Type:

E-book, Graphic Organizer/Worksheet

Description:

Goal: The goal of this unit is to strengthen the 21st Century skills of students by using the Internet.

Objectives: Students will use research skills, critical thinking and problem solving skills, as well as creativity and communication skills in the implementation of this lesson plan.

Timeframe: 4-5 class sessions, 45 minutes each

Materials – Computer or handheld device with Internet access, printer and paper

Grade: Intended for grades 5 - 6

Subjects:

  • Educational Technology > General
  • Information & Media Literacy > General
  • Language Arts > General
  • Social Studies > General

Education Levels:

  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8

Keywords:

Lesson plan graphic organizer creative writing concept mapping research internet research

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial
Update Standards?

SCT.6-8.A1.a: Science and Technology

Explain how individual parts working together in a system (including organisms, Earth systems, solar systems, or man-made structures) can do more than each part individually.

SCT.6-8.A1.b: Science and Technology

Explain how the output of one part of a system, including waste products from manufacturing or organisms, can become the input of another part of a system.

SCT.6-8.A1.c: Science and Technology

Describe how systems are nested and that systems may be thought of as containing subsystems (as well as being a subsystem of a larger system) and apply the understanding to analyze systems.

SCT.6-8.A2.a: Science and Technology

Compare different types of models that can be used to represent the same thing (including models of chemical reactions, motion, or cells) in order to match the purpose and complexity of a model to its use.

SCT.6-8.A2.b: Science and Technology

Propose changes to models and explain how those changes may better reflect the real thing.

SCT.6-8.A3.a: Science and Technology

Describe systems that are changing including ecosystems, Earth systems, and technologies.

SCT.6-8.A3.b: Science and Technology

Give examples of systems including ecosystems, Earth systems, and technologies that appear to be unchanging (even though things may be changing within the system) and identify any feedback mechanisms that may be modifying the changes.

SCT.6-8.A3.c: Science and Technology

Describe rates of change and cyclic patterns using appropriate grade-level mathematics.

SCT.6-8.A4.a: Science and Technology

Describe how some things change or work differently at different scales.

SCT.6-8.A4.b: Science and Technology

Use proportions, averages, and ranges to describe small and large extremes of scale.

SCT.6-8.B1.a: Science and Technology

Identify questions that can be answered through scientific investigations.

SCT.6-8.B1.b: Science and Technology

Design and safely conduct scientific investigations including experiments with controlled variables.

SCT.6-8.B1.c: Science and Technology

Use appropriate tools, metric units, and techniques to gather, analyze, and interpret data.

SCT.6-8.B1.d: Science and Technology

Use mathematics to gather, organize, and present data and structure convincing explanations.

SCT.6-8.B1.e: Science and Technology

Use logic, critical reasoning and evidence to develop descriptions, explanations, predictions, and models.

SCT.6-8.B1.f: Science and Technology

Communicate, critique, and analyze their own scientific work and the work of other students.

SCT.6-8.B2.a: Science and Technology

Identify appropriate problems for technological design.

SCT.6-8.B2.b: Science and Technology

Design a solution or product.

SCT.6-8.B2.c: Science and Technology

Communicate a proposed design using drawings and simple models.

SCT.6-8.B2.d: Science and Technology

Implement a proposed design.

SCT.6-8.B2.e: Science and Technology

Evaluate a completed design or product.

SCT.6-8.B2.f: Science and Technology

Suggest improvements for their own and others' designs and try out proposed modifications.

SCT.6-8.B2.g: Science and Technology

Explain the design process including the stages of problem identification, solution design, implementation, and evaluation.

SCT.6-8.C1.a: Science and Technology

Explain how the type of question informs the type of investigation.

SCT.6-8.C1.b: Science and Technology

Explain why it is important to identify and control variables and replicate trials in experiments.

SCT.6-8.C1.c: Science and Technology

Describe how scientists' analyses of findings can lead to new investigations.

SCT.6-8.C2.a: Science and Technology

Compare the process of scientific inquiry to the process of technological design.

SCT.6-8.C2.b: Science and Technology

Explain how constraints and consequences impact scientific inquiry and technological design.

SCT.6-8.C3.a: Science and Technology

Describe how science and technology can help address societal challenges including population, natural hazards, sustainability, personal health and safety, and environmental quality.

