Alabama Extended Standards, Kindergarten - Grade 6

1
Alabama Extended Standards, Kindergarten - Grade
6

• DaLee Chambers, Ph.D.
• Alabama Department of Education
• July, 2011

2

• Reproductions of the slides and/or information
  from the slides in this PowerPoint related to
  Alabama Extended Standards,
• Kindergarten - Grade 6should be credited to
• Alabama Department of Education,
• Special Education Services
• P.O. Box 302101
• Montgomery, AL 36130
• speced_at_alsde.edu
• 334.242.8114

3
Students learn when the teacher knows

• What a teacher knows and does influences what a
  student learns
• Teachers content knowledge determines not only
  what a teacher teaches, but also how.
• National Staff Development Council, www.nsdc.org

4
QA Extended Standards

• www.alsde.edu
• Click on Sections
• Click on Special Education
• Click on Standards
• Select QA - Alabama Extended Standards.pdf

5
Alabama Alternate Assessment

• Reading Grades 3-8, 11
• Mathematics Grades 3-8, 11
• Science Grades 5, 7, 11

6
Alabama Alternate Assessment

• Alignment determined.
• Complexity Points awarded based on the
  complexity of the extended standard
• Level of Support Points awarded based on the
  level of assistance (Independently, with
  Prompting, with Support)
• Content Mastery
• 0 points for 0-24 mastery
• 1 point for 25-49 mastery
• 2 points for 50-74 mastery
• 3 points for 75-100 mastery
• Assessment and Accountability, ALSDE, Regional
• Workshops, Fall 2007

7
Level of Support

• Independently-the student performs the task
  without prompting or support. The cognition of
  the task is performed entirely by the student.
• Prompting-the student is provided cues by the
  teacher or aide (oral cues, repeat or additional
  directions, and/or gestures that initiate or
  sustain a task). The cognition of the task is
  performed entirely by the student.
• Support-the student receives direct instruction
  to achieve the skill. The cognition of the task
  is not performed by the student alone however,
  the task is not completed by the teacher. This
  assistance is more than prompting.
• Assessment and Accountability, ALSDE, Alabama
  Alternate Assessment Making a Connection Workshop
  Handout, Fall 2009

8
Types of Evidence

• Written Performance Summary
• Worksheet/Teacher Test
• Work Sample
• Photograph(s) (with captions/written summary)
• Audio (5 minutes or less with word for word
  transcript)
• Video (5 minutes or less with word for word
  transcript)

9
Written Performance Summary

• Explain exactly what occurred
• What books?
• What problems?
• What materials/computer programs/games?
• What questions?

10
Written Performance Summary

• Describe exactly what happened
• Expectations for success.
• What the teacher said/did.
• What the student said/did.
• Which student responses/actions were correct.
• Which student responses/actions were incorrect.

11
Worksheet/Teacher Test

• Ten (10) items of related content
• are required.
• Less than 10 items, invalid
• 10 items, but some items do not match content ?
  unrelated items count against the content mastery
  score (e.g., 10 items, but 4 are unrelated, 60
  content mastery is most student can earn).

12
Work Sample

• Original student projects
• Students written work on a blank sheet of paper,
  
• or something that has been manipulated (e.g.,
  cut, pasted)

13
AAA Minimum Evidence

• www.alsde.edu
• Click on Sections
• Click on Assessment and Accountability
• Click on Publications
• Scroll over and select AAA Information
• AAA Minimum Evidence Per Extended Standard
  Reading Grades 3-8 and 11.pdf
• AAA Minimum Evidence Per Extended Standard
  Mathematics Grades 3-8 and 11.pdf
• AAA Minimum Evidence Per Extended Standard
  Science Grades 5 7 and 11.pdf

14
AAA Minimum Evidence
R. ES 3.2 (3) 3 pieces of evidence with at least
2 different blends per piece of evidence.
15
AAA Minimum Evidence
M. ES 3.2 (3) 3 pieces of evidence with at least
10 different addition and 10 different
subtraction problems across the pieces of
evidence.
16
Mimic

• If the extended standard says mimic, the
  teacher must give the student something to mimic.
  

