The Earth’s Surface - Center for Learning in Action · This unit was developed with Race to the...

ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.

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TheEarth’sSurface

EarthScience/Grade4

Inthisunit,studentsinvestigatetheprocessesoferosionandweatheringthroughhands-oninvestigation.Theywillseehowtheseprocessesaffecttheformationoflandforms.Studentswillanalyzedifferenttypesofmapstolookforpatternsanddesignasolutiontomitigatetheeffectsofanearthquake.


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UnitCreationandRevisionHistoryAuthorsJeanBacon,AdministratorforTeachingandLearning,NorthAdamsPublicSchoolsLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolsKathyAtwood,Grade3Teacher,NorthAdamsPublicSchoolsTroySegala,BusinessAdministrationManagementmajor,MassachusettsCollegeofLiberalArtsRevisions,Summer2015JessicaL.Wojcik,InterdisciplinaryStudiesmajor,Educationmajor,SocialWorkminor,MassachusettsCollegeofLiberalArtsGraceSullivan,EnglishandWomen’sStudiesmajor,WilliamsCollegeRevisions,Summer2016DiegoGarcia,ComputerSciencemajor,WilliamsCollegeAnnieGagnon,Biologymajor,MassachusettsCollegeofLiberalArts


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License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)

Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591Thisunitisdownloadableathttp://mcla.edu/About_MCLA/area/Community-Collaborations/stempipeline/Teach2Learn/teaching-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2016TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn.)


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TableofContents

UnitPlan

Lesson1:WhatisaRock?

Lesson2:MineralMystery

Lesson3:WhatisErosion?

Lesson4:HowisSoilMade?

Lesson5:IsAllSoiltheSame?

Lesson6:WhatisaPhysicalMap?

Lesson7:EarthquakeandFaultLines

CEPA

UnitResources


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UNITPLANStage1DesiredResults[2006]4-ESS-3Identifythethreecategoriesofrocks(metamorphic,igneous,andsedimentary)basedonhowtheyareformedandexplainthenaturalphysicalprocessesthatcreatetheserocks.

[2006]3-5ESS-2Identifythephysicalpropertiesofminerals(hardness,color,luster,cleavage,andstreak),andexplainhowmineralscanbetestedforthesedifferentphysicalproperties

[2006]4-ESS-5.Recognizeanddiscussthedifferentpropertiesofsoil,includingcolor,texture(sizeofparticles),abilitytoretainwaterandtheabilitytosupportthegrowthofplants.

[2016]4-ESS1-1.Useevidencefromagivenlandscapethatincludessimplelandformsandrocklayerstosupportaclaimabouttheroleoferosionor

MeaningUNDERSTANDINGS UStudentswillunderstandthat...a. Local,regional,andglobalpatternsofrockformationsrevealchangesovertimeduetoforcessuchasearthquakes.Thepresenceandlocationofcertainfossiltypesindicatetheorderinwhichrocklayerswereformed.

b. Howlandformsdevelop,areweathered(brokendownintosmallerpieces),anderode(gettransportedelsewhere)canhelpinferthehistoryofthecurrentlandscape.

c. Rainfallhelpstoshapethelandandimpactthelivingthingsfoundinaregion.

d. Water,ice,wind,andlivingorganismsbreakrocks,soils,andsedimentsintosmallerparticlesandmovethemaround.

ESSENTIALQUESTIONS QQ:HowhasMountGreylockchangedover

time?


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depositionintheformationofthelandscapeoverlongperiodsoftime.[ClarificationStatements:Examplesofevidenceandclaimscouldincluderocklayerswithshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachangefromdepositiononlandtodepositioninwaterovertime;andacanyonwithrocklayersinthewallsandariverinthebottom,indicatingthatarivererodedtherockovertime.Examplesofsimplelandformscanincludevalleys,hills,mountains,plains,andcanyons.Focusshouldbeonrelativetime.][StateAssessmentBoundary:Specificdetailsofthemechanismsofrockformationorspecificrockformationsandlayersarenotexpectedinstateassessment.]

[2016]4-ESS2-1.Makeobservationsandcollectdatatoprovideevidencethatrocks,soils,andsedimentsarebrokenintosmallerpiecesthroughmechanicalweatheringandmovedaroundthrougherosion.[ClarificationStatements:Mechanicalweatheringprocessescanincludefrostwedging,abrasion,andtreerootwedging.

e. Thelocationsofmountainranges,deepoceantrenches,oceanfloorstructures,earthquakes,andvolcanoesoccurinpatterns.Mostearthquakesandvolcanoesoccurinbandsthatareoftenalongtheboundariesbetweencontinentsandoceans.Majormountainchainsforminsidecontinentsorneartheiredges.

StudentTargetsStudentswillbeableto1.Describethedifferentprocessesbywhichsedimentary,igneous,andmetamorphicrocksform

2.Performappropriateteststodeterminethehardness,color,luster,cleavage,andstreakofdifferentminerals

3.Notedifferencesbetweenrocksandminerals

4.Usepreviouslyrecordeddatatoidentifydifferentminerals

5.Explainhowsoilisformedthroughdecompositionandweathering

6.Illustratetheconnectionbetweensoilformation(e.g.ratiosoforganicmattertominerals)anditscolorandtexture

7.Identifywhataphysicalmapisandwhatitconsistsof

8.Readscientificmapsofmountainranges,trenches,activevolcanoes,andearthquakes


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Erosioncanincludemovementbyblowingwind,flowingwater,andmovingice.][StateAssessmentBoundary:Chemicalprocessesarenotexpectedinstateassessment.][2016]4-ESS2-2.AnalyzeandinterpretmapsofEarth’smountainranges,deepoceantrenches,volcanoes,andearthquakeepicenterstodescribepatternsofthesefeaturesandtheirlocationsrelativetoboundariesbetweencontinentsandoceans.

[2016]4-ESS3-2.Evaluatedifferentsolutionstoreducetheimpactsofanaturaleventsuchasanearthquake,blizzard,orfloodonhumans.*[ClarificationStatement:Examplesofsolutionscouldincludeanearthquake-resistantbuildingoraconstructedwetlandtomitigateflooding.]


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Stage2–EvidenceEvaluativeCriteria AssessmentEvidence CEPA:DesignanerosionpreventionsystemforasitethatispronetowatererosiononMt.

