Compare/contrast chart  Assessment: Students will be assessed through a quantifiable rubric in accord with the stated objectives

12. Lesson 5 Assessment Rubric Assessment Rubric Behavioral Objective Target 3 Satisfactory 2 Unsatisfactory 1 Student Rating 1) To define “erosion” Student able to accurately define “erosion” using examples. Student mostly able to define “erosion.” No examples used. Student unable to define “erosion” or utilize examples. 2) To compare and contrast differing varieties of erosion Student able to accurately compare and contrast differing varieties of erosion using examples. Student mostly able to compare and contrast differing varieties of erosion, No examples used. Student unable to compare and contrast differing varieties of erosion or utilize examples.

13. Lesson 6 Summary  Objectives: SWBAT describe and define plate tectonics, convey information discovered through World Wide Web investigations  Bloom’s Taxonomy: Evaluation  Gardner’s Multiple Intelligences: Intrapersonal, Spatial, Existential  Additives: Filamentality Web Site  Assessment: Students will be assessed through a quantifiable rubric in accord with the stated objectives

14. Lesson 6 Assessment Rubric Assessment Rubric Behavioral Objective Target 3 Satisfactory 2 Unsatisfactory 1 Student Rating 1) To describe and define “plate tectonics” Student able to accurately describe and define “plate tectonics” using examples. Student mostly able to describe and define “plate tectonics.” No examples used. Student unable to describe or define “plate tectonics” or utilize examples. 2) To convey information discovered through World Wide Web investigations Student able to accurately convey information discovered through World Wide Web investigations using examples. Student mostly able to convey information discovered through World Wide Web investigations. No examples used. Student unable to convey information discovered through World Wide Web investigations.

15. Corresponding Web Pages  Elements of Earth Science Scavenger Hunt (Lesson 1): http://www.kn.att.com/wired/fil/pages/hun tearthscmr.html  Earth Science Fun on the World Wide Web (Lesson 6): http://www.kn.att.com/wired/fil/pages/liste arthscmr.html