SCT.6-8.C3.b: Science and Technology

Identify personal choices that can either positively or negatively impact society including population, ecosystem sustainability, personal health, and environmental quality.

SCT.6-8.C3.c: Science and Technology

Identify factors that influence the development and use of science and technology.

SCT.6-8.C4.a: Science and Technology

Describe how women and men of various backgrounds, working in teams or alone and communicating about their ideas extensively with others, engage in science, engineering, and related fields.

SCT.6-8.C4.b: Science and Technology

Describe a breakthrough from the history of science that contributes to our current understanding of science.

SCT.6-8.C4.c: Science and Technology

Describe and provide examples that illustrate that science is a human endeavor that generates explanations based on verifiable evidence that are subject to change when new evidence does not match existing explanations.

SCT.6-8.D1.a: Science and Technology

Describe the different kinds of objects in the solar system including planets, sun, moons, asteroids, and comets.

SCT.6-8.D1.b: Science and Technology

Explain the motions that cause days, years, phases of the moon, and eclipses.

SCT.6-8.D1.c: Science and Technology

Describe the location of our solar system in its galaxy and explain that other galaxies exist and that they include stars and planets.

SCT.6-8.D2.a: Science and Technology

Explain how the tilt of Earth's rotational axis relative to the plane of its yearly orbit around the sun affects the day length and sunlight intensity to cause seasons.

SCT.6-8.D2.b: Science and Technology

Describe Earth Systems - biosphere, atmosphere, hydrosphere and lithosphere - and cycles and interactions within them (including water moving among and between them, rocks forming and transforming, and weather formation).

SCT.6-8.D2.c: Science and Technology

Give several reasons why the climate is different in different regions of the Earth.

SCT.6-8.D2.d: Science and Technology

Describe significant Earth resources and how their limited supply affects how they are used.

SCT.6-8.D2.e: Science and Technology

Describe the effect of gravity on objects on Earth.

SCT.6-8.D2.f: Science and Technology

Give examples of abrupt changes and slow changes in Earth Systems.

SCT.6-8.D3.a: Science and Technology

Describe that all matter is made up of atoms and distinguish between/among elements, atoms, and molecules.

SCT.6-8.D3.b: Science and Technology

Describe how physical characteristics of elements and types of reactions they undergo have been used to create the Periodic Table.

SCT.6-8.D3.c: Science and Technology

Describe the difference between physical and chemical change.

SCT.6-8.D3.d: Science and Technology

Explain the relationship of the motion of atoms and molecules to the states of matter for gases, liquids, and solids.

SCT.6-8.D3.e: Science and Technology

Explain how atoms are packed together in arrangements that compose all substances including elements, compounds, mixtures, and solutions.

SCT.6-8.D3.f: Science and Technology

Explain and apply the understanding that substances have characteristic properties, including density, boiling point, and solubility and these properties are not dependent on the amount of matter present.

SCT.6-8.D3.g: Science and Technology

Use the idea of atoms to explain the conservation of matter.

SCT.6-8.D3.h: Science and Technology

Describe several different types of energy forms including heat energy, chemical energy, and mechanical energy.

SCT.6-8.D3.i: Science and Technology

Use examples of energy transformations from one form to another to explain that energy cannot be created or destroyed.

SCT.6-8.D3.j: Science and Technology

Describe how heat is transferred from one object to another by conduction, convection, and/or radiation.

SCT.6-8.D3.k: Science and Technology

Describe the properties of solar radiation and its interaction with objects on Earth.

SCT.6-8.D4.a: Science and Technology

Describe the similarities and differences in the motion of sound vibrations, earthquakes, and light waves.

SCT.6-8.D4.b: Science and Technology

Explain the relationship among visible light, the electromagnetic spectrum, and sight.

SCT.6-8.D4.c: Science and Technology

Describe and apply an understanding of how the gravitational force between any two objects would change if their mass or the distance between them changed.

SCT.6-8.D4.d: Science and Technology

Describe and apply an understanding of how electric currents and magnets can exert force on each other.

SCT.6-8.D4.e: Science and Technology

Describe and apply an understanding of the effects of multiple forces on an object, and how unbalanced forces will cause changes in the speed or direction.

SCT.6-8.E1.a: Science and Technology

Compare physical characteristics that differentiate organisms into groups (including plants that use sunlight to make their own food, animals that consume energy-rich food, and organisms that cannot easily be classified as either).