Greylockusingdifferentbarrierssuchastrees,rocks,anddrainagepipes.Thegoalistocreateasystemthatpreventssoilfromwashingaway.OTHEREVIDENCE: OEPlanetEarthNewspaperJournalentriesClassdiscussionsPracticeMCASquestions


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Stage3–LearningPlanLesson1:Studentsareencouragedtothinklikegeologistsandbecomeacquaintedwiththeeightsciencepractices.Throughclassdiscussionandthe“TypesofRocks”song,theywillbeintroducedtometamorphic,sedimentary,andigneousrocks.Ingroups,theywillgeneratequestionsaboutthesetypesofrocksandthenexplorethemwithhandlensesandrockkits.Lesson2:Studentswillperformtestsonacollectionofmineralstodeterminewhichtypeofmineraltheyare.Thesciencefellowandteachershouldcarefullyreadoverthelessonbeforeteachingtogainabetterunderstandingoftheconceptstheywillneedtoexplaintothestudents.Studentswillbecreatingachartaboutthemysterymineralsanddesignanadfortheirrocknewspaperportfolioproject.Lesson3:ThroughtheuseofaPowerPointpresentation,studentswillseeandidentifyexamplesofweatheringanderosion.Theywillhavetheopportunitytoexploretheeffectsofweatheringanderosionontheenvironmentthroughexperiments.Lesson4:Studentswillexploreasampleofsoil.ThestudentswilllearnthepartsofsoilbyparticipatingintheHumanSoilGame.Fortherocknewspaperportfoliostudentswillbecreatingarecipeforsoil.Lesson5:Studentswilllearnthedifferencebetweentypesofsoilandthewaysinwhichsoilandrocksaremovedtocreatelandforms.Itbeginswithadiscussionofthestudents’ownbackyardsinordertoengagestudentsindescribingtheenvironment.Studentswillusescientificpracticestorecordtheresultsoftheirexperimentanddeterminewhichtypeofsoilisbestforplanting.Then,thestudentswilluseartisticphotographyoftheBerkshirestoidentifylandformsandconstructargumentssurroundingtheweathering,erosion,ordepositionthatmayhavecausedthemtoform.Thecreationoflandformswillbemodeledusingan“icecubeglacier”andPlay-Doh.


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Lesson6:Studentswilllearnnewvocabularywordsanddoanactivitysearchingforwordstheyassociatewithphysicalmaps.Studentswillalsoreadanarticleaboutdifferenttypesofmapsandtakeaquiz.Fortherocknewspaperportfolio,studentswillbecreatingaphysicalmapofMassachusetts.Lesson7:Inthislesson,studentswilllearnaboutnaturaldisasters,theywillthinkaboutpotentialwaystoprotectthemselvesagainstnaturaldisastersorwaystolessentheeffectsbyexperimentingwithvolcanoes,earthquakes,andfloods.Fortherocknewspaperportfolioprojectstudentswillbecreatinga“HowtoSurvivea[naturaldisaster]guide.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012


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TieredVocabularyListTier1 Tier2 Tier3LensColorSoilClayLoamSand

Continents

OrganicHardnessStreakTexture

DecompositionNonorganicDecayingLandformsParticlesScale

Boundaries

SedimentaryIgneous

MetamorphicGeologistMineralCrystalLusterCleavage

FrostwedgingTreerootwedging

ErosionWeatheringlegend

TrenchesCompassrose


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Lesson1:WhatisaRock?BACKGROUND

OverviewoftheLessonStudentsareencouragedtothinklikegeologistsandbecomeacquaintedwiththeeightsciencepractices.Throughclassdiscussionandthe“TypesofRocks”song,theywillbeintroducedtometamorphic,sedimentary,andigneousrocks.Ingroups,theywillgeneratequestionsaboutthesetypesofrocksandthenexplorethemwithhandlensesandrockkits.FocusStandards[2006]4-ESS-3Identifythethreecategoriesofrocks(metamorphic,igneous,andsedimentary)basedonhowtheyareformedandexplainthenaturalphysicalprocessesthatcreatetheserocks.W.4.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.LearningTargetIcandescribethedifferentprocessesbywhichsedimentary,igneous,andmetamorphicrocksform.

AssessmentCreatea“PlanetEarth”newspaperandwritean“interview”withasedimentary,igneous,ormetamorphicrock.


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WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary

Tier1:lensTier3:Sedimentary,Igneous,Metamorphic,geologist

RESOURCESANDMATERIALSQuantity Item Source

1perstudent HandLens Bin

1pergroup RockKit Bin

12bookssharedingroupsof2-3

FossScienceStories“WritteninStone” Bin

1 Projector ClassroomTeacher

TypesofRocksVideo:https://www.youtube.com/watch?v=lE3jR_RhxO4 Thumbdrive

3perstudent Stickynotes ClassroomTeacher

1 Pictureofascientist ClassroomTeacher


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1perstudent “TypesofRock”lyricshandout Binder

2perclass Largeposterpapers(semanticmapandessentialquestion) ClassroomTeacher

4perstudent Indexcards ClassroomTeacher

1perstudent Metalringforvocabwords Bin

1perstudent “InterviewwithaRock”worksheet Binder

1perteacher SciencePracticesHandout Binder(ClassroomTeachertomakecopies)

**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/Activator

• Talkaboutwhatscientistsdo.Giveeachstudentthreestickynotesandaskthemtowritedownthreewordsthatdescribewhatascientistdoes.Postthewordsaroundapictureofascientist(orapictureofyourclassasdevelopingscientists!).Discusseachword.

• Refertotheeightsciencepracticesworksheetsinthecurriculumbinderandintroducethemtotheclass.


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DuringtheLesson1. “WritteninStone”:Discussthewordgeologistbybreakingaparttheword(“geo”=Earth,“logist”=onewhostudies).

Explainthatageologistisatypeofscientist.Inpartners,havestudentsread“WritteninStone”fromtheFossScienceStoriesofEarthMaterials.Afterstudentshavecompletedthestoryhavethemrecordfivethingsageologistdoesintheirsciencejournals.

2. ChangesofMountGreylock:ExplainthatwewillbeexploringtheEarth’ssurface,includingrocks,andhowitchanges.

Onapieceofchartpaperwritetheessentialquestion:“HowhasMountGreylockchangedovertime?”BegintodiscussthisquestionwiththeclassandseeiftheyhaveanythoughtsorquestionsaboutMountGreylock.NowwouldbeagoodtimetotellstudentswhereMountGreylockisiftheydonotalreadyknowwhereitis.

