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                            OUTLINE:  MOUNTAINS


1.  Introduction:  What is a mountain?  TM pg. 2 (Background)
     TM pg. 2 Activity 1

2.  Create a Mountain:  Building on prior experience
     TM pg. 2 Activity 2

3.  Type of mountains:  TM pg. 3 (5 types)

4.  Activities for mountain rock:  TM pg. 5 (Teachable Moments)

5.  Climate/Population/Animals:  Background:  TM pg. 3

6.  Read Walk up a Mountain, Discuss

7.  Look back at mountain (step 2):  What changes would you make?
     What would stay the same?  Add changes.

8.  Cooperative Activity:  Group students: 1.  choose mountain
     mammal, bird, or reptile, 2.  make a 3-D model of it.
     3.  Write a short paragraph about the selected animal.
     TM pg. 4.

9.  Environmental Discussion:  Read and discuss pg. 4 TM.  Do
     suggested activities.

10. Writing Activity:  TM. pg. 8, (Bringing it home and, if time,
     Writing)

                               INTRODUCTION

Objective:  Each student will be able to create (draw)animal
population on a mountain that has been draw for them.

Materials:  paper (with mountain draw on it), pencil, TM, large
map, overhead transparencies

Procedures:

1.  Introduce unit:  mountains.  Ask students if any one has ever
been to a mountain range.  What was it like?  What things did
he/she see on the mountain?  Do we have any mountains in Iowa?

2.  Point out, on a large map, where the mountains in the U.S.
are located.  Have the students describe what the map looks like
when a mountain is being represented.  (Bumpy, dark).  What
regions of the U.S. have the most mountain ranges?  Use overhead
to outline mt. ranges.

3.  Background:  TM, pg.2.

4.  Explain "mt. activity".  Provide the students with a large
sheet of construction paper (many sheets combined) that has a mt.
drawn on it.  Instruct the students that they will be creating
population on the mt.  Discuss "population".  Remind the students
that the population at the bottom of the mountain may be
different from the population at the top of the mountain.  (We
will continue to make adjustments to the mountain as we continue
learning more about mountain ranges.
     A.  Each student finds a place to work (on the mt.)
     B.  Use color (crayons) when drawing
     C.  Suggestions:  include plants, animals, people, rocks,
          etc.

Evaluation:  As the students are working on the mountain I will
use a checklist to mark off the names of the students who are
completing the assigned task.


                            TYPES OF MOUNTAINS

Objective:  The students will be able to create/simulate three of
the five types of mountains covered in this lesson.

Materials:  TM pg. 3 & 5, (Act. 1:  paper mache, orange juice
can, baking soda, red food coloring, liquid soap, vinegar, Act.
3:  white bread (one for each student), peanut butter, grape
jelly, brown bread, crunchy peanut butter, strawberry jelly,
whole wheat bread.

Procedures:

1.  Discuss the five different types of mountains:  volcanic,
fold, fault block, dome, and erosion.  TM pg. 3.

2.  Provide examples of each type of mountain:  ie. Mt. St.
Helens, volcanic.

3.  Film ?

4.  Activity 1:  creating a volcanic mountain.  TM pg. 5.
I will create one volcanic mountain for class use.  Each student
will get the opportunity to "make the volcano erupt".

5.  Activity 2:  creating fold and fault block mountains.
TM pg. 5 & 6.  Each student will create these two types of
mountains.  The materials needed are listed under Act. 2, above.

6.  After completing the activities explain to the students that
all mountains are eventually destroyed by water and wind erosion.

Evaluation:  I will use a checklist to record each student's
completion of the two activities.

                                        WALK UP A MOUNTAIN

Objective:  After reading Walk up a Mountain, the students will
be able to make a list of the 8 different types of animal
population found on the mountain, with 100% accuracy.

Materials:  Walk up a Mountain, paper, pencil

Procedures:

1.  Review material covered in previous lesson.  Review what a
mountain is.  Where you can find mountains, etc.

2.  Introduce Walk Up The Mountain.

3.  Explain to the students that during the story they will be
introduced to mountain population.  Explain that they will be
responsible for creating a list of different animal population
that was discussed in the book.

