issaquah school district - be glad · web viewglacier lahars erosion precipitation evaporation...

Project GLADIssaquah School District

Weathering and the Earth’s Surface(Level 4)

IDEA PAGES

I. UNIT THEME- Include Cross Cultural Sensitivity Theme Land forms are shaped by the forces of erosion. People around the world are affected by geologic change.

Cause and effect of land and water, erosion and, the water cycle Science concepts of rocks, minerals, water, land, wind and effects

on the environment Views of landform formation vary with culture and are represented

in regional folklore of the Puget Sound Region

II. FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Inquiry Chart Picture File Cards Observation Charts Personal Interaction Big Books Realia Read Aloud Super Scientist Awards Chants, Songs, Poetry

III. CLOSURE Process all charts Group presentations of team tasks Add to living wall Personal exploration Student-made big books Learning Logs – On-going assessment Team Action Plan

IV. CONCEPTS Erosion: Change can happen over long periods of time. Rocks, minerals, water, land, wind and ice all effect the environment. Land forms are shaped by erosive forces.

Weathering and the Earth’s Surface Level 4 WA1

Rosann Collins, Chelsea Dziedzic, Sandie Floyd, Heidi LaMare, Susie Smith, Cathy Wilson (Project G.L.A.D. 10/07)

IDEA PAGE 2Science Standards

Physical Systems1.1.4. Understand that energy comes in many forms. Earth and Space Systems1.1.5. Understand physical properties of Earth materials including rocks, soil, water, and air. Systems Structure1.2.1. Analyze how the parts of a system go together and how these parts depend on each other.Physical Systems1.2.2. Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another1.2.3. Know that substances are made of small particles.Physical Systems1.3.3. Understand that a substance remains the same substance when changing state. Understand that two or more substances can react to become new substances.Living Systems1.3.8. Understand that living things need constant energy and matter.Investigating Systems2.1.1. Understand how to ask a question about objects, organisms, and events in the environment.2.1.3. Understand how to construct a reasonable explanation using evidence.2.1.4. Understand how to use simple models to represent objects, events, systems, and processes.2.1.5. Understand how to report investigations and explanations of objects, events, systems, and processes.2.2.5. Understand that scientific comprehension of systems increases through inquiry.Science, Technology, and Society3.2.1. Understand that science and technology have been practiced by all peoples throughout history.3.2.2. Understand that people have invented tools for everyday life and for scientific investigations.3.2.3. Understand how knowledge and skills of science, mathematics, and technology are used in common occupations.3.2.4. Understand how humans depend on the natural environment and can cause changes in the environment that affect humans' ability to survive.



http://www.k12.wa.us/ealrs/Glossary/GlossaryPopup.aspx?ca=3&glId=5&gleId=962&word='common'

http://www.k12.wa.us/ealrs/Glossary/GlossaryPopup.aspx?ca=3&glId=5&gleId=961&word='investigation'

http://www.k12.wa.us/ealrs/Glossary/GlossaryPopup.aspx?ca=3&glId=5&gleId=960&word='technology'

http://www.k12.wa.us/ealrs/Glossary/GlossaryPopup.aspx?ca=3&glId=5&gleId=960&word='science'

http://www.k12.wa.us/ealrs/Glossary/GlossaryPopup.aspx?ca=3&glId=5&gleId=956&word='inquiry'

http://www.k12.wa.us/ealrs/Glossary/GlossaryPopup.aspx?ca=3&glId=5&gleId=956&word='system'


http://www.k12.wa.us/ealrs/Glossary/GlossaryPopup.aspx?ca=3&glId=5&gleId=950&word='model'

http://www.k12.wa.us/ealrs/Glossary/GlossaryPopup.aspx?ca=3&glId=5&gleId=949&word='evidence'


IDEA PAGE 3Reading Standards

In fourth grade, students read skillfully with meaning and purpose using appropriate comprehension and vocabulary strategies. Students read, discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and continue to choose books based on personal preference, topic, theme, or author.

EALR 1: The student understands and uses different skills and strategies to read.

Component 1.1 Use word recognition skills and strategies to read and comprehend text.

1.1.4 Apply understanding of phonics. Use multi-syllabic decoding when reading words in all texts.

Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.

1.2.1 Apply reference skills to define, clarify, and refine word meanings.

Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words.

1.2.2 Apply vocabulary strategies in grade-level text. Use word origins to determine the meaning of unknown words. Use the meanings of prefixes, suffixes, and abbreviated words to

determine the meaning of unknown words in grade-level text. Explain how to derive word meaning from knowledge of affixes and roots

(e.g., port: transportation, porter, import, report). Use prior knowledge, the text, context clues, and graphic features of text

to predict, clarify, and/or expand word meanings and concepts.

Component 1.3 Build vocabulary through wide reading.

1.3.1 Understand and apply new vocabulary.



Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in oral and written communication.



IDEA PAGE 4

1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. Define words and concepts necessary for understanding math, science,

social studies, literature, and other content area text. Explain that some words have a different meaning in different content

areas (e.g., concept of shade in science and art). Select, from multiple choices, the meaning of words necessary to

understand. Use new vocabulary in oral and written communication and

content/academic text.

Component 1.4 Apply word recognition skills and strategies to read fluently.

1.4.2 Apply fluency to enhance comprehension. Read aloud grade-level informational/expository text and

literary/narrative text accurately, using appropriate pacing, phrasing, and expression.

Read aloud unpracticed grade-level text at a fluency rate of 115–125 words correct per minute.

1.4.3 Apply different reading rates to match text. Adjust reading rate to match difficulty and type of text and the purposes

for reading (e.g., skimming for facts, scanning for key words, and close/careful reading for understanding new or complex ideas).

EALR 2: The student understands the meaning of what is read.

Component 2.1 Demonstrate evidence of reading comprehension.

2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. W State the main idea of an informational/expository text passage and

provide three or more text-based details that support it. State the main idea of a literary/narrative text passage and support with

three details from the story. Select, from multiple choices, the main/major idea of a passage, poem, or

selection. State the theme/message in culturally relevant literary/narrative text and

support with text-based evidence.



Organize main ideas and supporting details in a teacher-selected graphic organizer to enhance comprehension of text.



IDEA PAGE 5

2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema. Explain connections between self and characters, events, and information

occurring within a text or among multiple texts. Activate prior knowledge about a topic and organize information into a

graphic organizer to aid in comprehension of text

2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text. W Predict text content using prior knowledge and text features. Use text and prior knowledge to make, confirm, or revise inferences and

predictions. Select, from multiple choices, a prediction, or inference from

literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).

Select, from multiple choices, a prediction or inference from informational/expository text (e.g., what is likely to happen, or what will happen next).

Organize information that supports a prediction or inference in a graphic organizer to enhance comprehension of text.

2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions in grade-level informational/expository text and/or literary/narrative text. Monitor for meaning by identifying where and why comprehension was

lost and use comprehension-repair strategies to regain meaning. Generate and answer questions before, during, and after reading. Draw, write about, or verbally describe the mental imagery that occurs

while reading. Organize information to monitor for meaning; generate and answer

questions in a teacher-selected graphic organizer to enhance comprehension.

2.1.7 Apply comprehension strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. W Summarize the events, information, or ideas in an

informational/expository text (e.g., causes of an event like a war or a tornado, steps in building a snow cave).

Summarize culturally relevant literary/narrative text.Weathering and the Earth’s Surface Level 4 WA

7Rosann Collins, Chelsea Dziedzic, Sandie Floyd, Heidi LaMare, Susie Smith, Cathy Wilson (Project G.L.A.D. 10/07)

Select, from multiple choices, a sentence that best summarizes the story or informational selection.

Organize summary information in a teacher-selected graphic organizer to enhance comprehension.