3. SemanticMap:Asaclass,developasemanticmaptodrawonbackgroundknowledge.Youcandothisactivitytogether

asaclass.a. Writetheword“rock”inthemiddleofthechartpaper.b. Conductagroupbrainstorm.Writedownstudent-generatedwordsrelatingtorock,besuretomakeconnections

betweenwordsandgeneratemeaningfulcategories.c. Optional:Keepthemapinthefrontoftheroom;andafterthe“TypesofRockSong”song,generateadditional

wordsand/orcategories.

4. “TypesofRockSong”:Showtheclassthe“TypesofRockSong”(https://www.youtube.com/watch?v=lE3jR_RhxO4).Distributehandoutsofthelyricsandusethemtoanswerthefollowingquestions:

a. Howareigneousrocksformed?b. Howaresedimentaryrocksformed?


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c. Howaremetamorphicrocksformed?

5. ExploringTypesofRocks:Ingroups,generatequestionsaboutigneous,metamorphicandsedimentaryrocksandrecordthesequestionsinsciencejournals.Trytousethefollowingwordsasquestionstarters:compare,contrast,define,describe,explain,andillustrate.Then,distributehandlensesandrockkitstoeachgroup.Eachgroupshouldreceiveanigneousrock,ametamorphicrock,andasedimentaryrock.Donotremovethenumberedlabelsontherocks.

6. EssentialQuestionPoster:Asaclass,posethefollowingquestions:HowdoyouthinkMt.Greylockwasformed?What

typeofrocktypesdoyouthinkareonMt.Greylock?RecordpossibleanswersontheEssentialQuestionposter.LessonClosingWritethevocabulary(igneous,metamorphic,sedimentary,geologist)downonindexcardstobeaddedtoavocabularyring.Picturesareencouraged.AssessmentCreatea“PlanetEarth”newspaperandwritean“interview”withasedimentary,igneous,ormetamorphicrock.


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Lesson2:MineralMysteryBACKGROUNDOverviewoftheLessonStudentswillperformtestsonacollectionofmineralstodeterminewhichtypeofmineraltheyare.Thesciencefellowandteachershouldcarefullyreadoverthelessonbeforeteachingtogainabetterunderstandingoftheconceptstheywillneedtoexplaintothestudents.Studentswillbecreatingachartaboutthemysterymineralsanddesignanadfortheirrocknewspaperportfolioproject.FocusStandard[2006]3-5ESS-2Identifythephysicalpropertiesofminerals(hardness,color,luster,cleavage,andstreak),andexplainhowmineralscanbetestedforthesedifferentphysicalproperties.LearningTargetsIcanperformappropriateteststodeterminethehardness,color,luster,cleavage,andstreakofdifferentminerals.Icannotedifferencesbetweenrocksandminerals.Icanusepreviouslyrecordeddatatoidentifydifferentminerals.Assessment

• Studentswillcreateachartoftheirobservationsofthedifferentminerals,• Studentswillusealistofcharacteristicsgiventothemtoidentifythemysterymineralsquartzandlimestone.


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• Aspartoftheportfolionewspaperproject,studentswillbecomeanexpertononeofthemineralstheyobservedandcreateanadtoadvertisethismineral.

TargetedAcademicVocabulary

Tier1:colorTier2:organic,hardness,streakTier3:mineral,crystal,luster,cleavage



5Whiteand5Blackplates(1pergroup)

Streakplates Bin

5pergroup Penny Bin

5pergroup Nail Bin

1boxperclass MineralKit-Includes15mineralsamples Bin

1perpair/group Limestonesample Bin


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1perpair/group Quartzsample Bin

1perstudent Sciencejournal ClassroomTeacher

1perunit RockCleavageVideo:https://www.youtube.com/watch?v=zAOTfSWjw0Q&list=PLsAWD8mKKE95eF864ryLNK8SXJfJ-EsWh&index=1

Thumbdrive

1piece ChartPaper ClassroomTeacher

1 “HowtoDescribeLuster”Board Bin

1perstudent RocksandMineralscomparisonchart ClassroomTeachertomakecopies(seechartonpage21)

1perstudent Mineralobservationchart Binder

1 MCASquestion Binder



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1. TheEarthismadeupmanydifferenttypesofminerals,somearemorecommonthanothers.Today,we’regoingtogoonamysterymineralhunttolearnmoreaboutwhatmineralsareandhowtoidentifythem.Beforewegetstartedonourlessontoday,weneedtotalkaboutthedifferencebetweenrocksandminerals.Rocksaregroupsofdifferentmineralsthatformtogether.Therefore,mineralsmakeuprocks.

2. Belowisachartthatcomparesmineralsandrocks.Usethisasabasisforaclassdiscussion.Thischartisincludedasahandoutinthisunit.Thehandouthassomeboxesthatareblank.Theclassroomteachershouldmakecopiesofthistohandouttostudents.Studentscanfillinthechartasthecomparisonsarediscussed.


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RocksandMineralsComparisonChartCategory Minerals Rocks

Composition Pure(theyaremadeofonesubstance)inorganicmaterial

Madeupofmanysubstances,morethanonemineral

Appearance Usuallyappealing,orprettytolookat Usuallynotappealingorprettytolookat

Structure Crystal-likestructure Notsinglecrystals

Shape Usuallyhaveashape Nodefiniteshape

Color Colorisusuallythesamethroughoutthewholespecimen

Colorisnotthesame

Fossils Nofossils Somehavefossils(sedimentaryrocks)

Luster Shiny,sparkly Dull

Uses Helpinboneandtoothformation Makefoundationsandshelters

Examples Gold,Silver,Fluoride,Ruby Limestone,Granite,Marble,Coal


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DuringtheLesson1. DescribingMinerals:Beforethehandsonactivity,theScienceFelloworteachershouldtalktothestudentsabouteach

methodofdescribingamineral.Useexamplesorexplainthathardnessistheabilitytoscratchthesurfaceofthemineral.

a. Example:hardnesscanbetestedwithyourfingernail,apenny,andasteelnail.Ifthefingernailcanscratchit,

thatmeansithasahardnesslessthan2;ifyoucanscratchthemineralwithapennybutnotafingernailit’smostlikelya3;ifyoucanscratchitwithanailbutnotapennyitmostlikelywillbebetween3and5.