4.  Read Walk Up The Mountain.

5.  Instruct the students to create a list, independently, of 8
different population found in the mountain.

6.  After the lists are completed have the students share their
lists and record this on the board.

7.  Discuss changes that may need to be made on the mountain that
was created early in the unit.  Provide the students with time to
add new population to the mountain.

Evaluation:  I will collect the written work (list of 8
population) and record the completed papers.

Note:  If extra time, have the students create a story using the
list of words they compiled.
NOTE:  HAVE STUDENTS BRING IN ROCK SAMPLES FOR THIS ACTIVITY

                               MOUNTAIN ROCK

Objective:  The students will be able to identify different types
of rock (sedimentary, igneous, metamorphic) with 80% accuracy.

Materials:  various rocks,  paper, pencil, TM

Procedures:

1.  Review the previous day's lesson.

2.  Explain that during the mountain building process, rocks may
be eroded away, heated and changed, or heated until they melt.
Rocks may even by transformed into an entirely different form of
rock.  This process continues as a constant cycle of change
within and on the surface of the earth.

3.  Instruct the students that today they will be using a
handbook on rocks and minerals to identify the types of rocks.
Explain the different types of rocks and their characteristics:
sedimentary, igneous, metamorphic).

4.  Divide the students into groups of 3.  Review cooperative
learning rules.  Each group will have one recorder.  Each group
member's name should appear on the paper.  Provide each student
with a rock handbook.

5.  Each group will share 1 example from each of the three rock
categories (if possible).

Evaluation:  The students will hand in their papers and I will
record the completed work.


                           3D MODEL (Population)

Objective:  In groups of 2, the students will be able to choose
and create a mammal, bird, or reptile that is found in a mountain
population and make a large three-dimensional model of it.

Materials:  white construction paper, paper, crayons, stapler,
stuffing (newspaper), TM, list of possible population to choose
from on overhead

Procedures:

1.  Review mountain population.  Make a list on the overhead.

2.  Instruct the students that they will be, in groups of 2,
creating a mammal, bird, or reptile that is found in the mountain
population.  I will choose partners and the students can use the
list from step 1 to choose a population.
Review cooperative grouping.

3.  Steps for activity:
     A.  Research the animal they have chosen:  size, shape,
         color, and where it is found on the mountain.  Review
         materials that may be used to research information.
         Write down information.
     B.  Draw a large picture of the animal on white butcher
         paper.  Cut out the drawing and trace the shape of the
         animal on another piece of white butcher paper.
         Draw the same picture on the other piece of paper
         for the other side of the animal.
     C.  Staple the two shapes together.
     D.  Stuff with newspaper
     E.  Finish stapling.

4.  When the groups have completed the activity they will present
their animal to the class and provide the research information
they found: (size, shape, color, and where it is located on the
mountain).

Evaluation:  I will check off each group member's name on the
checklist as they present their finished model and research to
the class.

NOTE:  FOR THIS ACTIVITY HAVE EACH STUDENT BRING IN SOIL

                     ENVIRONMENTAL ISSUES (MOUNTAINS)

Objective:  The students will be able to test soil and determine
if it is acidic or alkaline.

Materials:  Test tubes (1/2 the class), test tube holder,
assortment of fruits or fruit juices, 1/2 red cabbage, baking
soda, ammonia, vinegar, milk of magnesia, cola, jar, eye dropper,
soil, funnel, coffee filter, distilled water.

Procedures:

1.  Discuss acid rain and its effect on the
environment/mountains. TM pg. 4.

2.  Review the discussion and ask the students the following
questions:  "What can we do to stop pollution?  What would happen
if scientists didn't "create" a healthy environment for plants
and animals?"

