TABLE OF CONTENTS - Lindbergh School District

Strand 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere and Hydrosphere)
2. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) interact with
one another as they undergo change by common processes
Major Objectives IS Suggested Activities Suggested Assessments
Concept A: The Earth’s materials and
surface features are changed through a
variety of external processes
a. Observe and describe the breakdown of
plant and animal material into soil
through decomposition processes (i.e.,
decay, rotting, composting, digestion).
R
C3
a. Students will make a compost bin outside
their school. Students will save uneaten food
from lunch to add to the compost. Students
will identify possible problems with the
compost bin. Students will work in groups
to create posters describing which foodstuffs
are able to be composted. (2.5; 3.1; 4.5; 4.6)
a. Students will continue to monitor the compost
throughout the school year.
b. Identify the major landforms on Earth
(i.e., mountains, plains, oceans, river
valleys, coastlines, and canyons).
R
C3
b. Students will create a play dough map of
Missouri, making rivers, mountains, plains,
and valleys. Students will label their map
and write where each formation is located.
(1.8; 2.4; 2.5)
b. Teacher will check to see if all of the maps
have correct labels. Students will display
projects.
c. Describe how weathering agents (e.g.,
water, temperature, wind, and plants)
cause surface changes that create and/or
change earth’s surface materials and/or
landforms.
R
C10
c. Students will go out onto the playground and
look for signs of erosion. They will also
check for cracks in the sidewalk. Students
will write how weathering agents affected
the playground /side walk and create “before
and after” erosion picture. (1.2; 2.5; 3.5)
c. Teacher will check for understanding.
d. Describe how erosional processes (i.e.,
action of gravity, waves, wind, rivers,
and glaciers) cause surface changes that
create and/or change earth’s surface
materials and/or landforms.
R
C10
d. Students will create an erosion model by
using dirt, sand, rocks, shells, and leaves.
Students will predict what will occur when
water is poured on the model. Students will
pour water on model and write down what
happens. (1.2; 2.5)
d. Students will find out how the Great Lakes
were formed and what they left behind. They
will describe how the Colorado River flows
and describe the erosion process that it makes.
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