IDEA PAGE 6

Component 2.2 Understand and apply knowledge of text components to comprehend text.

2.2.1 Understand sequence in informational/expository text and literary/narrative text. Explain ideas or events in sequential order. (Note: Differences in story

telling order exist between cultures. For example, in some cultures the end of the story is told first.)

Recognize and explain literary/narrative text written out of sequence (e.g., flashbacks, tales from other cultures).

Explain steps in a process (e.g., problem solving in mathematics, life cycle of a salmon).

Select, from multiple choices, the order of ideas, facts or events (e.g., what happened first, next, last; the order in which ideas or facts were introduced).

2.2.2 Apply features of printed and electronic text to locate and comprehend text.

Identify and use grade-level appropriate text features. Explain how certain text features help you understand the selection. Interpret information from graphic features. Identify, from multiple choices, where certain information/ideas might be

found in the text. Use icons, pull-down menus, key word searches on an electronic device.2.2.3 Understand and analyze story elements. Use knowledge of situation and characters’ actions, motivations, feelings,

and physical attributes to determine characters’ traits. Identify the main events in a plot, including the cause and effect

relationship in problem solving. Describe the components of setting and explain how and why setting is

important to the story. Differentiate between first and third person point of view in a selection

and explain the difference. Select, from multiple choices, the best description of a character or

setting in a story or poem (e.g., character traits, feelings, character’s problem, or importance of character).

2.2.4 Apply understanding of text organizational structures. Recognize and use previously learned text organizational structures

(simple listing, sequential order, description, compare and contrast) to aid comprehension.



Identify and use text written in the text organizational structure of chronological order to find and organize information and comprehend text.



IDEA PAGE 7

Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text. Compare and contrast plots, characters, and settings in multiple texts. Compare and contrast information (e.g., similar topics written in different

genres such as a short story and a poem or magazine article and encyclopedia).

Select, from multiple choices, a sentence that describes how specific literary/narrative elements are alike or different in a poem or story (e.g., two characters and/or their feelings, a character and the author, two events, two selections).

Select, from multiple choices, a sentence that describes how information is alike or different (e.g., information from two selections).

Recognize and explain cause and effect relationships in informational/expository text and literary/narrative text, using evidence from the text.

Select, from multiple choices, a sentence that explains the cause of events or the effects of actions.

2.3.2 Apply understanding of systems for organizing information and analyze appropriate sources. Use multiple organizational systems to locate information from reference

and content area materials. Select appropriate resources for locating information (e.g., thesaurus,

website, directory) on a specific topic or for a specific purpose. 2.3.3 Understand literary/narrative devices. Explain the meaning of simile, personification, metaphor, idiom, and

humor in literary/narrative passages.

Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.

2.4.1 Apply the skills of drawing conclusions, providing a response, and expressing insights to informational/expository text and literary/narrative text. Give a personal response that demonstrates insight about text, using a

teacher-generated prompt (e.g., what would be the best/worst part of an event or situation).



Draw conclusions from text, citing text-based information to support the conclusion (e.g., how the story or information might be useful; to whom a story or information might be useful).



IDEA PAGE 8

2.4.2 Analyze the author’s purpose for and style of writing in both informational/expository text and literary/narrative text. Determine the author’s purpose and support decision with

evidence/details from text. Identify and explain how the author’s use of word choice, sentence

structure and length, and/or literary/narrative devices affects the reader, using a variety of texts.

2.4.3 Understand the difference between fact and opinion. Identify facts and opinions; provide evidence from the text to support

your answer. Select, from multiple choices, a statement that is a fact or an opinion.

2.4.4 Evaluate author’s effectiveness for a chosen audience. Read an article and decide if a chosen audience (e.g., teachers, parents,

classmates) would agree or disagree with what the author says.

2.4.5 Understand how to generalize from text. Generalize about a topic after reading more than one text (e.g., make

generalizations about life on the prairie after reading several informational/expository and literary/narrative accounts of the migration west).

Generalize about characters and characteristics in similar stories from different cultures (e.g., the “trickster” type tales such as Coyote in Native American literature; animals in African folk tales like Ananzi (the spider); and Br’er Rabbit stories of the Deep South).

EALR 3: The student reads different materials for a variety of purposes.

Component 3.1 Read to learn new information.

3.1.1 Understand how to select and use appropriate resources. Collect and use information from a variety of resources to solve a problem

or answer a question.

Component 3.2 Read to perform a task.

3.2.1 Understand information gained from reading to perform a specific task.

Interpret information from common environmental print to solve a problem or perform a task (e.g., use a catalog to choose items within a budget).



IDEA PAGE 9

3.2.2 Understand a variety of functional documents. Explain the information in functional documents related to hobbies or

interests (e.g., skate boarding magazines, books about animals, e-mail, and letters from friends).

Component 3.4 Read for literary experience in a variety of genres.

3.4.2 Understand contemporary and traditional literature written in a variety of genres.

Explain the characteristics of a variety of genres. Respond to literature from a variety of genres using teacher or self-

generated prompts appropriate to the text and content.

3.4.3 Analyze a variety of literature representing different cultures and traditions.

Compare and contrast cultures and traditions from a variety of literature. Generalize about traditions after reading literature from various cultures

(e.g., customs, ceremonies, celebrations).

EALR 4: The student sets goals and evaluates progress to improve reading.

Component 4.1 Assess reading strengths and need for improvement.

4.1.1 Apply strategies to monitor reading progress. Identify reading strengths and weaknesses and select targets on which to

work. Track progress in reading achievement with graphs, charts, and

checklists.

4.1.2 Apply strategies for setting grade-level appropriate reading goals. Set reading goals, create a plan to meet those goals, and monitor

progress toward implementing the plan with teacher assistance.

Component 4.2 Develop interests and share reading experiences.

4.2.1 Evaluate authors, books, and genres to select favorites.Discuss and share favorite authors, books, and genres with others. Explain reason for choices



IDEA PAGE 10Writing Standards

1. The student understands and uses a writing process.

1.1. Prewrites to generate ideas and plan writing.1.2. Produces draft(s).1.3. Revises to improve text.1.4. Edits text.1.5. Publishes text to share with audience.1.6. Adjusts writing process as necessary.

2. The student writes in a variety of forms for different audiences and purposes.

2.1.1. Adapts writing for a variety of audiences.2.2. Writes for different purposes.2.3. Writes in a variety of forms/genres.2.4. Writes for career applications.

3. The student writes clearly and effectively.

3.1.1. Develops ideas and organizes writing.3.2. Uses appropriate style.3.3. Knows and applies writing conventions appropriate for the grade level.

4. The student analyzes and evaluates the effectiveness of written work.

4.1 Analyzes and evaluates others’ and own writing.4.2 Sets goals for improvement.



IDEA PAGE 11Washington State ELD Standards

Washington State ELD Standards for Listening/Speaking

EALR 1: The student uses listening and observation skills to gain understanding.Component 1.1 – The student will focus attention.Component 1.2 – The student will listen and observe to gain and interpret information.

ProficiencyLevel

GLE 3-5

Beginning(EALR 1Comp. 1.2)

1.2 Use physical actions and/or words to respond to simple directions and questions.

Advanced Beginning

1.2

1.2

Respond to directions and questions.

Use phrases to identify main points of simple conversations and stories.

Intermediate 1.2

1.2

1.2

Respond to directions, questions, and some idiomatic expressions.

Use simple sentences to retell or state main point and details of conversations and stories.

Recognize inappropriate use of register.

Intermediate(EALR 1Comp. 1.2)

1.2 Recognize that words may have different meanings in different contexts.

Advanced 1.2

1.2

Respond to multi-step directions and to questions.