17
Participate

• Teacher defines and describes participation.
• Answering correctly is not necessary involvement
  in the specified activity is what is required.

18
Expectations for Success

• Be clear and specific.
• Do not include trials!
• Evidence should only include however many times
  are necessary to meet minimum evidence.
• No! 7.1(1)
• When given a choice of 4 books, student will
  correctly associate 3 certain characters with
  their stories, by pointing to the correct book,
  during 2/3 trials.
• Yes!
• ???

19
Avoid Questionable Tactics

• Examples
• Student is supposed to identify main character
  main character is the one word story title in all
  pieces of evidence.
• Correct answer is always in same location (e.g.,
  10 multiple choice questions with correct answer
  always on left).
• Performance Summaries across multiple students
  with the same wording, same exact student
  responses, etc.

20
READINGGrades K-6
21
Reading Materials

• Passage or story must consist of at least three
  (3) sentences.
• Different stories are required across the three
  pieces of evidence. Give the name of the story
  used each time so the scorer can verify a
  different story was used.

22
Reading Materials

• Complexity 3 4
• Student must read the passage or story
  independently
• Complexity 2 in some cases
• Complexity 1
• Student can read with assistance, or the teacher
  can read the passage or story

23
Hi Lo Books for Reluctant Readers

• High Interest
• Low Vocabulary
• http//childrensbooks.about.com/od/toppi
• cks/tp/hi_lo_books.htm

24
Phoneme

• The smallest unit of sound in a spoken
• word.
• An example of a phoneme is the /k/ sound in the
  words kite and car.
• K.1

25
Track Words As They Are Read

• Students must be taught print concepts, including
  following words from left to right and from top
  to bottom on the printed page.
• K.2

26
Print Concepts

• Identify the front cover, back cover, and title
  page of a book.
• Follow words from left to right and from top to
  bottom on the printed page.
• Understand that printed materials provide
  information.
• Recognize that sentences in print are made up of
  separate words.
• K.2

27
Identify Letters

• Flash cards (homemade or store bought)
• Foam or wooden letter blocks
• Learning videos
• Books
• ABC song
• Leap Frog Fridge PhonicsRepetition is Key!!
• K.3

28
Real Life Objects Actions

• Which picture represents the word crying?
• K.4

29
Initial Letter Sound

• The sound at the beginning of a word.
• Instructional Suggestion
• Show pictures of book, dog, hand, and fox.
• This is book, dog, hand, and fox.
• Which picture begins with /b/?
• 1.1

30
Match Sounds and Letters

• Phoneme a phoneme is the most basic unit of
  sound.
• Grapheme a grapheme is the written
  representation of a phoneme. A grapheme can
  consist of one, two, and rarely three or four
  letters.
• The sound /k/ can be represented by the letters
  C, K, or CK as in cat, kite, and duck.
• 1.2

31
Match Sounds and Letters

• Instructional Suggestions
• Take egg cartons and put a paper letter in each
  slot. Say letter-sounds and ask students to pick
  out the letters that match those sounds
• http//www.readingrockets.org/article/160
• 1.2

32
Sort Picture Cards into Given Categories

• Categorizing involves grouping objects or
• ideas according to criteria that describe
• common features or the relationships among
• all members of that group. This procedure
• enables students to see patterns and
• connections and it develops students' abilities
• to manage or organize information.
• 1.3

33
Teaching Categories

• Focus on concrete objects
• Provide the criteria by which objects are to be
  grouped such as size, color, shape or use
• Encourage students to explain their reasons for
  placing items in particular categories
• Ensure that all students see and understand the
  relationships
• Encourage students to question each other's
  categorizations
• 1.3