SCT.6-8.E1.b: Science and Technology

Explain how biologists use internal and external anatomical features to determine relatedness among organisms and to form the basis for classification systems.

SCT.6-8.E1.c: Science and Technology

Explain ways to determine whether organisms are the same species.

SCT.6-8.E1.d: Science and Technology

Describe how external and internal structures of animals and plants contribute to the variety of ways organisms are able to find food and reproduce.

SCT.6-8.E2.a: Science and Technology

List various kinds of resources within different biomes for which organisms compete.

SCT.6-8.E2.b: Science and Technology

Describe ways in which two types of organisms may interact (including competition, predator/prey, producer/consumer/decomposer, parasitism, and mutualism) and describe the positive and negative consequences of such interactions.

SCT.6-8.E2.c: Science and Technology

Describe the source and flow of energy in the two major food webs, terrestrial and marine.

SCT.6-8.E2.d: Science and Technology

Describe how matter and energy change from one form to another in living things and in the physical environment.

SCT.6-8.E2.e: Science and Technology

Explain that the total amount of matter in the environment stays the same even as its form and location change.

SCT.6-8.E3.a: Science and Technology

Describe the basic functions of organisms carried out within cells including the extracting of energy from food and the elimination of wastes.

SCT.6-8.E3.b: Science and Technology

Explain the relationship among cells, tissues, organs, and organ systems, including how tissues and organs serve the needs of cells and organisms.

SCT.6-8.E3.c: Science and Technology

Compare the structures, system, and interactions that allow single-celled organisms and multi-celled plants and animals, including humans, to defend themselves, acquire and use energy, self-regulate, reproduce, and coordinate movement.

SCT.6-8.E3.d: Science and Technology

Explain that all living things are composed of cells numbering from just one to millions.

SCT.6-8.E4.a: Science and Technology

Explain that sexual reproduction includes fertilization that results in the inclusion of genetic information from each parent and determines the inherited traits that are a part of every cell.

SCT.6-8.E4.b: Science and Technology

Identify some of the risks to the healthy development of an embryo including mother's diet, lifestyle, and hygiene.

SCT.6-8.E4.c: Science and Technology

Describe asexual reproduction as a process by which all genetic information comes from one parent and determines the inherited traits that are a part of every cell.

SCT.6-8.E5.a: Science and Technology

Explain how the layers of sedimentary rock and their contained fossils provide evidence for the long history of Earth and for the long history of changing life.

SCT.6-8.E5.b: Science and Technology

Describe how small differences between parents and offspring can lead to descendants who are very different from their ancestors.

SCT.6-8.E5.c: Science and Technology

Describe how variations in the behavior and traits of an offspring may permit some of them to survive a changing environment.

SCT.6-8.E5.d: Science and Technology

Explain that new varieties of cultivated plants and domestic animals can be developed through genetic modification and describe the impacts of the new varieties of plants and animals.

LA.5-6.R.1: English Language Arts

Identify purpose of reading

LA.5-6.R.3: English Language Arts

Use word recognition and context clues to read fluently

LA.5-6.R.5: English Language Arts

Identify signal words, such as finally or in addition, that provide clues to organizational formats such as time order

LA.5-6.R.6: English Language Arts

Use knowledge of punctuation to assist in comprehension

LA.5-6.R.7: English Language Arts

Apply corrective strategies (e.g., rereading and discussion with teachers, peers, or parents/caregivers) to assist in comprehension

LA.5-6.W.1: English Language Arts

Understand the purpose for writing; the purpose may be to explain, describe, narrate, persuade, or express feelings

LA.5-6.W.2: English Language Arts

Determine the intended audience before writing

LA.5-6.W.3: English Language Arts

Use tone and language appropriate for audience and purpose

LA.5-6.W.4: English Language Arts

Use prewriting activities (e.g., brainstorming, note taking, freewriting, outlining, and paragraphing)

LA.5-6.W.5: English Language Arts

Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing)

LA.5-6.W.6: English Language Arts

Use teacher conferences and peer review to revise written work

LA.5-6.W.7.a: English Language Arts

punctuation of compound sentences, friendly/business letters, simple dialogue, and exact words from sources (quotations); use italics/ underlining for titles

LA.5-6.W.7.b: English Language Arts

capitalization of proper nouns such as key words in literary and/or book titles, languages, and historical events