Note:Studentsarenotrequiredtoknowexacthardnessbutratherunderstandthatsomemineralsareharderthanothers.TalkabouttheMoh’sScaleofHardnessandhowtoreadthescale.TheMoh’sscaleofhardnesswasdevelopedtocomparethehardnessofcertainminerals.Thescalegoesfrom1to10where1isthesoftestmineral(orveryeasytoscratch)and10isthehardest(orverydifficulttoscratch).Anexampleofa1wouldbegraphite.Anexampleofa9and10wouldberubiesanddiamonds.Understandingthehardnessofamineralisimportantbecauseithelpspeopledeterminewhatthatmineralcouldbeusedforwhetheritbejewelry,carving,storage,etc.It’salsoveryhelpfulwhenidentifyingminerals.UsethesampleMCASquestiontoshowstudentshowtheyshouldinterprettheMoh’sScale.Note:Memorizingthenumbersandmineralsisnotimportant,ratherthekidsshouldunderstandhowtointerpretthescaleandwhatthenumbersmean.

ThecorrectanswerisA.apatitebecauseitisbetweenthefluorite(4)andquartz(7).Ifthemineralscratchesfluoritethanitisatleasta4orhigher.Ifitdoesnotscratchquartzthanitcannotbeabovea7.Theonlymineralfromthelistofoptionsthatisbetween4and7isapatite.


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b. Colorissimplywhatcolorthemineralis.Studentswilltestthisthroughobservation.c. Lusterishowshinyordullsomethingis,itcanbeclassifiedusingthosewords.Lustercanalsobedescribedas

beingpearly,greasy/oily,earthy/dull,orwaxy.Studentstestlusterbyobservingtherocksanddescribingthewayitappearsinthelight.Examplesoflusterareprovidedontheboardthatsays“HowtoDescribeLuster”whichisincludedinthebin.

d. Cleavageishowthemineralbreaksintopieces.Somemineralsbreakupintochunksorsmallcubeswhileothersbreakupintosmallthinsheets.Cleavagecanbeobservedbylookingatthenumberofflat/curvedsidesonamineralandtheanglebetweenthem.Besuretotaketimetoexplainthisconcept,itmightbehelpfultoshowthefollowingvideohttps://www.youtube.com/watch?v=zAOTfSWjw0Q&list=PLsAWD8mKKE95eF864ryLNK8SXJfJ-EsWh&index=1

e. Streakisthecolorofpowderwhendraggedacrossanon-weatheredsurface.Inthistest,studentsscrapethemineralacrossablackstreakplateandawhitestreakplatetoseeifanycolorisleftontheplate.Forexample,whenwewritewithapencil,we’recreatingastreakfromthegraphite.

2. MineralObservationStations:Putstudentsintofivegroups.Therewillbefivestationswiththreemineralsateach

station.Ifpossible,havethesciencefellowsandclassroomteachermonitorthestations.Givethestudentstimetoobserveonemineralateachofthestations.Theyshouldbefillinginthechartthattheyweregivenfollowingtheexamplethatisprovidedontheworksheet.Thisworksheetislocatedattheendofthislesson.[ScientificPractice4AnalyzingandInterpretingData]Oncethestudentshavecompletedtheirobservations,comebacktogetherasaclass


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anddiscusswhattheyobserved.Askthestudents:Whatdidyoufind?Weretheresometeststhatwereeasiertoperformthanothers?Whatwasdifficultaboutthisexperiment?

3. MineralIdentification:Givestudentsacopyofthecompletedmineralobservationchart,andletthemtrytofindout

whichmineralstheyobservedbycomparingthenewchartwiththecharttheycompleted.Thesciencefellowshoulddemonstratehowstudentsshouldfigureoutwhichmineralcomparesbestwiththeirobservations.**Ifthereisatimeconstraintthelessoncanbedividedintotwopartsbeginninghereifyoufeelitisnecessary**

4. TheMysteryRockExperiment:Thisactivitycanbedonewithapartneroringroups,givethestudentsasampleof

quartzandlimestonewithouttellingthemwhattheyactuallyare.Havethestudentsidentifywhichmineraliswhichbyperformingthetests.Afterthisactivityiscompleteandthestudentshaveidentifiedthemineralsprovidesomebackgroundabouteachmineral,descriptionsaregivenbelow.a. QuartzisthemostabundantmineralonEarth.Itisoftenahard(hardness=7onMoh’s),whiteorcolorless

mineralthatismadeofsilicondioxide.Itisfoundinavarietyofenvironmentsandcolorsthough.Itisfoundinigneous,metamorphic,andsedimentaryrocks.Typically,quartzisusedforasgemstonesinjewelrybecauseitishardandcolorful.

b. Limestoneisasedimentaryrockcomposedofcalciumcarbonate.Limestoneiscompactedduetopressure.Itis

veryhardandthetexturecanbeverysmoothorcoarse.Themostcommonuseoflimestoneisforconstructionandarchitecture.ThepyramidsofGizaaremadeupoflimestone.Itmayalsobeusedascountertopsandforbuildingfireplaces.


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5. MountGreylockMineralDiscussion:Closethelessonbysayingrocksaremadeofminerals,whicharesolidsubstancesfoundinnature.Mineralsaresolidatroomtemperature,haveacrystalstructure,andaremadeupofspecificchemicals.ThenaskwhattypesofmineralsmakeupMountGreylock?Doesthemountaincontainlimestone?WhatwouldMt.Greylocklooklikeifweweretomineitforlimestone?BesuretotalkabitaboutSpecialtyMinerals,SpecialtyMineralsislocatedinAdams,MAandispartofalargercompanycalledMineralTechnologies.Theyfirststartedmininglimestoneover150yearsagoandstilldotoday.Itisoneoftheirprimarymineralsources.SpecialtyMineralsbreaksupmineralsandsellsproductsbasedonthoseminerals.Mostofthesemineralsincludecalciumcarbonate,bentonite,talc,chromite,andleonardite.Thesemineralsareusedforpaper,paints,food,andtomakemedicine.

6 MineralAd:Studentsshouldnowworktocreateanadforonemineralobserved.Thiswillbeapretendadthatwill

advertisethemineraltothepublicasifweweretryingtosellittosomeone.Besurethatstudentsnotequalitiessuchasluster,color,hardness,streak,shape,size,etc.

Assessment

• Studentswillcreateachartoftheirobservationsofthedifferentminerals,• Studentswillusealistofcharacteristicsgiventothemtoidentifythemysterymineralsquartzandlimestone.• Aspartoftheportfolionewspaperproject,studentswillbecomeanexpertononeofthemineralstheyobservedand

createanadtoadvertisethismineral.