34
Teaching Categories

• Procedure continued
• Provide opportunities for students to categorize
  their objects according to criteria of their
  choosing
• Demonstrate this strategy with the whole class,
  then progress to small group and individual
  categorizing activities
• Move students from categorizing concrete objects
  to categorizing pictures
• http//www.sasked.gov.sk.ca/docs/kindergarten/kind
  app.html
• 1.3

35
Who, What, and Where Questions

• The answers to questions such as who, what
  and where are parts of story structure. By
  identifying these basic structures it will help a
  student be able to recall or retell a story.
• 1.4

36
Who, What, and Where Questions

• http//www.englishclub.com/vocabulary/wh-question-
  words.htm
• 1.4

37
High Frequency Words

• A word that appears many more times
• than most other words in spoken or written
• language.
• Many of these words such as the, is, to, and are
  do not follow commonly taught phonics rules and
  cannot be sounded out.
• http//www.reading-tutors.com/tips/TH_Tips_HFW.pdf
  
• Dolch
• Frys 300
• 1.5 2.5

38
Initial Sound / Final Sound

• Initial
• The first sound you hear in the beginning of a
  word.
• Final
• The last sound you hear at the end of a word.
• Example boat
• Initial sound /b/
• Final sound /t/
• 2.1

39
Isolate

• The ability to recognize individual sounds in a
  word.
• Example of initial isolation
• Teacher What is the first sound in van?
• Student The first sound in van is /v/.
• Example of final isolation
• Teacher What is the last sound in top?
• Student The last sound in top is /p/.
• 2.1

40
Consonant Sounds

• The word consonant is used to refer to a letter
  of an alphabet that denotes a consonant sound.
  Consonant letters in the English alphabet are B,
  C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V,
  X, Z, and usually W and Y
• The letter Y stands for the consonant j in
  yoke, and for the vowel ? in myth
• Y also commonly makes the long i and e sounds
• W is almost always a consonant except in rare
  words.
• 2.2

41
Vowel Sounds

• Some Generalizations about English vowels
• English vowels have "long" and "short" forms.
• The long form is the "name" of the letter
• The short form is as follows
• 2.2

42
Real Life Objects Actions

• What are they doing?
• 2.3

43
Real Life Objects Actions

• What is this?
• Tell me what you do with this.
• 2.3

44
Events / Sequence

• Sequencing is one of many skills that contributes
  to students' ability to comprehend what they
  read. Sequencing refers to the identification of
  the components of a story, such as the beginning,
  middle, and end, and also to the ability to
  retell the events within a given text in the
  order in which they occurred.
• http//www.teachervision.fen.com/skill-builder/rea
  ding-comprehension/48779.html
• 2.4

45
Blend (one-syllable words)

• Blend to draw individual sounds together to
  pronounce a word,
• Example c-a-p,
• blended together, reads cap
• 3.1

46
2 3 Letter Blends

• When two or more letters appear together and you
  hear each sound that each consonant would
  normally make, the combination is called a blend.
  
• For instance, the word blend has two consonant
  blends bl, for which you hear the sounds for
  both b and l, and nd, for which you hear the
  sounds for both n and d.
• 3.2

47
READ (one-syllable words)

• See sample list of one-syllable words.
• 3.3

48
Context Clues

• The first step to learning how to use context
  clues is to understand what they are. The meaning
  of the phrase is easy context are the words
  surrounding the particular word in question, and
  of course clues are supposed to help you figure
  out the mystery of the word in question.
• The value of context clues lies in the ability to
  figure out the definition without using a
  dictionary. This is important especially for
  teachers who want to instill in their students a
  sense of independence in learning.
• http//www.helium.com/items/1833465-how-to-teach-c
  hildren-to-use-context-clues-while-reading
• 3.4

49
Context Clues

• Different Kinds of Context Clues
• Definition
• Synonym
• Antonym
• Example
• Explanation
• http//www.suite101.com/content/context-clues-less
  on-plan-a88326
• 3.4