Use descriptive sentences to retell stories in detail including characters, setting, and plot.



1.2

1.2

Independently recognize inappropriate use of register.

Use context to determine appropriate meaning of multiple meaning words.

Transitional 1.2

1.2

1.2

1.2

Respond to multi-step directions and to questions.

Use descriptive sentences to retell or state main point and supporting details of conversations, oral presentations and familiar literature and subject area content.

Recognize inappropriate use of register and suggest alternatives.

Use context to determine appropriate meaning of multiple meaning words.


1.3

1.3

Use classroom norms to signal to ask a question.

Use single word/gestures to ask for repetition in order to clarify.

Advanced Beginning

1.3 Use words and/or phrases, intonation to ask simple questions.

Use words/phrases in a frame to paraphrase.

Intermediate 1.3

1.3

Use simple forms* to ask questions about content.

Use simple sentences to paraphrase.

Advanced 1.3 Use simple forms* to probe for Weathering and the Earth’s Surface Level 4 WA


1.3

details about content.

Use descriptive sentences with some content vocabulary to paraphrase.

Transitional 1.3

1.3

Use more extensive supporting details and content area vocabulary to ask questions in a variety of contexts and situations.

Use descriptive sentences with content vocabulary to paraphrase.

IDEA PAGE 13

EALR 1: The student uses listening and observation skills to gain understanding.Component 1.3 – The student will check for understanding by asking questions and paraphrasing.



IDEA PAGE 14

EALR 2: The student communicates ideas clearly and effectively.Component 2.1 – The student will communicate clearly to a range of audiences for different


2.1

2.1

2.1

2.1

2.1

Use words to participate in social conversations using informal language.

Use, through repetition,common social greetings, simple repetitive phrases, and state basic needs using informal language.

Use gestures and/or words to participate in group discussion or activity which involve concrete objects.

Use words to tell a story from a familiar picture book.

Use gestures and/or words to role-play an action or event.

Repeat words which are part of the frozen register (i.e. Pledge of Allegiance).

Advanced Beginning

2.1

2.1

Use phrases and/or simple sentences to participate in social conversations with peers using informal language.

Independently use common social greetings, simple repetitive phrases, and state basic needs using informal language.

Advanced Beginning(EALR 2Comp. 2.1)

2.1

2.1

Use words and/or phrases to role-play an action or event.

Use words and/or phrases to tell a familiar story, or recount scenes from a film, video or drama.



2.1

2.1

Use words and/or phrases to inform, and entertain.

Use words and/or phrases to participate in group discussion or activity which involves concrete objects.

Repeat phrases which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories).

Intermediate 2.1

2.1

2.1

2.1

Use simple sentences to participate in social conversations on familiar topic with peers and adults.

Use simple sentences to tell a

story, inform, explain and entertain.

Begin to use appropriate language registers for speaking to different audiences with teacher support.

Give instructions for a familiar process; process may be out of sequence and/or steps may be skipped.

Intermediate(EALR 2Comp. 2.1)

2.1 Repeat sentences which are part of the frozen register

(i.e. Pledge of Allegiance, poems, favorite stories).

Advanced 2.1

2.1

2.1

Use descriptive sentences to participate in social conversations with peers and adults.

Use descriptive sentences to tell a story, inform, explain, entertain, and persuade.

Begin to use appropriate language registers, with occasional lapses.



2.1

2.1

Give instructions for a familiar process in an understandable manner.

Use appropriate body language and eye contact when delivering oral presentations, with occasional lapses.

Independently recite language used in frozen register i.e. Pledge of Allegiance, poems, favorite stories).

Transitional 2.1

2.1

Independently participate in social conversations with peers and adults.

Apply communication skills to narrate, inform, explain, entertain, and persuade in a variety of contexts.

Transitional(EALR 2Comp. 2.1)

2.1

2.1

Use different language registers in situations as appropriate.

Give instructions in a precise and understandable manner.

Use appropriate body language and eye contact when delivering oral presentations.

EALR 2: The student communicates ideas clearly and effectively.Component 2.2 – The student will develop content and ideas. Develop a topic or theme; organize thoughts around a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; and speak coherently and compellingly.

ProficiencyLevel

GLE 3-5




Advanced Beginning

2.2

2.2

Connect words and phases using the conjunction and

. Begin to sequence words and/or

phrases related to familiar topic using a picture prompt.

Intermediate 2.2

2.2

2.2

2.2

2.2

Connect sentences using the words and, and then, after and but.

Organize a simple oral presentation

in a logical order with a clear beginning, middle and end, with teacher support.

Select and narrow a topic from a teacher-provided list, with teacher support.

Choose examples to support ideas from list, with teacher support.

Advanced(EALR 2Comp. 2.2)

2.2

2.2

2.2

Connect sentences using the words and, and then, after, if and but.

Organize an oral presentation in a logical order, ie. beginning, middle and end, with minimal teacher support.

Select and narrow a topic from a teacher-provided list, with minimal teacher support.

Use examples and details to support Weathering and the Earth’s Surface Level 4 WA


2.2 ideas with teacher support.

Transitional 2.2

2.2

2.2

2.2

Connect sentences using the words and, and then, after, if and but to sustain a topic.

Organize an oral presentation in a logical order, ie. beginning, middle and end.

Select and narrow a topic from a teacher-provided list

Use examples and descriptive details to support ideas.

EALR 2: The student communicates ideas clearly and effectively.

Component 2.3 – The student will use effective delivery. Adjust speaking strategies for a variety of audiences and purposes by varying intonation, pitch, and pace of speech to create effect and aid communication.Component 2.4 – The student will use effective language and style. Use

language that is grammatically correct, precise, engaging and well-suited to topic, audience, and purpose.

Proficiency Level GLE Grades 3-5Beginning(EALR 2Comp. 2.3, 2.4)

2.3

2.4

Use gestures and/or words to participate in group discussion or activity.

Use gestures and/or words to communicate needs and role-play an action or event.

Advanced Beginning

2.3

2.4

Use words and/or phrases to participate in group discussion or activity while beginning to use appropriate eye contact and volume.

Use words and/or phrases to tell a Weathering and the Earth’s Surface Level 4 WA


story, inform, and entertain.Intermediate 2.3

2.3

2.4

Distinguish between appropriate ways of speaking to different audiences (register).

Use simple sentences to share information with class, using appropriate volume.

Use simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement.

Advanced(EALR 2Comp. 2.3, 2.4)

2.3

2.3

2.4

Use appropriate ways of speaking that vary based on audience and subject matter.

Use descriptive sentences to share information with class, while beginning to use appropriate volume, intonation, and expression.

Use descriptive sentences with common grammatical forms, with some errors.

Transitional 2.3

2.3

2.4

Use appropriate ways of speaking that vary based on audience and subject matter.

Make oral presentation to class, using appropriate volume, intonation, eye contact, and expression.

Speak clearly and comprehensibly using academic English with occasional errors.

EALR 3: The student uses communication strategies and skills to work effectively with others.



Component 3.1 – The student will use language to interact effectively and responsibly with others.Component 3.2 – The student will work cooperatively as a member of a group.Component 3.3 – The student will seek agreement and solutions through discussion.

Proficiency Level

GLE 3-5

Beginning(EALR 3Comp. 3.1, 3.2, 3.3)

3.1

3.2

3.3

Independently use common social greetings, simple repetitive phrases, and state basic needs

Use words or gestures to contribute to group discussions, including personal experiences.

Advanced Beginning

3.1 Use words and/or phrases to actively participate in social and academic conversations on familiar topics.

Advanced Beginning(EALR 3Comp. 3.1, 3.2, 3.3)

3.1

3.2

3.3

Demonstrate turn-taking in a conversation and a group discussion.