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Lesson3:WhatisErosion?BACKGROUND

OverviewoftheLessonThroughtheuseofaPowerPointpresentation,studentswillseeandidentifyexamplesofweatheringanderosion.Theywillhavetheopportunitytoexploretheeffectsofweatheringanderosionontheenvironmentthroughexperiments.FocusStandard(s)[2016]4-ESS2-1.Makeobservationsandcollectdatatoprovideevidencethatrocks,soils,andsedimentsarebrokenintosmallerpiecesthroughmechanicalweatheringandmovedaroundthrougherosion.[ClarificationStatements:Mechanicalweatheringprocessescanincludefrostwedging,abrasion,andtreerootwedging.Erosioncanincludemovementbyblowingwind,flowingwater,andmovingice.][StateAssessmentBoundary:Chemicalprocessesarenotexpectedinstateassessment.]LearningTargetsIcanobserveanddescribeexamplesofweatheringthroughfrostwedging,abrasionandtreerootwedging.Icanobserveanddescribeexamplesoferosionthroughwind,water,andice.Icanexplainthedifferencebetween“weathering”and“erosion”.


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AssessmentCreatea“currentevent”articleabouterosiononMt.Greylockforyour“PlanetEarthNewspaper.”ItissuggestedthattheteacherfindacurrentarticleaboutMt.Greylockforthestudenttouseforresearch.Thisactivitycanbedoneonacomputeraspartofanongoingdocumentoritcanbehandwrittenandaddedtoaportfolio.Examplearticle:http://www.nps.gov/nr/travel/massachusetts_conservation/mount_greylock.html


Tier3:frostwedging,abrasion,treerootwedging,erosion,weathering


1perclassroom Computer+projector ClassroomTeacher

1perclassroom Weathering&ErosionPowerPoint Thumbdrive

1perstudent WeatheringandErosionWorksheet Thumbdrive


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1perclassroom ActivityStationSetup(Splash,Rock&Roll,andSweptAway:HandsonNaturep.253-254)

Binder

1setperclassroom “HandsonNature”puppets Bin

2(1perSplashstation;1perSweptstation)

Bakingpan Bin

1perSplashstation Tablespoon Bin

1perclassroom Smallbagofflour Bin

1perSplashstation EmptyandcleanKetchupbottle Bin

Asneeded Water ClassroomTeacher

2perRockstation Clean,sealableplasticcontainer Bin

3handfuls(2perRockstation;1perSweptstation)

Stones Bin

2perRockstation Clearplasticcups Bin


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LESSONDETAILSLessonOpening/ActivatorUsetheWeatheringandErosionPowerPointtoguidethisdiscussion.

1. ShowthefirstpictureinthePowerPointandaskforvolunteerstodescribewhatishappeninginthepicture.2. Afterabriefdiscussion,movetothenextslide.(Thiscanbereadoutloudbyasciencefelloworbyastudent).3. AttheendofthePowerPoint,takesometimetoclarifythedifferencebetweenweatheringanderosion.(Weathering

breaksrocksintosmallerpieces;erosionmovesthesesmallpieces,aswellassoil,fromoneplacetoanother.)

1perclassroom Smallbagofuncookedrice Bin

1handfulperSweptstation Blocksofwood Bin

1perstudent Straws Bin

5perstudent Indexcards Classroomteacher

1perstudent “PreparingforDisaster”reading Binder

1perstudent “WatchforSteadyRocks”reading Binder

1perstudent PairedTextQuestionsWorksheet Binder


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DuringtheLessonErosionandAbrasionStations

Breaktheclassintothreesmallgroups.Using“HandsonNature,”setupthreeactivitystations:Splash(erosionbyraindrops),Rock&Roll(weatheringbyabrasion),andSweptAway(erosionbywind).Theinstructionscanbefoundonpages253-254of“HandsonNature.”[SP2:UsingModels].Itwouldbeidealtohaveoneadultateachstation.Dividethestudentsintogroupsandhavethemspendtimeateachstation.Besuretoaskwhethertheactivityateachstationisamodelofweatheringorerosion

LessonClosing

Havestudentswritethevocabulary(Erosion,Weathering,FrostWedging,Abrasion,TreeRootWedging)downonindexcardstobeaddedtotheirvocabularyrings(drawingsareencouraged).

OptionalExtension

1.PairedPassagesActivitya. Thisisanoptionalactivitythatmaybecompletedwhenthesciencefellowsarenotpresentb. Inthisexercise,studentswillreadtwopassagesthatdiscusssimilartopics,studentswillcompareandcontrast

thetextsandthencompletethePairedTextQuestionsworksheet,whichtestsforcomprehension.Thetextsforthislessonare“WatchforSteadyRocks”and“PreparingforaDisaster”(locatedinthebinder)


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AssessmentCreatea“currentevent”articleabouterosiononMt.Greylockforyour“PlanetEarthNewspaper.”ItissuggestedthattheteacherfindacurrentarticleaboutMt.Greylockforthestudenttouseforresearch.Thisactivitycanbedoneonacomputeraspartofanongoingdocumentoritcanbehandwrittenandaddedtoaportfolio.Examplearticle:http://www.nps.gov/nr/travel/massachusetts_conservation/mount_greylock.html


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Lesson4:HowisSoilMade?

BACKGROUND

OverviewoftheLessonStudentswillexploreasampleofsoil.ThestudentswilllearnthepartsofsoilbyparticipatingintheHumanSoilGame.Fortherocknewspaperportfoliostudentswillbecreatingarecipeforsoil.FocusStandard[2006]3-5ESS.4Explainandgiveexamplesofthewaysinwhichsoilisformed(theweatheringofrockbywaterandwindandfromthedecompositionofplantandanimalremains).LearningTargetsIcanexplainhowsoilisformedthroughdecompositionandweathering.Icanillustratetheconnectionbetweensoilformation(e.g.ratiosoforganicmattertominerals)anditscolorandtexture.Assessment

• Studentswillbeassessedontheirknowledgeofhowsoilisformedthroughthe“soilrecipe”activityandalsobyparticipatingintheHumanSoilGame.

• Toassesstheirknowledgeoforganicandinorganicmaterialaswellasitsconnectiontosoilformation,reviewsciencejournals.Studentsshouldbecreatingan“IMOWA”chartandwritingasentenceortwoabouttheirobservationsofthesoilsamplethattheyareexploring.


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Tier1:soilTier2:textureTier3:decomposition,decaying,organic,inorganic

RESOURCESANDMATERIALS

Quantity Item Source

2cupsperstudent SoilfromDecayingMatter Bin

1perstudent Woodenskewers Bin

Asneededtocoverdesks

Newspaper ClassroomTeacher


2perclass Sieve Bin


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1perstudent ScienceJournal ClassroomTeacher

1piece Chartpaper ClassroomTeacher

1 GeologybyEvanMoorp.26 Binder

1perstudent HumanSoilGamecards Bin



ThesurfaceoftheEarthholdslotsofsoil,whichgivesplants(includingtrees)aplacetogrow.Wejustlearnedabouthowsoilcangetwashedorblownawaybyweatheringanderosion,butwhatexactlyissoil,andhowisitmade?Today,we'regoingtolearnaboutthematerialsthatmakeupsoil,andoncewelearnwhattolookforwecanrollupoursleevesandtestsomesoilstoseewhat'sinthem.