50
Context Clues

• The joey, which is a baby kangaroo, peeked out of
  his mother's pocket. (definition)
• The beach was covered with debris like paper and
  cans, and the children picked up all the trash.
  (synonym)
• The ancient dress looked like new after she
  washed it. (antonym)
• http//www.suite101.com/content/context-clues-less
  on-plan-a88326
• 3.4

51
Context Clues

• Every day he brought a delectable, delicious,
  wonderful, yummy lunch to school. (example)
• My mother used to pull across the bay to catch
  flounder. Pull is a word that is sometimes used
  to mean row. (explanation)
• http//www.suite101.com/content/context-clues-less
  on-plan-a88326
• 3.4

52
Retell / Beginning and End

• Story Retelling is a procedure that enables a
  child to play a large role in reconstructing
  stories. It underlies both social and academic
  development. When narrating stories, the speaker
  uses language for an extended period of time.
  This active participation with stories results in
  increased language development, comprehension and
  an interest in books and in learning to read.
• http//www.bridgew.us/Library/CAGS_Projects/TPALIN
  GO/web20page/srlitrev.htm
• 3.5

53
Blend Segment

• Blend Refer to 3.1
• Segment to split up a word into its individual
  phonemes in order to spell it,
• Example the word 'cat' has three phonemes /c/,
  /a/, /t/
• 4.1

54
Vocabulary / Simple Sentences

• Perhaps the greatest tools we can give
• students for succeeding, not only in their
• education but more generally in life, is a
• large, rich vocabulary and the skills for
• using those words. Our ability to function
• in todays complex social and economic
• worlds is mightily affected by our language
• skills and word knowledge.
• http//www.eduplace.com/marketing/nc/pdf/author_pa
  ges.pdf
• 4.2

55
Vocabulary / Simple Sentences

• In addition to the vital importance of
• vocabulary for success in life, a large
• vocabulary is more specifically
• predictive and reflective of high levels
• of reading achievement.
• http//www.eduplace.com/marketing/nc/pdf/author_pa
  ges.pdf
• 4.2

56
Synonyms

• Synonyms are different words with identical or at
  least similar meanings.
• An example of synonyms are the words car and
  automobile.
• 4.3

57
Main Character

• A main character is the central character of the
  story, the one that the reader follows through
  the story or account. The main character is
  usually involved in the problems of the tale, the
  climax, and its resolution.
• 4.4

58
Important Details

• Important details are used to support the main
  idea.
• Details add description to a story.
• Details support the main idea by telling how,
  what, when, where, why, how much, or how many.
• 4.4

59
Consonant Blends / Letter Combinations

• A consonant blend is a group of consonants that
  appear together in a word without any vowels
  between them.
• When reading blends, each letter within the
  blend is pronounced individually.
• 4.5

60
Consonant Blends / Letter Combinations

• Letter combinations are a series of letters whose
  sound would not be produced correctly by a
  student pronouncing one letter sound at a time.
• Letter combinations include digraphs, diphthongs,
  r-controlled vowels, etc., but do not include
  blends such as gr and bl.
• http//www.freereading.net/index.php?titleLetter_
  Combination_Activities_About
• 4.5

61
Consonant Blends / Letter Combinations

• ph
• oi
• oy
• wr
• au
• aw
• al

• igh

• Letter Combination Examples
• th
• er
• sh
• oa
• wh
• ol
• ar
• http//www.freereading.net/index.php?titleLetter_
  Combination_Activities_About
• 4.5

• qu
• ee
• ea
• oo
• ch
• ai
• ay

• ay
• or
• kn
• ou
• ir
• ur
• ph

62
Words with More than One Meaning

• Multiple Meaning Words are words that have
  several meanings depending upon how they are used
  in a sentence.
• We use context clues to help us figure out which
  meaning is correct.
• 5.1

63
Words with More than One Meaning

• Examples
• Trip
• Light
• Check
• Show
• Bank
• Play
• Can
• 5.1

• Pupil
• Game
• Raise
• Dance
• Break
• Store
• Bowl

• Sign
• Watch
• Scale
• Row
• Right
• Saw
• Pit

64
Characters Actions

• Every action a character performs influences
  something else in the story. 
• Perhaps it's simply that character's next action,
  or it could be a plot complication, or the arc of
  the story. 
• Each action can have consequences that ripple
  through the entire story.
• 5.2