Use words and/or phrases to contribute to group discussions, including personal experiences.

Use words and/or phrases to suggest a solution to a problem.

Intermediate 3.1 Use simple sentences to actively participate in social and academic conversations on unfamiliar topics.



3.1

3.2

3.2

3.3

Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to nonverbal cues.

Use simple sentences to explain ideas clearly in-group discussions, including personal experiences.

Begin to use established group rules and assume various assigned roles to further progress of a group.

Use simple sentences to brainstorm solutions to problems.

Advanced(EALR 3Comp. 3.1, 3.2, 3.3)

3.1

3.1

3.2

3.2

3.2

Initiate and actively participate in social and academic conversations on unfamiliar topics.

Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to nonverbal cues.

Use descriptive sentences to explain ideas clearly in group discussions, helping group move toward consensus.

Use descriptive sentences to offer personal opinion based on what has already been said.

Articulate and use established group rules and assume various assigned roles to further progress of a group.

Use descriptive sentences to Weathering and the Earth’s Surface Level 4 WA


3.3 contribute and prioritize possible solutions to a problem.

Transitional 3.1

3.1

Respond actively and appropriately both in group work and in informal interactions.

Transitional(EALR 3Comp. 3.1, 3.2, 3.3)

3.2

3.2

3.2

3.3

Explain ideas clearly in group discussions and elaborate on the contributions of other group members.

Contribute to group with examples and suggestions and assume various assigned roles to further the progress of the group.

Contribute and prioritize multiple solutions to problems.

IDEA PAGE 22

EALR 4: The student analyzes and evaluates the effectiveness of formal and informal communication.

Component 4.1 – The student will assess strengths and needs for improvement. Assess own and others’ communication strengths and needs and set goals for improvement.

Component 4.2 – The student will seek and offer feedback. Seek and use feedback to improve communication; offer suggestions and comments to others.

Proficiency Level

GLE 3-5

Beginning(EALR 4,Comp. 4.1, 4.2)

4.14.2

Attend to speakers in informal conversations and formal presentations.



Advanced Beginning

4.14.2

Use words and phrases to respond to speakers in informal conversations and formal presentations.

Intermediate

4.14.2

4.2

Use simple sentences to offer feedback in response to speakers in conversations and formal presentations.

Advanced 4.1

4.2

4.2

Use a rubric of effective traits to evaluate and to improve one’s own presentations and conversations.

Use a rubric to offer specific feedback on presentations with regard to delivery skills, conventions and cultural norms.

Seek, accept and apply feedback about presentations.

Transitional(EALR 4Comp. 4.1, 4.2)

4.1

4.2

4.2

Use criteria to evaluate and improve one’s own and others’ presentations.

Seek, accept and apply feedback.

Use a rubric to offer specific feedback on presentations with regard to delivery skills, word choice and grammar.

WASHINGTON STATE ELD READING STANDARDSEALR 1: The student understands and uses different skills and strategies to read.Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.Component 1.3: Build vocabulary through wide reading. Component 1.4: Apply word recognition skills and strategies to read fluently.Weathering and the Earth’s Surface Level 4 WA


Proficiency Level

GLE 3-5

Beginning(EALR 1,Comp. 1.2, 1.3, 1.4)

1.2.11.2.21.2.21.3.11.3.21.3.21.4.1

Use picture dictionary to find or confirm word meanings.

Given pictures and illustrations, indicate word meaning.

Identify pictures from written labels or identify text words or phrases from pictures.

Produce simple vocabulary in response to a read-aloud, including texts from a variety of cultures and communities.

Produce one-word responses to simple questions or a prompt. W

Use a word or gesture to participate in a discussion or activity around content area concepts and vocabulary. W

Recognize sight words.Advanced Beginning

1.2.11.2.21.2.21.3.1

1.3.11.3.21.4.11.4.1

Use glossary and picture dictionary to find or confirm word meaning.

Demonstrate understanding of affixes and roots in familiar words.

Apply word-meaning strategies in text (e.g., word structure, phonics, abbreviations, illustrations, prior knowledge and context).

Use new vocabulary in simple sentences to discuss, prior knowledge, illustrations to predict and confirm word meaning and concepts from literary and informational texts.

Use simple sentences to answer and ask questions and show understanding of new words.

Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary. W

Read introduced sight words. Use simple sentences with introduced

sight words.Intermediate

1.2.11.2.21.3.1

Use dictionary and glossary to find or confirm word meanings and parts of speech.



Proficiency Level

GLE 3-5

1.3.21.3.21.4.11.4.21.4.3

Re-read, read on, and ask for help to gain meaning of unknown words.

Include new vocabulary from text in descriptive sentences orally and in writing.

Use descriptive sentences to discuss words and concepts across content areas. W

Identify familiar words with multiple meanings.

Read introduced sight words. Read unpracticed text aloud at a target

rate of 70-90 words correct per minute with comprehension.

Adjust reading rate to match purpose.

Advanced

Advanced(EALR 1,Comp. 1.2, 1.3, 1.4)

1.2.11.2.21.2.2

1.3.11.3.21.3.21.4.11.4.2

1.4.3

Use dictionary, glossary, and thesaurus to find or confirm word meanings, parts of speech, synonyms and antonyms.

Use word meaning strategies and affixes and roots to determine meaning of unknown words.

Use descriptive sentences to discuss prior knowledge, pictures, illustrations, context, and diagrams to clarify word meanings and concepts.

Use new vocabulary in own oral and written communication.

Identify and define words and concepts across content areas. W

Identify words with different meanings in different content areas. W

Use and read an increased number of sight words.

Read unpracticed text aloud at a target rate of 70-90 words correct per minute with comprehension.

Adjust reading rate to match difficulty of text such as content area reading and for different purposes.

Transitional 1.2.1

1.2.2

Discuss use of dictionaries, glossaries and thesauruses to find or confirm word meanings, pronunciations, syllabication,



Proficiency Level

GLE 3-5

1.3.11.3.21.4.21.4.3

synonyms, antonyms, and parts of speech of words.

Explain how to derive word meanings from knowledge of affixes and roots.

Integrate new vocabulary from text into written and oral communication across content areas.

Explain how some words have different meanings in different content areas (e.g., area in math and geography). W

Read unpracticed text aloud at a target rate of 80-110 words correct per minute with comprehension.

Adjust reading rate to match difficulty of text and the purposes for reading (e.g., skimming for facts and scanning for key words).

WASHINGTON STATE ELD READING STANDARDSEALR 2: The student understands the meaning of what is read.Component 2.1: Demonstrate evidence of reading comprehension.Component 2.2: Understand and apply knowledge of text components to comprehend text.

Proficiency Levels

GLE 3-5

Beginning(EALR 2Comp. 2.1, 2.2)

2.1.1, 2.1.6

2.1.1, 2.1.62.1.1, 2.1.6

2.1.22.1.32.1.4

2.1.52.2.1, 2.2.3

2.2.2

Use one or two words, to participate in a discussion of meaning, answer questions, and complete a graphic organizer in response to story read aloud.

Use gestures or one-word responses to answer literal comprehension questions before, during, and after simple text read aloud.

Answer literal comprehension questions about short simple text sentences (i.e., active, positive, present tense, statements with regular plurals).

Draw pictures to represent images from story read aloud.

Use one or two words to state main idea of text read aloud. W



Proficiency Levels

GLE 3-5

Use gesture or words to participate in a discussion connecting self with characters, events and information from text read aloud. (also 2.1.3) W

Use gestures, pictures or one-word responses to predict what will happen based on pictures in text read aloud. W

Draw pictures to represent the sequence and story elements of simple literary text. W

Point to title, page numbers, table of contents and other text features. W

AdvancedBeginning

2.1.1, 2.1.62.1.12.1.22.1.32.1.32.1.4

2.1.5

2.1.52.1.5

2.2.1, 2.2.32.2.1, 2.2.3

2.2.2

Use words and/or phrases to discuss meaning while reading using context, looking back and reading ahead.