DuringtheLesson

1. IMOWAChartBeforeyoubegin,havethestudentsmakeachartintheirsciencejournals.Atthetophavestudentswritetheacronym,“IMOWA”withbigspacesinbetweenthelettersdownthesideofthepage.“I”standsforinorganicmaterialslikemineralsandrocks.“M”standsformicroorganisms;“O”standsfororganicmaterialslikedecomposingleaves,insects


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andwood.“W”standsforwater.“A”standsforair.Besuretoclarifythemeaningoforganic,inorganic,microorganismanddecomposingwiththeclass.

a. Inorganicmaterialsarefoundinsoilandoftenaccountforabouthalfofthesoil’smakeup.Mostofthetimethis

inorganicmaterialtakestheformofsand,silt,orclay.Wemostlyrefertothispartas“dirt.”Inorganicreferstosomethingthatdoesnotcomefromlivingmatter,suchasamineral.Explaintothestudentsthatsometimeswefindotherinorganicmaterialsinsoilsuchascoins,trash,paperwrappersfromfood,etc.TheseareNOTessentialitemsforcreatingsoil(andprobablyshouldn’tevenbeinthesoil!)butsometimesthesethingsfindtheirwayintosoil.Thesearestillinorganicmaterialsbecausetheydonotcomefromlivingmatter.Mostoftheinorganicmattercomesfromtheweatheringanderosionofrocks.Someweatheringmayoccurrightwherethesoilforms,someoftheinorganicmattermaycomefromweatheringofotherrocklocationsnearby.

b. Organicmaterialcomesfromlivingmatter.Thisistheotherhalfofthesoil’smakeup.Manytimestheorganic

materialisintheformofplantandanimalresidue(forexample,manure,leavesthatfellofftrees,oranimalsthathavedied).Explainthatthemoreorganicmaterialinthesoil,themore“rich”thesoilis(andthebetteritisforfarmingbecauseithasalotmorenutrients).(Note:studentsarenotassessedontheconceptofrichsoil,butyoumaytalkaboutthistermhereasarealworldconnectionforstudentsthatgarden.)Todeterminerichness,wewillobservethecolorandtextureofthematerial.Isthesoildarkincolorandsoft/smoothtothetouch?Ifyes,thenthissoilhasmoreorganicmaterialthaninorganicmaterial.Ifthesoilislighterincolor,drier,androughthenitisnotasrichandprobablyhaslessorganicmaterial.

c. Microorganismsalsoliveinsoil.Thesearesupertinyorganismsorlivingthingsthatarefoundinthesoil.Most

ofthetime,youwon’tbeabletoseethemicroorganismsbuttheyaretypicallyintheformoffungus,orbacteria.


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d. Decompositionreferstotheprocessofdecayingorrotting.Asorganicmaterialismixedintosoilovertime,

thosematerialsbegintodecayorrot.Afteralongtime,thematerialsarebrokendownsofinelythatyoudonotnoticetheminthesoil.

2. TheHumanSoilGame

a. Round1.Inthebin,thereisagroupofcardsthathavematerialsfoundinsoillistedonthem.Thesciencefellowsorteachershouldhandoutoneofthesecardstoeachstudent.Thecardsaregroupedsothatthereisatleastoneofeachmaterialpergroup.Thisistoensurethatwhenyoupassoutthecardsthereareenoughofeachmaterialtomakeacompletegroup.Shufflethecardsyouwillneedsotheyaremixedwell.Thesecardsincludewordssuchasworms,rocks,water,air,leaves,twigs,andsoon.Explaintothestudentsthatwewillbemakinggroupsofsoil.Wenowknowthatsoilconsistsofinorganicmaterials,microorganisms,organicmaterials,water,andair.Thestudentswillgetupandmovearoundtheclassroomgroupingthemselvesintoatleastthreegroupsof“humansoil.”(Theremaybemoregroupsdependingonhowmanystudentsthereareintheclass.)Eachgroupofhumansoilmustincludeatleast1inorganicmaterial,1microorganism,1organicmaterial,1water,and1air(thesematerialsarethestudents.)Oncethestudentshavemadetheirgroups,askthemtoexplainwhytheythinktheymakeacompletemixtureofsoil.[SP2-usingmodels]

b. Round2.Therewillbeafewadditionalcardsthathaveotherinorganicmaterialsonthem.Thesewillincludethingssuchastrash,coins,paperclip,andpaperwrappersfromfood.Swapthesecardsoutwithafewofthestudents.Askthestudentstoregroupthemselvesnow.Thenumberofgroupsmayvarydependinghowwhatcardswereswitchedout.Remindthestudentsthatthereneedstobeatleast1inorganicmaterial,1microorganism1organicmaterial,1air,and1water.Theremaybemorethanjust4studentsinagroup


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though.Theonlyruleisthatthegroupmustbecompletewiththose4items.Askthestudentswhatmakesthesegroupsdifferentfromthegroupsinroundone.Askthemtoidentifythenewmaterials.Aretheyinorganicororganic?Howdoweknow?Remembertoexplaintothemthattrashisnotanessentialcomponentofsoilbutmanytimeswedofindsuchthingsinsoil.Also,explaintothestudentsthatitisnotnaturalandhealthyforthesoil.Pleasecollectthecardsattheendandputthembackinthebin.

c. Havethestudentsreturntotheirseatsafteryoucollectthecards.Askthemtothinkaboutfossilsinthissituation.Isafossilorganicorinorganic?Itcamefromlivingmatter,butitisnowconsideredarock.Whatkindofrockdoyouthinkafossilwouldbefoundin:metamorphic,igneous,orsedimentary?Havestudentsturnandtalktoapartneraboutoutsideas.Afterafewminutesbringthembacktotogetherasawholeanddiscussthisdilemma.Ifthereisatimeconstraintthelessoncanbedividedintotwopartsbeginninghereifyoufeelthatitisnecessary**