65
Phonetic Skills

• Use a range of strategies and skills including
  phonetic skills to read unfamiliar and/or
  multi-syllable words.
• 5.3

66
Fiction / Non Fiction

• Fiction (Latin fictum, "created") is a branch of
  literature which deals, in part or in whole, with
  events that are not true at the time of writing.
• In contrast to this is non-fiction, which deals
  exclusively in factual events (e.g., biographies,
  histories). Books that are non-fiction, or true,
  are about real things, people, events, and
  places.
• 6.1

67
Main Idea

• Main Idea
• The central topic of a piece of writing.
• It is what the writing is all about.
• 6.2

68
Grasping the Main Idea

• Ask yourself the question, "What is this
• paragraph about?"
• To answer, say to yourself in your mind, "The
  author keeps talking about XX and XX. This must
  be the topic
• ."
• http//academic.cuesta.edu/acasupp/as/308.HTM
• 6.2

69
Locate Information in Informational Functional
Materials

• Use strategies including locating information in
  informational and functional materials.
• 6.3

70
Textual/Informational Materials

• Informational/textual reading materials are
  generally read for information, such as materials
  containing charts or graphs and materials found
  in encyclopedias, textbooks, lab manuals, essays,
  and news magazines.
• Literary/recreational reading materials are
  generally read for pleasure, such as magazine
  articles, poetry, novels, and short stories.
• (Alabama Reading and Mathematics Test Item
• Specifications for Reading)
• 6.3 9.2 10.3 12.1 12.2

71
Functional Materials

• Functional reading materials are generally read
  for a precise action, such as directions, maps,
  schedules, menus, catalogues, instructions, and
  other materials generally encountered in everyday
  life beyond the classroom.
• (Alabama Reading and Mathematics Test Item
  Specifications for Reading)
• 6.3 9.2 10.3 12.1 12.2

72
Special Thanks

• Special thanks to Alabama Reading
• Initiative (ARI) staff for assisting with the
• development of the reading slides, in
• particular Rosie Merold and Kim Bailey!

73
MATHEMATICSGrades K-6
74
Count in Sequence 1-3

• K.1

75
Differentiate Shapes

• K.2 1.3

76
Name Days of the Week

• Instructional Suggestions
• Songs
• Games
• Bulletin Board
• K.3

77
Count Identify Numbers

• The student must count to 10 or 20 and identify
  all the numbers.
• 1.1 2.1

78
Join Sets to Model Addition

• Seeing two sets of counters or other objects, the
  student determines the correct combined total.
  The student may count the total number of objects
  in the set or use some other strategy in order to
  arrive at the sum.
• 1.2

79
Identify Birth Month

• 1.4

80
Separate Sets to Model Subtraction

• The student establishes the total number of
  counters or objects in a set then, after some
  have been removed, the student figures out how
  many are left.
• 2.2

81
Separate an Object into Two Parts of a Whole

• 2.3

82
Top, Bottom, Side

• 2.4

83
Count

• 3.1 4.1 5.1

84
Count

• 3.1 4.1 5.1

85
Add Subtract Single Digit

• No calculator, touch math, or preprinted
  counters.
• 3.2

86
Continue Pattern of 3 Shapes

• Make your own worksheets or activities and use
  the shapes students have learned.
• Students must use the terms first, next, last in
  the lesson.
• 3.3

87
Identify TimeAnalog Digital Clocks

• Analog Digital
• 3.4 4.4

88
Identify Coins and Their Value

• ?
• Students must identify each coin and tell the
  value in order to get credit.
• 4.2

89
Determine Place Value for 1s, 10s, and 100s

• ..321
• There is a 1 in the ones (1) place.
• ..321
• There is a 2 in the tens (10) place.
• ..321
• There is a 3 in the hundreds (100) place.
• 4.3