3.  Do the following experiment with the student.  (I will
provide the necessary materials and bring in the experiment ready
to be performed by the students at the soil stage.  The steps are
as follows:
     A.  Place 1/2 a red cabbage in water and cook (low heat for
          30 minutes).  This is the indicator.
     B.  When cool, drain the liquid off into a jar.
     C.  The juice will be a dark purple color.
     D.  Place a small piece of fruit in each test tube.
     E.  Mark each test tube with a letter to keep track
          of the different substances.
     F.  Use an eye dropper to place some of the indicator
          into each test tube.
     G.  The liquid in each test tube will change to a
          different color.
     H.  Rearrange the test tubes so that the reddest color
          is first and the bluest color is last.
     I.  Inform the students that acid rain is similar to lemon
          juice and vinegar in its acidity.
     The above steps (A - I) will be done prior to coming into
     class.I will explain the procedures to the students and
     inform the students of the following steps which are the
     ones they will performing.  Each of the steps below
     be done with partners and together as a whole class.
     J.  Place each soil sample into a clean coffee filter.
     K.  Place the filter into the funnel.  Pour about
          1/2 cup of distilled water through the soil sample.
     L.  Collect the water in a test tube.
     M.  Label each test tube with a number to tell which soil
          sample it came from.
     N.  Test the water sample with your indicator to see
          if it is acidic or alkaline.

4.  After the experiment is completed have each group share their
outcome with the class.  Included in this will be the source of
their soil, backyard under a tree, lawn, etc.

5.  I will record the data (where the soil was collected and the
outcome (acid or base).  Together as a class we will create a
chart:  one side acid and one side base, each group will write
where the soil was collected under the appropriate column.
As a group we will discuss the chart.

Evaluation:  I will use a checklist to record the students
participation in the experiment.

                                  WRITING

Objective:  The students will be able to create a brochure of a
recreational activity that can be enjoyed in the mountains.

Materials:  large white drawing paper, pencil, crayons, reference
books (used throughout unit), travel brochures

Procedures:

1.  Review the unit:  population, environment, etc.

2.  Ask the students to consider all of the recreational
activities that one can enjoy in the mountains.  Review pages 26-
27 in Walk Up The Mountain.  I will list all of the ideas on the
board.

3.  Ask the students to think of a mountainous area in which they
would like to visit.  Review the various mountain ranges using
the map of the United States.

4.  Explain the activity to the students:  They will be creating
a travel brochure (I will have examples of brochures for them to
look at) that tells someone about their chosen mountain range and
recreational activity.  The following four things must be in the
travel brochure:
     A.  a cover page with a title and a picture
     B.  background information about their area, location
          of the area, geology of the area, history of the
          area
     C.  recreational opportunities (camping, skiing, etc.)
     D.  where to write for more information
I will list these four things on the board for them to refer to.

5.  Next we will discuss reference sources for their use:  the
materials used in the unit, encyclopedia, etc.

6.  After the activity has been explained I will have each
student write down his/her mt range and activity on a piece of
paper.  After I have looked at it and discussed possible
reference sources with the student then he/she may begin
researching.  (May be modified and done in pairs.)

7.  After the research has been completed on a piece of paper
each student will receive a big white piece of paper to create
the brochure.  It will be folded so that there are 4 pages.  I
will demonstrate for the class.

8.  Each student will share his/her brochure with the class.

Evaluation:  I will look to see that each student has turned in a
completed brochure that contains the four things stated in Step
4.



                                  WRITING

Objective:  The students will be able to create 2 or 3 lines of
text to accompany the illustrations on pages 16 and 17 of Walk Up
The Mountain.

Materials:  paper, pencil, Walk Up The Mountain

Procedures:

1.  Have the students look at pages 16 and 17 in Walk Up The
Mountain.  Notice there are only a couple of lines of text.

2.  Explain to the students that they will be independently
creating more text for that page:  2 or 3 lines.  Review sentence
form.  Encourage the students to use descriptive words to
describe the mountain flowers (color, shape, size, etc.),
climate, etc.  Create 2 sentences together as a class.

3.  When they have completed step 2 the students may draw a
picture to add to the one the author provided.

4.  Volunteers may share their work.

Evaluation:  Each student will hand in their sentences.  I will
be looking for 2 to 3 complete sentences.

                           ADDITIONAL ACTIVITIES