Use words and/or phrases to answer questions before, during and after text read aloud.

Use words and/or phrases to describe the mental images that occur from text read aloud.

Identify phrases and simple sentences that describe a picture or select a picture described by a phrase or simple sentences. W

Use phrases to state main idea and discuss theme/message in text read aloud. W

Use words and/or phrases to participate in a discussion connecting self to characters, events, and information from text read aloud. (also 2.1.3) W

Answer literal comprehension questions about simple text sentences including negatives, yes/no questions, simple past and future tenses, etc.

Use words and/or phrases to predict what will happen based on literary or informational text read aloud. W

Indicate what will happen next in text composed of simple sentences including negatives, yes/no questions, simple past and future tenses, etc. W

Use words and/or phrases to retell the Weathering and the Earth’s Surface Level 4 WA


Proficiency Levels

GLE 3-5

sequence and identify story elements of simple literary text. W

Indicate the correct sequence in text composed of simple sentences including negatives, yes/no questions, simple past and future tenses, etc. Identify locations of title, page numbers,

table of contents and other text features. W

V. VOCABULARY

glacier lahars erosion precipitation evaporationcollection condensation tributary sediment weatheringdelta runoff topsoil clay humussand rocky organic inorganic streamriver lake landslide landscape slopeground water

surface water reservoir aquifer conservation

gravity filtration infiltration acid rain irrigationpermeable saturation depletion pollution velocitywater table Mudflows Rockslides detachment Mass wastingclimate

VI. RESOURCES AND MATERIALS: Non-fiction

Erosion, by Virginia Castleman Cracking Up – A Story about Erosion, by Jacqui Bailey and Matthew Lilly The Disappearing Mountain and Other Earth Mysteries, by Louise and Richard Spilsbury Erosion, by Becky Olien The Water Cycle: Evaporation, Condensation, and Erosion, by Rebecca Harmon Erosion – How Land Forms, How it Changes, by Darlene Stille Erosion (Earth Watch), by Cherie Winner Erosion (Early Bird Earth Science) by Joelle Riley Reading the Earth – Landforms in the Making by Jerome Wyckoff Surface Processes and Landforms by Don EasterbrookThe Snowflake – A Water Cycle Story by Neil WaldmanThe Life and Times of a Drop of Water: The Water Cycle by Angela RoystonThe Water Cycle (Watts Library – Sagebrush) by T. Truit Weathering and the Earth’s Surface Level 4 WA


The Water Cycle: Reading Essentials in Science by Jenny KarpeleniaThe Water Cycle (Earth’s Processes) by Rebecca HarmonErosion and Weathering, by Jan StradlingThe Washington Adventure by Ruth Peltz (Adopted Social Studies Text)



IDEA PAGE 28RESOURCES AND MATERIALS: Fiction

The Magic School Bus Wet All Over by Pat Relf and Carolyn BrackenMy Side of the Mountain by Jean Craighead GeorgeHoot Carl HiassonJudy Moody Saves the World by Megan MacDonaldThe Lorax by Dr. Seuss

RESOURCES AND MATERIALS: Community

South King County Water Treatment CenterDoris Yepez, “Friends of the Black River Project”Thorton Creek Project, “Land and Water Field Program”Cedar River, Lake Washington Watershed

Web Sites:

www.geography4kids.comwww.swisseduc.ch/glacierswww.windows.cuar.eduwww.mrsciguy.comGoogle Images



http://www.mrsciguy.com/

http://www.windows.cuar.edu/

http://www.swisseduc.ch/glaciers

http://www.geography4kids.com/

Project GLADIssaquah School District

WEATHERING AND THE EARTH’S SURFACELEVEL 4

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Super Scientist Awards Cognitive Content Dictionary with Signal Word Observation Charts Inquiry Chart Picture File Cards and Realia Chants Big Book Read Aloud Field Trip - Wetlands

II. INPUT Graphic Organizer – World Map with inset of Puget Sound

Region Pictorial Input – Water Cycle and Underground Erosion Narrative Input – The Girl of Lake Crescent 10/2 Lecture with Primary Language Read Alouds

III. GUIDED ORAL PRACTICE Heads Together T-Graph for Social Skills; team points Chants/Raps/Poems Picture Files - categorize Expert Groups Exploration Report Brainstorming: Mind Map Process Grid Personal Interaction Farmer in the Dell – Sentence Patterning Chart

-Read-Trade-Flip chant



PLANNING PAGE 2

IV. READING/WRITINGA. Total Class

Found Poetry Poetry Frame & Flip Chant Coop Strip Paragraph (Respond, Revise, Edit) DRTA Story Map - Narrative

B. Small Groups (Anything modeled whole class) Expert Groups Team Tasks Story Map Focused Reading Ear to Ear Reading ELD Review Flexible Reading Groups

- Struggling/ Emergent Readers with Coop Strip Paragraph-ELD Group Frame (Narrative Input Retell)-Clunkers and Links (At or Above Grade Level Readers)

C. Individual- Portfolios Learning logs Interactive Journals Individual Tasks- anything practiced in teams Poetry booklet Reading/Writing Choice Time Add to the Walls Personal Explorations Focused reading with personal CCD

C. Writer’s Workshop Mini-lesson Write Author’s Chair Conference Publishing

V. EXTENDED ACTIVITIES FOR INTEGRATION Highlighting and Sketching on Chants Guest Speaker Student-Made Book Chant/Poetry Writing Fieldtrip Art Activities (posters, dioramas) Nature Walk



PLANNING PAGE 3

Songs/Music/Movement Role Playing Independent Research Projects

VI. CLOSURE/EVALUATION Student Generated Text Portfolios Home School Connection – Daily Closure Process Inquiry Chart Assessment

-Independent Writing to Prompt-Complete Blank Process Chart on Erosion-Unit test

Evaluate Week/Portfolios Team Feud Game Process All Charts Social Action Plan



WEATHERING AND THE EARTH’S SURFACE LEVEL 4SAMPLE DAILY LESSON PLAN

Day 1:FOCUS/MOTIVATION 3 Standards Super Scientist Awards Cognitive Content Dictionary with signal word Observation Charts Inquiry Chart Big Book, We Thought You’d Like to Know About Erosion Form teams and pass out portfolios Poetry and Chants

INPUT Graphic Organizer : World Map Pictorial with insert of Puget Sound

- 10-2 with primary language- Learning Logs- ELD Review

GUIDED ORAL PRACTICE Chants T-Graph for Social Skills: Cooperation – Team Points Picture file cards

- Free exploration- Classify/Categorize: List, group, label- Exploration report

INPUT Narrative Input: The Girl of Lake Crescent

- 10-2 use of primary language- ELD review

WRITER’S WORKSHOP Mini lesson Write Author’s Chair

READING/WRITING Interactive Journals

CLOSURE Poetry, Chanting Home-School Connection



SAMPLE DAILY LESSON PLANDay 2:

FOCUS/MOTIVATION 3 Standards/Awards Cognitive Content Dictionary with signal word Process Home-School Connection- all share Review world map with word cards and pictures Review narrative input with word cards and conversation bubbles Poetry and Chants: Add highlighting, picture file cards and sketches

INPUT Pictorial: Water cycle and Underground Erosion

- Learning Log- 10/2 lecture with primary language- ELD Review

Read Aloud

GUIDED ORAL PRACTICE Personal Interaction: What form of erosion is most impacting the state

of Washington? Chants/Poetry

READING/WRITING Expert Groups

- Team Tasks Interactive Journal Writing Writer’s Workshop

CLOSURE Read Aloud Poetry and Chants Home-school connection




FOCUS/MOTIVATION Cognitive Content Dictionary with signal word Process Home/School Connection Super scientist Awards Review input with word cards Story Map with Narrative Chants – highlight, sketch, picture file cards