90
Add 2 Digit Numbers w/out Regrouping

• No calculator, touch math, or preprinted
  counters.
• 5.2

91
Count Like Coins Up to 1.00

• In order to do this
• Student must know coins and coin values.
• Student must know how to skip count 25s, 10s,
  5s, and 1s.
• 5.3

92
Analyze Data Collected to Determine the Amount of
TimeRequired for Familiar Activities

• Examples of Familiar Activities for 5th Graders
• Walk to lunch
• Lunch
• Walk to P.E.
• P.E.
• 5.4

93
Subtract 2 Digit without Regrouping

• No calculator, touch math, or preprinted
  counters.
• 6.1

94
Divide Object into Equal Parts Label½, 1/3, ¼

• The student must divide the object and label in
  order to get credit.
• (You cannot give the student a box or circle on a
  worksheet that has already been divided)
• 6.2

95
Identify Bill Amounts1.00, 5.00, 10.00,
20.00

• 6.3

96
Organize PicturesTally Charts Graphs

• Tally charts help people count.
• Each tally mark in a tally chart represents one
  object. For example, to count three apples, you
  make three tally marks in the chart.
• Tally marks are grouped in sets of five, which
  facilitates counting. Instead of counting marks
  one-by-one, you can skip-count by fives and add
  on any remaining marks.
• Have students practice counting objects in class
  or home by using tally marks. Then practice
  skip-counting by fives in order to get your
  students familiar with multiples of five
• 6.4

97
Organize PicturesTally Charts Graphs
6.4
98
Organize PicturesTally Charts Graphs

• A picture graph uses pictures or symbols to show
  data.
• One picture sometimes stands for more than one
  item so a key is often necessary to understand
  the symbols.
• 6.4

99
Organize PicturesTally Charts Graphs
6.4
100
Organize PicturesTally Charts Graphs
6.4
101
Organize PicturesTally Charts Graphs
6.4
102
Organize PicturesTally Charts Graphs
6.4
103
SCIENCEGrades K-6
104
Property of Motion

• Recognize that objects can move in different
  directions and at different speeds.
• Recognize that when an object moves, it changes
  position.
• What makes objects move?
• Roll a pencil, cotton ball, marble, marshmallow
  down the table.
• Identify a property of motion.
• K.1

105
Basic Needs

• Animals and people need air, water, food, and
  shelter to survive.
• Plants need air, water, nutrients, and light to
  survive.
• K.2

106
Basic Types of Weather

• K.3

107
Identify Objects by a Basic Property

• Size
• Shape
• Color
• Texture
• The small block.
• The big yellow ball.
• 1.1

108
Identify Basic Parts of the Human Body

• 1.2

109
Items to be Recycled

• 1.3

110
Distinguish Between Solid and Liquid

• Solids
• Explore and compare the properties of solids.
• Define a solid in terms of its properties.
• Liquids
• Explore and conclude that water takes the shape
  of the container it is in.
• Define a liquid in terms of its properties.
• 2.1

111
Parts of a Plant

• 2.2

112
Features of Earths Surface

• Globe bodies of water and land masses
• Map rivers, lakes, and oceans
• 2.3

113
Sun

• Light and Heat
• The sun warms our planet every day, provides the
  light by which we see and is necessary for life
  on Earth.
• 3.1

114
Life Cycle of Plant

• Seed when the seed is dormant (i.e., inactive or
  sleeping)
• Seed germination the process in which a plant
  emerges from a seed and begins growth. Seeds need
  oxygen, water, and proper temperatures to
  germinate.
• Growth After the plant sprouts from the seed, it
  starts to grow. The growth and development of a
  plant is one of the most spectacular events in
  nature. Yet, because it happens so slowly, over
  the course of days or weeks, it is difficult to
  observe in real time.
• 3.2