LA.5-6.W.7.c: English Language Arts

spelling of commonly misspelled words, homonyms, and content-area vocabulary

LA.5-6.W.8.a: English Language Arts

parts of speech such as nouns; adjectives and adverbs (comparative/superlative); pronouns (indefinite/nominative/objective); conjunctions (coordinating/subordinating); prepositions and prepositional phrases; and interjections

LA.5-6.W.8.b: English Language Arts

simple/compound/complex sentences, using, correct subject-verb agreement, verb tense, punctuation, and pronouns with clear antecedents

LA.5-6.W.9: English Language Arts

Use signal/transitional words (e.g., in addition, for example, finally, as a result, similarly, and on the other hand) to provide clues to organizational format

LA.5-6.W.10: English Language Arts

Use dictionaries, thesauruses, and style manuals

LA.5-6.W.11: English Language Arts

Use word processing skills

LA.PK-6.1.1.1: English Language Arts

gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such sources as charts, graphs, maps, and diagrams

LA.PK-6.1.1.2: English Language Arts

select information appropriate to the purpose of their investigation and relate ideas from one text to another

LA.PK-6.1.1.3: English Language Arts

select and use strategies that have been taught for notetaking, organizing, and categorizing information

LA.PK-6.1.1.4: English Language Arts

ask specific questions to clarify and extend meaning

LA.PK-6.1.1.5: English Language Arts

make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words

LA.PK-6.1.1.6: English Language Arts

support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns

LA.PK-6.1.2.1: English Language Arts

present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts

LA.PK-6.1.2.2: English Language Arts

select a focus, organization, and point of view for oral and written presentations

LA.PK-6.1.2.3: English Language Arts

use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference

LA.PK-6.1.2.4: English Language Arts

use details, examples, anecdotes, or personal experiences to explain or clarify information

LA.PK-6.1.2.5: English Language Arts

include relevant information and exclude extraneous material

LA.PK-6.1.2.6: English Language Arts

use the process of pre-writing, drafting, revising, and proofreading (the "writing process") to produce well-constructed informational texts

LA.PK-6.1.2.7: English Language Arts

observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms

LA.PK-6.2.1.1: English Language Arts

read a variety of literature of different genres: picture books; poems; articles and stories from children's magazines; fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers

LA.PK-6.2.1.2: English Language Arts

recognize some features that distinguish the genres and use those features to aid comprehension

LA.PK-6.2.1.3: English Language Arts

understand the literary elements of setting, character, plot, theme, and point of view and compare those features to other works and to their own lives

LA.PK-6.2.1.4: English Language Arts

use inference and deduction to understand the text

LA.PK-6.2.1.5: English Language Arts

read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning

LA.PK-6.2.1.6: English Language Arts

evaluate literary merit

LA.PK-6.2.2.1: English Language Arts

present personal responses to literature that make reference to the plot, characters, ideas, vocabulary, and text structure

LA.PK-6.2.2.2: English Language Arts

explain the meaning of literary works with some attention to meanings beyond the literal level

LA.PK-6.2.2.3: English Language Arts

create their own stories, poems, and songs using the elements of the literature they have read and appropriate vocabulary

LA.PK-6.2.2.4: English Language Arts

observe the conventions of grammar and usage, spelling, and punctuation

LA.PK-6.3.2.1: English Language Arts

express opinions (in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches) about events, books, issues, and experiences, supporting their opinions with some evidence

LA.PK-6.3.2.2: English Language Arts

present arguments for certain views or actions with reference to specific criteria that support the argument (e.g., an argument to purchase a particular piece of playground equipment might be based on the criteria of safety, appeal to children, durability, and low cost)

LA.PK-6.3.2.3: English Language Arts

monitor and adjust their own oral and written presentations to meet criteria for competent performance (e.g., in writing, the criteria might include development of position, organization, appropriate vocabulary, mechanics, and neatness. In speaking, the criteria might include good content, effective delivery, diction, posture, poise, and eye contact)

LA.PK-6.3.2.4: English Language Arts

use effective vocabulary and follow the rules of grammar, usage, spelling, and punctuation in persuasive writing

SMT.7-8.2.1.1: Math, Science and Technology

use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based presentations.

