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Science - 5th Grade
Standard 2 Objective 2
Science - 5th Grade
Standard 2 Objective 3
This activity is designed as a game board that will allow students to deepen their understanding of the effects of weathering, erosion; uplift, sudden changes (e.g. flash flood, avalanche), earthquakes and volcanoes on the geological features of Earth.
Earths surface is constantly changing. Some changes happen very slowly over long periods of time, such as weathering, erosion, and uplift. Other changes happen abruptly, such as landslides, volcanic eruptions, and earthquakes. All around us, we see the visible effects of the building up and breaking down of Earths surface.
This activity is designed as a game board that will allow students to deepen their understanding of the effects of weathering, erosion; uplift, sudden changes (e.g. flash flood, avalanche), earthquakes and volcanoes on the geological features of Earth. In this activity students will use a geological processes gameboard and game cue cards to try and build the biggest mountain. The game cue cards use science vocabulary and help students understand the impact of geological forces on the features of Earths surface.
1. Use science process and thinking skills.
2. Manifest scientific attitudes and interests.
4. Communicate effectively using science language and reasoning.
Invitation to Learn
Invite students to look at the Dynamic Planet Map. Facilitate discussion with the following questions: (Allow time for discussion and reflection).
Inform students that these are all geological processes. In order to deepening their understanding of how these processes impact Earths surface, invite them to play the Geological Processes Game. Challenge them to be the one to build the biggest mountain.
Curriculum Extensions/Adaptations/ Integration
Balasubramanian, N., Wilson, B. G., & Cios, K. J. (2005) Games and Simulations Retrieved January 5, 2008, from http://site.aace.org/pubs/foresite/GamesAndSimulations1.pdf
This paper examines the opportunities and challenges that games can offer to enrich teaching and learning. Research is based on games developed by the Nobel games. Five guidelines are recommended for games to be meaningful and integrated into the classroom setting.
Teed, R. Game-based Learning. Retrieved January 5, 2008, from http://serc.carleton.edu/index.html
This is an excellent resource for developing and creating games for the classroom. Elements that comprise well-developed games are explored. Information is based on current research.
Hogle, J. (1996-08-00) Considering Games as Cognitive Tools: In Search of Effective Edutainment ERIC #: ED425737 Retrieved January 5, 2008, from http://twinpinefarm.com/pdfs/games.pdf
This research paper reviews proposed benefits of using games as cognitive tools. Researchers have purported that the use of educational games has the potential to increase interest, motivation and retention, as well as improve higher order thinking and reasoning skills. This paper reviews the benefits of games and what is needed in order for games to be of value in the education setting.