115
Response to Weather

• Thunderstorms
• Tornado
• Hurricanes
• 3.3

116
Electrical Objects

• Light
• Heat
• Sound
• 4.1

117
Plants Animals Help Each Other

• Plants help animals by providing them with food,
  shelter, building materials, places to hide and
  air to breath.
• Plants produce chemicals and fibers used in
  industry.
• Plants produce nearly half of all the medicines
  used to treat diseases.
• The remains of ancient plants is the source of
  fossil fuels such as coal and gas.
• Animals help plants by pollinating them,
  distributing their seeds, and providing
  fertilizer for the soil.
• Some plants grow better after being grazed on.
• 4.2

118
Solar System

• Sun Earths Moon
• 4.3

119
Chemical Change

• A physical change in a substance doesn't change
  what the substance is. In a chemical change there
  is a chemical reaction, a new substance is formed
  and energy is either given off or absorbed.
• For example, if a piece of paper is cut up into
  small pieces it still is paper. This would be a
  physical change in the shape and size of the
  paper. If the same piece of paper is burned, it
  is broken up into different substances that are
  not paper.
• 5.1

120
Chemical Change

• Physical changes can be reversed, chemical
  changes cannot be reversed with the substance
  changed back without extraordinary means, if at
  all. For example, a cup of water can be frozen
  when cooled and then can be returned to a liquid
  form when heated.
• If one decided to mix sugar into water to make
  sugar water, this would be a physical change as
  the water could be left out to evaporate and the
  sugar crystals would remain. However, if one made
  a recipe for a cake with flour, water, sugar and
  other ingredients and baked them together, it
  would take extraordinary means to separate the
  various ingredients out to their original form.
• 5.1

121
Chemical Change

• Examples of Chemical Changes
• Burning a log of wood
• Cooking examples popcorn, cake, pancakes, eggs,
  toast, caramel icing
• Rotting of fruit
• Explosion of fireworks
• Lighting a match
• Digesting food
• Rusting nail
• Roasting a marshmallow
• 5.1

122
Plants Animals in a Habitat

• Habitat
• A place where plants and animals live and grow
• Animals get food, water, and shelter in their
  habitat
• Plants get sunlight and water in their habitat
• 5.2

123
Plants Animals in a Habitat

• Dependent on each other within a habitat.
• Field/Park/Backyard Grasshoppers eat grass
• Forest/Backyard Birds nest in trees
• Forest/Park/Backyard Squirrels eat acorns
• Forest/Field Animals eat leaves and berries
• 5.2

124
Plants Animals in a Habitat

• Dependent on each other within a habitat.
• Field/Garden/Along Road Monarch butterflies lay
  eggs on milkweed, larvae feed on the milkweed
  leaves
• Garden/Backyard/Park Adult monarch butterflies
  pollinate flowers
• Forest/Backyard/Field Earthworms eat dirt and
  dead leaves, digesting the material for food and
  in the process breaking down the organic matter
  and releasing nutrients in the soil
• Forest/Field Deer eat plants
• 5.2

125
Plants Animals in a Habitat

• Dependent on each other within a habitat.
• Desert Plants in the desert help animals stay
  out of the sun
• Desert Plants in the desert, such as the cactus,
  save water for animals
• Field/Forest/Coastal Area Some animals get seeds
  from plants stuck on their fur and move the seed
  to a different place so plants are spread
• Lake/Swamp/Pond Insects eat plants that float on
  ponds
• 5.2

126
4 Planets Closest to the Sun

• The first four planets are called the inner
  planets.
• They are closest to the sun.
• Their names are Mercury, Venus, Earth, and Mars.
• These planets are made mostly of rock.
• 5.3

127
Identify Weather ConditionsUsing Instrument or
Technology

• A THERMOMETER measures the air temperature. Most
  thermometers are closed glass tubes containing
  liquids such as alcohol or mercury. When air
  around the tube heats the liquid, the liquid
  expands and moves up the tube. A scale then shows
  what the actual temperature is.
• 6.1