GUIDED ORAL PRACTICE Sentence Patterning Chart

- Read and trade- Flip chant

Flexible groups- Experts- Team tasks- Oral Team Evaluation from T-Graph

Poetry and Chants Mind Map from pictorial of Underground Erosion Process Grid - Heads together

READING/WRITING Cooperative Strip Paragraph

- Respond, revise and edit Writer’s Workshop

-Mini-lesson, plan share, write/author’s chair

CLOSURE Poetry, Chanting Home-School Connection




FOCUS/MOTIVATION Cognitive Content Dictionary with signal word Process Home/School Connection Super Scientist Award

GUIDED ORAL PRACTICE Poetry and Chants – Highlight, sketch, picture file cards

READING/WRITING Leveled Readers Groups/Team Tasks

- ELD Group Frame- Clunkers and Links at or above grade level

Model Strip Book Found Poetry DRTA

CLOSURE Interactive Journal Writing Home-School Connection Process Charts



SAMPLE DAILY LESSON PLANDay 5

FOCUS/MOTIVATION Cognitive Content Dictionary with student self-selected vocabulary Process home school connection Poetry/Chants

INPUT Read Aloud Introduce social action plan – focus on erosion caused by humans

GUIDED ORAL PRACTICE Chants, Poetry and raps

READING/WRITING Flexible group reading cooperative strip paragraph with

emergent/struggling readers- Team Tasks- Team written evaluation- Team cooperative strip paragraphs- Team Process Grid

Ear to ear reading with poetry books Focused Reading with CCD Found Poetry Listen and Sketch

CLOSURE Process Inquiry chart Evaluate week/Letter home Individual reflection



Makah Word SetEnglish (Français) MakahOne (Un) 'Cakwa∙'akTwo (Deux) AtłThree (Trois) Wi∙Four (Quatre) Bu∙Five (Cinq) Šu'čMan (Homme) Ła∙ ukWoman (Femme) Xad'akSun (Soleil) Daka∙Water (Eau) Ča'akWhite (Blanc) 'TłisukYellow (Jeune) XusboxukRed (Rouge) 'Tłi ukBlack (Noir) Tupkuk



We thought you’d like to know about EROSION!

By Mrs. Floyd and Mrs. DziedzicAdapted from the book, Erosion, by B. Olien

Did you know?

Erosion carves away rock to create valleys, caves, and canyons. It also wears away the sides and tops of mountain peaks.

I just thought you might like to know…

Did you know?

The wind is responsible for erosion too. Wind moves small grains of sand and soil. In some deserts, the wind pushes sand into large hills called dunes. In the Sahara Desert in Africa, dunes can be 1,000 feet tall!

I just thought you might like to know.Did you know?

Water has more power to erode than wind does. Flowing water removes soil and pebbles from the shore down slopes to rivers which carry the sediment to the ocean.

I just thought you might like to know.

Did you know?

Ice erosion is the strongest type of erosion. In winter, water between rocks freezes. Ice takes up more space Weathering and the Earth’s Surface Level 4 WA


than water and pushes on the rocks and cracks them. Over time, ice breaks water apart.


Did you know?

Erosion also happens underground. Rain soaks into soil, seeps through layers of rock, and becomes ground water. As it passes through the rocks, it becomes acidic. The acid in the water erodes other rocks, sometimes creating underground caves.


Did you know?

Mammoth Cave in Kentucky is the longest cave in the world. It was formed by the erosion of underground limestone. It has more than 300 miles of connecting tunnels and underground rooms.




Background Information:What’s the difference between weathering and erosion?

Weathering involves two processes that often work in concert to decompose rocks. Both processes occur in place. No movement is involved in weathering. Chemical weathering involves a chemical change in at least some of the minerals within a rock. Mechanical weathering involves physically breaking rocks into fragments without changing the chemical make-up of the minerals within it. It’s important to keep in mind that weathering is a surface or near-surface process. As you know, metamorphism also produces chemical changes in rocks, but metamorphic chemical changes occur at depth where either the temperature and/or pressure are significantly higher than conditions found on the Earth’s surface.

As soon as a rock particle (loosened by one of the two weathering processes) moves, we call it erosion or mass wasting. Mass wasting is simply movement down slope due to gravity. Rock falls, slumps, and debris flows are all examples of mass wasting. We call it erosion if the rock particle is moved by some flowing agent such as air, water or ice.

So, here it is: if a particle is loosened, chemically or mechanically, but stays put, call it weathering. Once the particle starts moving, call it erosion.



The Girl who Lived at Lake Crescent (a legend)

There was once a girl who lived at Lake Crescent with her stepmother. Everybody in the house used to help with the work, but not this girl. She would lie down by the fire and sleep and sleep. Her dress was dirty. Her hair was tangled.

Her stepmother was tired of this. She said, “Still asleep? Whik, bakah, Whik Bakah. Lazy bones!” The girl was upset because all the other girls had pretty names. She walked to the lake and began to cry. She cried and cried. Her tears formed the precipitation that became the waterfalls around Lake Crescent. From these waterfalls the streams carved out valleys, caves and canyons, shaping the land.

She heard a voice say, “Why are you crying?” The girl looked around and saw a flock of white swans. She answered, “Nobody loves me. They say I don’t know how to do anything. My stepmother calls me Whik bakah.”

“Why don’t you stay with us?” asked the swans. “We will tell you all we know.” The leader of the swans told the girl to get on his back and close her eyes. She climbed on and could feel herself going way up. When she opened her eyes, she was on the top of the Olympic Mountains.

The swans showed her how to take cedar bark from a tree. They showed her how to weave it and make a dress trimmed with duck feathers in pretty colors. They Weathering and the Earth’s Surface Level 4 WA


showed her how to make baskets of cedar bark and bear grass, and baskets of spruce root to carry wood. She learned what was good to eat in the woods. She was gone so long that her stepmother thought she had died.

The white swan said, “Now that you know all you need to know, you are ready to go home. You may take all the things you made.” The girl climbed on the swan’s back and flew over the Olympic Mountain range. She could see the beautiful rivers; waterfalls and valleys the precipitation from her tears had helped create. She thanked the swans for her journey home.

Her stepmother didn’t recognize her at first! “You don’t look like Whik bakah anymore!”, she said. Then she gave her a big hug. She gave a potlatch and gave the girl a new name with good meaning for all she had done for the land and her tribe. The girl gave each of the guests a present of something she had made herself from the natural resources of the region. She was happy.

--told by Helen Peterson, Makah, published in The History and Culture of the Indians of Washington State: The Washington Adventure, Copyright@2004 by Gibbs Smith, Publisher. text– adapted by Heidi LaMare



Project GLADWeathering and the Earth’s Surface

POETRY BOOKLET

Name__________________ #_____



Erosion Here, Erosion ThereHeidi LaMare Project GLAD 2007

Erosion here, erosion thereErosion, erosion everywhere!

Underground erosion moving,Silent erosion changing,Soundless erosion sculpting,And fluid erosion thundering. Erosion in underground tunnels,Erosion between the river banks,Erosion under the glaciers,And erosion across the earth’s surface.

Erosion here, erosion thereErosion, erosion everywhere! Erosion! Erosion! Erosion!



Erosion CadenceSandie Floyd Project GLAD 2007

We just know what we’ve been told,The damage of erosion will unfold,It carves away rock and canyons, too.It wears away land and soil, it’s true.