SMT.7-8.2.1.2: Math, Science and Technology

use spreadsheets and data-base software to collect, process, display, and analyze information. Students access needed information from electronic data bases and on-line telecommunication services.

SMT.7-8.2.1.3: Math, Science and Technology

systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries, and individuals.

SMT.7-8.2.1.4: Math, Science and Technology

collect data from probes to measure events and phenomena.

SMT.7-8.2.1.5: Math, Science and Technology

use simple modeling programs to make predictions.

SMT.7-8.2.2.1: Math, Science and Technology

understand the need to question the accuracy of information displayed on a computer because the results produced by a computer may be affected by incorrect data entry.

SMT.7-8.2.2.2: Math, Science and Technology

identify advantages and limitations of data-handling programs and graphics programs.

SMT.7-8.2.2.3: Math, Science and Technology

understand why electronically stored personal information has greater potential for misuse than records kept in conventional form.

SMT.7-8.2.3.1: Math, Science and Technology

use graphical, statistical, and presentation software to presents project to fellow classmates.

SMT.7-8.2.3.2: Math, Science and Technology

describe applications of information technology in mathematics, science, and other technologies that address needs and solve problems in the community.

SMT.7-8.2.3.3: Math, Science and Technology

explain the impact of the use and abuse of electronically generated information on individuals and families.

SMT.7-8.5.1.1: Math, Science and Technology

identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.

SMT.7-8.5.1.2: Math, Science and Technology

locate and utilize a range of printed, electronic, and human information resources to obtain ideas.

SMT.7-8.5.1.4: Math, Science and Technology

develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.

SMT.7-8.5.2.1: Math, Science and Technology

choose and use resources for a particular purpose based upon an analysis and understanding of their properties, costs, availability, and environmental impact.

SMT.7-8.5.3.2: Math, Science and Technology

use a computer system to connect to and access needed information from various Internet sites.

SMT.7-8.5.3.4: Math, Science and Technology

use a computer as a modeling tool.

SMT.7-8.5.4.1: Math, Science and Technology

select appropriate technological systems on the basis of safety, function, cost, ease of operation, and quality of post-purchase support.

SMT.7-8.5.4.2: Math, Science and Technology

assemble, operate, and explain the operation of simple open- and closed-loop electrical, electronic, mechanical, and pneumatic systems.

SMT.7-8.5.4.3: Math, Science and Technology

describe how subsystems and system elements (inputs, processes, outputs) interact within systems.

SMT.7-8.7.1.1: Math, Science and Technology

analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action.

SMT.7-8.7.1.2: Math, Science and Technology

make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.

SMT.7-8.7.1.3: Math, Science and Technology

design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.

SMT.7-8.7.1.4: Math, Science and Technology

describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation.

SMT.7-8.7.2.1: Math, Science and Technology

work effectively

SMT.7-8.7.2.2: Math, Science and Technology

gather and process information

SMT.7-8.7.2.5: Math, Science and Technology

realize ideas

SMT.7-8.7.2.6: Math, Science and Technology

present results

SMT.7-8.7.A: Math, Science and Technology

Working Effectively: Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group.

SMT.7-8.7.B: Math, Science and Technology

Gathering and Processing Information: Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.

SMT.7-8.7.C: Math, Science and Technology

Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.

SMT.7-8.7.D: Math, Science and Technology

Common Themes: Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.

SMT.7-8.7.E: Math, Science and Technology

Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result.

SMT.7-8.7.F: Math, Science and Technology

Presenting Results: Using a variety of media to present the solution and to communicate the results.
Curriki Rating
On a scale of 0 to 3
3
On a scale of 0 to 3

This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 3, as of 2011-05-02.

Component Ratings:

Technical Completeness: 3
Content Accuracy: 3
Appropriate Pedagogy: 3

Reviewer Comments:

In this lesson, students will take notes on glacial terrain features, caused by the processes of erosion and deposition, using the included PowerPoint presentation. Next, students will identify a number of unknown images hung around the room, looking for evidence of erosion and deposition, using their notes. Finally, a PowerPoint quiz is provided for review. The materials provided are immediately useful in any middle school or high school classroom, although the teacher will need to create an answer key based on the images he or she chooses to use. For more on glaciers, visit the Glaciers and Climate Change unit at: http://www.curriki.org/xwiki/bin/view/Coll_mrsamatulli/GlacierUnit

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