128
Identify Weather ConditionsUsing Instrument or
Technology

• A BAROMETER measures air pressure. It tells you
  whether or not the pressure is rising or falling.
  A rising barometer means sunny and dry
  conditions, while a falling barometer means
  stormy and wet conditions. An Italian scientist
  named Torricelli built the first barometer in
  1643.
• 6.1

129
Identify Weather ConditionsUsing Instrument or
Technology

• A RAIN GAUGE measures the amount of rain that has
  fallen over a specific time period.
• A WIND VANE is an instrument that determines the
  direction from which the wind is blowing.
• An ANEMOMETER measures wind speed. The cups catch
  the wind, turning a dial attached to the
  instrument. The dial shows the wind speed.
• 6.1

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Identify Weather ConditionsUsing Instrument or
Technology

• WEATHER MAPS indicate atmospheric conditions
  above a large portion of the Earth's surface.
  Meteorologists use weather maps to forecast the
  weather.
• http//www.weatherwizkids.com/weather-instruments.
  htm
• 6.1

131
Changes in Earths Surface

• Newer human impacts to the earths surface are
  more and more damaging. Landscape is wounded with
  newer and bigger structures and other
  irreversible interventions to the earths
  surface.
• http//carsologica.zrc-sazu.si/?strandownloadsdo
  wnloadpodobnikar7.pdf
• Manmade causes that shape the earths surface
  agriculture, mining, pollution, construction,
  harvesting of natural resources, etc.
• 6.2

132
Changes in Earths Surface

• Natural forces that shape the earths surface
  volcanoes, earthquakes,
• hurricanes, landslides, weathering,
• erosion, animals, and plants.
• 6.2

133
Changes in Earths Surface

• Volcanoes
• Volcanoes change the surface of the earth by
  erupting out matter.
• http//scienceed.pnl.gov/teachers/plans/EarthChang
  es_Part1.pdf
• 6.2

134
Changes in Earths Surface

• Earthquakes
• Earthquakes cause the earths surface to shake,
  roll, and heave.
  http//scienceed.pnl.gov/teachers/plans/EarthChang
  es_Part1.pdf
• At the Earth's surface, earthquakes manifest
  themselves by shaking and sometimes displacing
  the ground. http//en.wikipedia.org/wiki/Earthquak
  e
• 6.2

135
Changes in Earths Surface

• Hurricanes
• Damage from hurricanes and tropical storms is
  usually the result of strong winds, storm surges,
  or heavy rain. Winds of over 100 miles per hour
  can tear roofs off of houses or knock trees down.
  Heavy rain can ruin crops, damage buildings,
  cause flash flooding, and spark deadly
  landslides.
• http//www.learner.org/interactives/weather/storms
  2.html
• 6.2

136
Changes in Earths Surface

• Landslides
• Landslides cause rocks, soil, and debris to
  suddenly roll down a slope.
• http//scienceed.pnl.gov/teachers/plans/EarthChang
  es_Part1.pdf
• 6.2

137
Changes in Earths Surface

• Weathering
• Weathering is the breaking and changing of rock.
• Causes of weathering
• Freezing water
• Thawing ice
• Flowing water
• Plant roots
• Temperature changes
• http//owensville.k12.mo.us/SMART_Lessons/4/Tracy
  20Hendrickson/SCIENCE/Changes20in20the20Earth'
  s20Surface/Changes20in20the20Earth's20Surface
  pdf.pdf
• 6.2

138
Changes in Earths Surface

• Erosion
• Erosion is the process by which weathered rock
  and soil are moved  from one place to another.
  Erosion carves the Earth's surface creating
  canyons, gorges, and even beaches. There are five
  agents of erosion
• Gravity (constant pulling on all matter on Earth)
  
• Running water (rivers and streams)
• Wind
• Glaciers
• Waves
• http//www.powayusd.com/teachers/tdowns/earthscien
  ce/erosion/erosion.htm
• 6.2

139
RelationshipsEarth, the Sun, Earths Moon

• 6.3