Sound off-- Strong WindsSound off-- Flowing WaterSound off-- 1,2,3,4 Rearranging!

Moving topsoil and grains of sand,Changing the surface of the land,Desert sand dunes, 1,000 feet tall,In the Sahara, not strange at all.

Sound off-- Scraping SandSound off-- Depleted LandSound off-- 1,2,3,4 Weathering!

Waves changing the ocean shoreline,Beaches pounded by water all the time.River’s power carves the flow and curve,Changing the land with powerful nerve.

Sound off -- Rocky shoresSound off -- Worn awaySound off -- 1,2,3,4 Earth’s changing!



Erosion RapBy Sandie Floyd Project GLAD 2007

Gravity is a force that breaks rocks apart.Changes to the earth, erosion plays a part.

Mass Wasting happens when rocks slide down a slope.With Lahars, mudflows, and landslides man must cope.

Gravity is the process of moving soil downhill.Slowly it is moving and never standing still.

Breaking….Sliding…Changing….Erosion!



Erosion BugalooBy Chelsea Dziedzic

I’m a geologist and I’m here to sayThe earth’s surface can change everyday!It may be from water, it may be from ice,BUT, moving land is really nice!

Water, wind, and gravity too,Doing the erosion bugaloo!

Raindrops change the surface of the land,Wind can move little bits of sand.Gravity pulls cliffs down to a slide,Giving the land an exciting ride.


Glaciers are another form,You see erosion is the norm. Water freezes up between the rocks,Breaks them apart – a hard force to stop.


Sediment flows down rivers and hills,Believe it or not, this is erosion still.Transporting land from one place to another,Erosion is a force like no other.




Is This Erosion?Sandie Floyd Project GLAD 2007

Is this water erosion? Yes, ma’am.Is this water erosion? Yes, ma’am.Well, how do you know? It’s caused by running water.Well, how do you know? It transports broken rocks.Give me some examples. Gullies, ravines, and valleys.Give me one example. The Grand Canyon.

Is this ice erosion? Yes, ma’am. Is this ice erosion? Yes, ma’am.Well, how do you know? Water freezes between rocks.Well, how do you know? The ice breaks up the rocks.Give me some examples. Sheets of pressed ice and snow.Give me one example. Glaciers at the Poles.

Is this wind erosion? Yes, ma’am.Is this wind erosion? Yes, ma’am.Well, how do you know? Wind moves sand and soil.Well, how do you know? They wear down rocks.Give me some examples. Sand dunes in the desert.Give me one example. Arches National Park.

Is this land erosion? Yes, ma’am.Is this land erosion? Yes, ma’am.Well, how do you know? Gravity pulling the land.Well, how do you know? Mass wasting down a slope.Give me some examples. Rockslides, landslides, mudflows.Give me one example. Lahars of Mt. St. Helens.



Sing a Song of Washington!“Wheels on the Bus”

Written by: Heidi LaMareProject GLAD 2007

The landforms of Washington are all around us, all around us, all around us!The landforms of Washington are all around us! Sing a song of Washington!

The Issaquah plateau rises up like a table, up like a table, up like a table.The Issaquah plateau rises up like a table, ringed by many mountains.

The Cascade Mountains are right behind us, right behind us, right behind us.The Cascade Mountains are right behind us, running north and south.

The Olympic Range rises up in the west, up in the west, up in the west.The Olympic Range rises up in the west, creating a natural peninsula.

Around Rainier lahars have formed, lahars have formed, lahars have formed.Around Rainier lahars have formed, amazing slides of mud and dirt.

The Puget Sound is a humongous bay, humongous bay, humongous bay!The Puget Sound is a humongous bay, connecting to the Pacific.

The Columbia River cuts through the earth, through the earth, through the earth!The Columbia River cuts through the earth, forming a line with Oregon.

The landforms of Washington are all around us, all around us, all around us!The landforms of Washington are all around us! Sing a song of Washington!



Changing the Earth’s Surface(sung to Queens “We will Rock You”)

by Gracie Arvizu

Erosion is a way that natural forces Move weathered rock from here to there. It’s called sediment, it moves windMaking deposition change the shape of land! Changing the earth’s surfaceChanging the earth’s surface Gravity’s the force that moves materialsRocks and stuff all down hill It’s called mass movementListen up my peepsLandslides, mudslides, slump, and creep! Changing the earth’s surfaceChanging the earth’s surface



Erosion Locomotion (sung to the tune of “Locomotion”)

By Gracie Arvizu

Moving water is an agent of erosionCome on baby, erosion locomotion! A falling raindrop starts the process of erosion,Come on baby, erosion locomotion! The rainfall sinks into the ground and gives life to plantsThen forceful droplets make their way across the land Its run-off, run-off, run-offNow give yourself a hand!



Project GLADHome/School Connection #4

WEATERING AND THE EARTH’S SURFACE

Ask an adult in your family to share an experience they’ve had with any of the following: earthquakes, volcano eruptions, mudslides, or landslides. They can share a story that they have heard if they do not have an experience of their own.

Student______________________Adult_________________________





Sketch a picture of the water cycle below. Explain how a drop of water moves through the water cycle to someone in your family. Remember to use the words precipitation, evaporation, and condensation when you are explaining the water cycle.

Student___________________________Adult____________________





Explain the story of The Girl Who Lived at Lake Crescent to someone in your family. Sketch a picture that shows were she lived.

Student_______________________Adult________________________Weathering and the Earth’s Surface Level 4 WA




Ask an adult in your family to describe a special place that they have visited where one can find rocks that have been weathered and eroded.

Sketch or write about it.

Student________________________Adult_______________________



Proyecto GLAD –Conexión Hogar/Escuela #4

REGANDO LA SUPERFICIE DE LA TIERRA

Pregunte a un adulto de su familia que comparta una experiencia que haya tenido con cualquiera de los siguientes casos: Terremotos, erupciones de volcanes, derrumbes de lodo o derrumbes de tierras. También pueden compartir una historia que hayan escuchado si no tienen una experiencia propia.

Ask an adult in your family to share an experience they’ve had with any of the following: earthquakes, volcano eruptions, mudslides, or landslides. They can share a story that they have heard if they do not have an experience of their own.

Estudiante______________________Adulto_________________________





Haga un dibujo del ciclo del agua en el espacio abajo. Explique como una gota de agua se mueve a través del ciclo del agua y llega o toca a alguien de tu familia. Recordar de usar palabras como precipitación (lluvia), revaporización, y condensación cuando explique el ciclo del agua.

Sketch a picture of the water cycle below. Explain how a drop of water moves through the water cycle to someone in your family. Remember to use the words precipitation, evaporation, and condensation when you are explaining the water cycle.

Estudiante_________________________Adulto________________________





Explique la historia de la Niña que Vive en el Lago Crescent a alguien de tu familia. Haga un dibujo que demuestre donde ella vivió.

Explain the story of The Girl Who Lived at Lake Crescent to someone in your family. Sketch a picture that shows were she lived.

Estudiante_________________________Adulto________________________



Proyecto GLAD -Conexión Hogar/Escuela #1


Pregunte a un adulto de su familia que describa un lugar especial que hayan visitado donde se pueda encontrar rocas que han estado en el agua y han sido heroidas.

Ask an adult in your family to describe a special place that they have visited where one can find rocks that have been weathered and eroded.

Estudiante___________________________ Adulto________________________________



Expert Group 1

WIND EROSION

Erosion caused by the wind is a serious problem facing our world. When strong winds blow across dry soil on unprotected land surfaces, wind erosion may occur. Wind erosion is very common in arid and semi-arid regions of the world. As a result, wind erosion is prevalent in deserts because of the frequent occurrence of dry and windy conditions.