3. SoilDiscovery:Note:Itisimportanttogetagoodvarietyofmaterialsinthesoilsothatstudentsareabletogeneratealotofitemsontheir“IMOWA”charts.Itmaybehelpfultoaddinorganichuman-producedmaterialsaswellsuchasrubberbands,pencils,penniesorotherobjectsthatyoumayhaveintheclassroom,sokidsareabletonotethedifferencebetweenorganicandinorganicmaterial.Youcouldalsoaddnaturally-formingorganicmaterialssuchasrocksandminerals.

a. Layingoutanewspaperortarponadeskandgetstudentstorecordtheirpredictionaboutwhattheythinkisgoingtobeinthesoil,havetheywritetheirideasintheirsciencejournal.Aftertheyrecordafewthoughts,pourasampleofsoilinthecenterofeachdesk.Studentswilluseskewerstomoveparticlesaround


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andtrytoseparatethesoilintopilesofsimilarparticles.Studentswillusethelensestoexaminefinerpiecesofthesoil.Asievecouldbeusedtoseparatesandfromfinersoilforstudentstoinspect.Havethestudentsfeelthesoilbetweentheirfingerssotheyareabletoexaminetexture.Studentswillrecordwhattheydiscoveredinthesoilsamplewithafewsentencesintheirsciencejournals.Thestudentsshouldseparatetheirfindingsintoanew“IMOWA”chartsotheygraspthedifferencesbetweenthefourtypesofmaterials.Askstudentsiftheythinkthereismoreinorganicororganicmaterialandhowtheyknow?[SP7Engaginginargumentfromevidence]

4. RockNewspaperPortfolioProject

Handout“Geology”byEvanMoorEMC857,page26(Thishandoutisincludedinthebinder.)Intheingredientscolumn,someresponseswouldbesand,smallrocks,deadleaves,andotheritemsstudentsobservedintheirsoilsample.Bacteriaarenotrequiredbutareacorrectansweriningredientsaswellasmicroorganisms.Studentscouldalsolistmacro-organismssuchasworms.Stepsfortherecipewouldstartbybreakingdownrocksintopieces.Thenmovingtotheadditionofdeadleaves,flowersandbugs.Anotherstepcouldbethemixingofalloftheingredientstogetheroveralongperiodoftimethroughtheprocessofweatheringanderosion.Thisrecipewillbeincludedintheirrocknewspaperportfolio.Forthenewspaper,studentscouldalsoresearchpicturesofsoilontheInternetorpicturesofsomeoftheingredientsforsoiltoincludewiththeirrecipe.Iftechnologyisnotavailableforthis,askthestudentstodrawpicturesofsomeoftheingredients.

5. ConnectionstoMountGreylock

ConnectthislessonbacktoMt.Greylock.Havethestudentsturnandtalkabouttheunit’sessentialquestionandseewhatresponsesyouelicit,thesciencefellowsandteachermaywanttowalkaroundtoguidediscussion.Askstudentstoalsodiscussthequestionsbelow-thiscanbedoneinpartnersortogetherasaclass.


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a. Soilmaterials-WhatdowethinkwewouldfindinthesoilonMt.Greylock?WhattypesofplantsareonMt.Greylock?Whathappenstotheplantsinthewintertime?AretheremicroorganismsinthesoilonMt.Greylock?Howaboutwaterandair?

b. Soilformation-HowdoesweatheringanderosionimpactthesoilonMt.Greylock?Howdoesthesoilmove

fromthetopofthemountaintothebottom?Doesthesoilchangeorlookdifferentovertimeduetoweatheringanderosion?

Assessment

• Studentswillbeassessedontheirknowledgeofhowsoilisformedthroughthe“soilrecipe”activityandalsobyparticipatingintheHumanSoilGame.

• Toassesstheirknowledgeoforganicandinorganicmaterialaswellasitsconnectiontosoilformation,reviewsciencejournals.Studentsshouldbecreatingan“IMOWA”chartandwritingasentenceortwoabouttheirobservationsofthesoilsamplethattheyareexploring.


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Lesson5:IsAllSoiltheSame?BACKGROUND

OverviewoftheLessonStudentswilllearnthedifferencebetweentypesofsoilandthewaysinwhichsoilandrocksaremovedtocreatelandforms.Itbeginswithadiscussionofthestudents’ownbackyardsinordertoengagestudentsindescribingtheenvironment.Studentswillusescientificpracticestorecordtheresultsoftheirexperimentanddeterminewhichtypeofsoilisbestforplanting.Then,thestudentswilluseartisticphotographyoftheBerkshirestoidentifylandformsandconstructargumentssurroundingtheweathering,erosion,ordepositionthatmayhavecausedthemtoform.Thecreationoflandformswillbemodeledusingan“icecubeglacier”andPlay-Doh.FocusStandard(s)[2016]4-ESS1-1.Useevidencefromagivenlandscapethatincludessimplelandformsandrocklayerstosupportaclaimabouttheroleoferosionordepositionintheformationofthelandscapeoverlongperiodsoftime.[ClarificationStatements:Examplesofevidenceandclaimscouldincluderocklayerswithshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachangefromdepositiononlandtodepositioninwaterovertime;andacanyonwithrocklayersinthewallsandariverinthebottom,indicatingthatarivererodedtherockovertime.Examplesofsimplelandformscanincludevalleys,hills,mountains,plains,andcanyons.Focusshouldbeonrelativetime.][StateAssessmentBoundary:Specificdetailsofthemechanismsofrockformationorspecificrockformationsandlayersarenotexpectedinstateassessment.][2006]4-ESS-5.Recognizeanddiscussthedifferentpropertiesofsoil,includingcolor,texture(sizeofparticles),abilitytoretainwaterandtheabilitytosupportthegrowthofplants.


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LearningTargetsIcandescribethewaysinwhichweathering,erosionanddepositionchangethelandscape,creatinglandforms.Icanidentifyanddescribethedifferencesbetweensoil,loam,andclay.

Assessment

• ConstructaclaimregardingtheweatheringanderosionprocessesthatcausedtheMt.GreylockIndianHeadtoform.• Respondtothefollowingquestioninanadvicecolumn

o DearPlanetEarth,Iwanttoplantagardenthissummer.Mybackyardisfilledwithsoft,reddishdirtandgetslotsofsunlight.Isthisagoodenvironmentforplants?Thanksforyourhelp!-Earthworm

TargetedAcademicLanguage/KeyVocabulary

Tier1:clay,loam,sandTier2:landform,particles


15(3pergroup) SodaBottles(funnel,planter,screen) Bin

15cups(3cupspergroup)

Sand Bin


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Pottingsoil Bin


Clay Bin


5(1pergroup) Measuringcup Bin

Onepacketofseeds(Optional)

Ryegrassseed Bin

AsNeeded Newspaper(forunderexperimentbottles) ClassroomTeacher

1perclassroom Projector+Computer ClassroomTeacher

2perclass Icecubetray Bin

1perclassroom Freezer ClassroomTeacher

5jars(1jarpergroup)

Play-Doh Bin

AsNeeded Waxpaper(forunderthePlay-Dohlandscapes) Bin



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LESSONDETAILSBackgroundInformation

• Soilcolor:Thetypesofrockandorganicmatterthatarebrokendownresultindifferentsoilcolors.