Sand carried by the wind has the ability to scrape against rocks and can wear rocks into new shapes. Wind moves tiny pieces of rock. When these pieces are picked up and blown through the air, they can wear against large rocks and sides of mountains. In Utah, you can see natural arches of rock formed by wind erosion. Wind erosion causes the loss of surface layers of topsoil.



Wind erosion threatens our nation’s natural resources. It is responsible for the loss of cropland and damages approximately 5 million acres of U.S. farmland each year. The loss of top soil reduces the yield from wheat and grain crops as well as reducing seedling survival and growth. Chances of plant stress and disease are also increased due wind erosion.

Wind easily blows the sand in some deserts and pushes the sand into large hills called dunes. Dunes have been measured as tall as 1,000 feet in the African Sahara Desert. During the 1930’s a dry spell in the mid-western United States caused many terrible dust storms. During these dust storms, significant wind erosion took place, eliminating the top soil of the land. This difficult period in history is called the Dust Bowl and is remembered as a time of great hardship for the people and the land of the mid-west.



Expert Group 2

WATER EROSION

Water has incredible power to cause erosion. Running water plays an important role by carrying away material that has been weathered and broken down. Soil movement by rainfall is usually greatest and most noticeable during short-duration, high-intensity thunderstorms. Runoff can occur whenever there is excess water on a slope that cannot be absorbed into the soil or trapped on the surface. For example, rain and snow wash broken rock down mountains to rivers. The river carries the sediment to the oceans.

When an area receives more water than the ground can absorb, the excess water is pulled downhill by gravity. Soil is washed and transported by streams and rivers and is eventually deposited. Water erosion effects the movement of sediment and pollutants into waterways. This process traps eroded soil behind dams and fills reservoirs, disrupts the ecosystems of lakes, and strips the land of top soil and deposits the sediment into the ocean.



Excess water flows to the lowest level carrying the loose material with it. Fertile land is lost and crop production is decreased when topsoil is washed away. Homes may be destroyed when mudslides occur. Polluted ground water often occurs as chemicals, fertilizers and other pollutants are carried by the water.

Rivers are very strong! They have the power to erode rocks. Over millions of years, rivers wear away rock to make canyons and other rock formations. Over the course of 20 million years, the Colorado River carved the Grand Canyon. Waves are also a form of water erosion. Lake and ocean waves pound against rocky shores and wear them away over time.



Expert Group 3

ICE EROSION

Ice erosion is the most powerful type of erosion. Ice erosion occurs most frequently in cold climates near mountains. In Washington State, for example, ice erosion is common near Mr. Rainier. Glaciers are a well known type of ice erosion. Most of the world's glaciers are found near the Poles, but glaciers exist on all of the world's continents. Glaciers form in areas where more snow falls in winter than melts during summer. Over many years, snow that has accumulated without melting compacts and forms glaciers. These glaciers are typically very large and heavy. The heavy weight of glaciers combined with the forces of gravity makes them creep forward.

Glaciers start as big piles of snow that slowly build up at the tops of mountains. As the weight of the snow builds up, the material at the bottom of the pile is turned to ice. Slowly, the ice begins to flow downhill under the weight of the entire mass, and as it flows, it picks up any loose rock in its way. Glaciers can pick up and carry sediment that ranges in size from sand grains to boulders bigger than houses. When glaciers move, the rocks that are attached to them scrape the surface of the land and cause erosion.



Melting glaciers can cause rising water levels which in turn may cause flooding. Shorelines and beaches are changed by the rising water levels. Animal habitats are affected and in turn affect the livelihood of those who depend on the region for fishing and harvesting products. Changes also occur where people live as the land is affected by the glacier’s movement and impact on water levels.

When glaciers melt, they leave behind small rocks, soil, and water. Large pieces of ice break off and melt into lakes. Some of the largest lakes in the world, the Great Lakes, were formed by glaciers. Millions of years ago, glaciers covered one third of the earth’s surface. Mount Rainer has twenty valley glaciers that are moving down the mountain. As gravity pulls the glacier slowly down the mountain, new snow falls to replace the glacier at the top of the mountain. As a glacier moves down the valley it scrapes along the sides and bottom of the valley that is already there.



Expert Group 4

LAND EROSION

Gravity is a cause of erosion. Gravity is the force that breaks rocks apart. Gravity works twenty-four hours a day, seven days a week. Gravity has done so for millions and millions of years, thus causing many changes to the earth’s surface. Land erosion happens at the tops of mountains. Rockslides occur when blocks of rock or other materials slide down a slope. Mudflows commonly occur in volcanic areas where they are scientifically referred to as lahars. Mudflows travel down slopes into valleys for collection.

One way gravity affects the land is through the process of mass wasting. Mass wasting is the rapid downward movement of rock, sand, and soil. Gravity may also affect the earth in slow ways. The process of creeping is the slow downhill movement of soil. Creeping can cause tree trunks to bend and pull the root systems from the ground. Utility poles may topple over as well as tombstones. Creeping can also result in damage to retaining walls and homes.



Rockslides (also known as landslides) occur when blocks of rock or other materials slide down a slope. Rockslides/landslides often are triggered by rain storms, melting snow, or earthquakes. The force of the slide as it moves down the slope is powerful. Rockslides and mudslides may result in the loss of homes and damage to roadways. Wildlife habitats may be threatened as the surroundings are impacted by the slide.

After the eruption of Mt. St. Helens in 1980, numerous lahars were generated. One lahar on the east side of the volcano traveled almost twenty miles down the Muddy River in less than thirty minutes. Gravity has changed the earth’s surface in many ways for millions and millions of years.



Mind Map for Erosion

Name _______________________________

Where it occurs Effects on Earth

Effects on humans Interesting facts / Examples



Erosion

Where does it occur most often?

Effects on earth Effects on humans Interesting Facts and Examples

Underground erosion

Wind erosion

Water erosion

Ice erosion

Land erosion

Weathering and the Earth’s Surface Level 4 WA 81Rosann Collins, Chelsea Dziedzic, Sandie Floyd, Heidi LaMare, Susie Smith, Cathy Wilson (Project G.L.A.D. 10/07)

EROSION TYPE

Where does it occur most often?

Effects on earth Effects on humans Interesting Facts and Examples

Underground erosion

layers of rocks beneath earth’s

surface

creates caves underground

tunnels

acidic soil difficult farming

Mammoth Cave largest underground cave

300 miles of caves and tunnels Kentucky

Wind erosion arid/semi-arid regions

land not protected by plants and trees

top layer of soil depleted

loss of sediment

crops yield reduction loss of top soil

Dunes 1000 feet tall Arches National Park Utah Sahara Desert 1930’s Dust Bowl

Water erosion rivers lakes ocean shores

erodes rocks wears away river

banks, shores silt, sediment in

bodies of water soil leaching

loss of land loss of homes increased pollution

rocky shorelines V shaped river beds Colorado River carved the

Grand Canyon 20 million years ago

Ice erosion cold climates glaciers North and South

poles mountains

ice breaks up rocks

rocks scrape/change land surface

melting causes flooding

rising water levels land changes

melted glaciers Great Lakes Paradise Glacier Mt. Rainier- 20 valley glaciers

Land erosion mountain slopes near volcanoes clay soils

mass wasting mudflows

landslides gravitational

force soil creep

Changes the land alters the directions

of rivers damages

trees/wildlife

bent tree trunks, bent utility poles knock over tombstones Lahars Mt. St. Helens

Weathering and the Earth’s Surface Level 4 WA 82Rosann Collins, Chelsea Dziedzic, Sandie Floyd, Heidi LaMare, Susie Smith, Cathy Wilson (Project G.L.A.D. 10/07)

issaquah school district - be glad · web viewglacier lahars erosion precipitation evaporation...

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