• Soiltexture:Theoriginalmaterialandtheextenttowhichtheoriginalmaterialhasbrokendown.Sandismadeupofsmallrockbits;clayismadeupoffinerrockbits;loamismadeupoflargerbitsofrockandorganicmaterial.

• Waterretention:Becausesandhaslargerrockparticles,itcannotbepackedtogethertightlyandthereislotsofspacein

betweengrainsofsand;waterisabletodrainthroughthesespaces.Clayismadeupoffineparticlesthatfittogethertightly,withlittleairspace;thereforeitretainswaterwell.Loamhasalittlespaceinbetweenparticles;itisabletoretainwater,butnotasmuchasclay.

LessonOpeningThedaybeforethelesson,thesciencefelloworteacherwillneedtoprepareglaciericecubesbyfillinganicetraywithwateranddebris(dirtandpebbles)andleavingitinthefreezerovernight.

1. First,askseveralstudentstodescribetheirbackyards.Whatdoesitlooklike?Whattypeoflandformsarethere?Arethereplants?Whattypeofsoilaretheseplantsgrowingin?Canyoudescribethecolorandtextureofthissoil?Explaintheclasswillbetalkingabouttheweatheringanderosionpatternsthatmayhavecausedtheirbackyardstolookthewaythattheydo.Theclassroomteachermayreviewvocabularyfrompreviouslessons(erosion)andaddvocabulary(landform,clay,loam,sand,particles,deposition)tovocabularyring.


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DuringtheLesson1. SoilDrainageTest(thiscanbedoneinsmallgroupsorasaclass)[SP3-carryingoutaninvestigation]

a. Inthebin,therearethreesodabottles,cutintwopieces:oneisfunnel-shaped,theotherlookslikeaplanter.Coverthetipwiththescreen(tightenwitharubberband)andplacethefunneltip-downintotheplanter.(Itmayhelptodothisexperimentovernewspaperforeasycleanup.)

b. Fillonefunnelwithdrysand,onewithloam(pottingsoil),andonewithclay.Taketimetoobserveanddescribeeachtypeofsoil,payingspecialattentiontocolorandtexture.Askthestudentstodrawadiagramoftheapparatusintheirsciencejournalsandwritedownwhichsoiltheythinkwillholdthemostwater.Studentsmaysharedtheirhypothesiswiththeclass.

c. Slowlypour1cupofwaterintoeachfunnel.Watchasthewaterfiltersthroughthesoilandintothebottomoftheplanter.

d. Nexthavestudentsdrawadiagramwiththeresultsoftheexperiment.Anexampleofwhattheentryshouldincludeisbelow.

e. Askwhichsoilwouldbebestforplants.Why?


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**Iftherearetimeconstraints,thelessonmaybesplithereandcontinuedatalaterdate.**


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2. BerkshireLandformsSplitthestudentsintogroupsandpassouttheimagesofBerkshirelandforms.HavestudentscreateaT-chart,labelingonecolumn“Whatcreatedthislandform?”andanothercolumn“Whatistheevidenceforthistheory?”Haveeachgroupchooseanimageandcreatealistofthelandformsfeaturedinthepicture.Discusspossiblephenomenas(weathering,deposition,erosion)thatmayhavecontributedtotheselandformsandevidenceforthesetheories.Recordthisinformationinsciencejournals.[SP7-constructingarguments]

a. Theteacherorsciencefellowmaywanttosparkconversationwiththesequestions:Whathasbeenweatheredhere?Whathasbeendepositedhere?Whatmaterialshavebeenmoved?Askhowmanygroupssawplantsintheirlandformimages.Whatkindoflandformssupportedplantlife?Whichlandformsdidn’t?

3. Play-DohLandscape:GiveeachgroupsomewaxpaperandajarofPlay-Doh.(Thesciencefelloworteachercan

demonstrateatthefrontoftheclassroom.)RolloutthePlay-Dohonthewaxpaper,createa“landscape”thatisaflatandwideaspossible.DistributeoneglaciericecubetoeachgroupandplaceitononeendofthePlay-Doh“landscape.”Explainthattheicecuberepresentsaglacier.Asitmelts,itwilltravelacrossthe“landscape.”Askthestudentstodraw“BeforeMelting”and“AfterMelting”diagramsintheirsciencejournals.Astheicecubemelts,itwilldistributewater,rocksanddebrisacrossthePlay-Doh.Discusswhatlandformsaglaciermightcreateinreallife(canyons,rivers,lakes,etc).

OptionalLessonExtensionRyeGrassSoilExperiment

Placeryegrassseedineachbottleandallowtogrowfor3daystoaweek.(Waterregularlyandkeepinthesun.)Afteraweek,measurethegrassandrecordtheresultsinsciencejournals.Whichsoilproducedthehealthiestgrass?


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LessonClosingIfnotalreadydone,writethevocabulary(landform,clay,loam,sand,particles,deposition)downonindexcardstobeaddedtoavocabularyring.Picturesareencouraged.

Assessment

• ConstructaclaimregardingtheweatheringanderosionprocessesthatcausedtheMt.GreylockIndianHeadtoform.• Respondtothefollowingquestioninanadvicecolumn

o DearPlanetEarth,Iwanttoplantagardenthissummer.Mybackyardisfilledwithsoft,reddishdirtandgetslotsofsunlight.Isthisagoodenvironmentforplants?Thanksforyourhelp!-Earthworm


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Lesson6:WhatisaPhysicalMap?BACKGROUND

OverviewofLessonStudentswilllearnnewvocabularywordsanddoanactivitysearchingforwordstheyassociatewithphysicalmaps.Studentswillalsoreadanarticleaboutdifferenttypesofmapsandtakeaquiz.Fortherocknewspaperportfolio,studentswillbecreatingaphysicalmapofMassachusetts.FocusStandard(s)[2016]4-ESS2-2.AnalyzeandinterpretmapsofEarth’smountainranges,deepoceantrenches,volcanoes,andearthquakeepicenterstodescribepatternsofthesefeaturesandtheirlocationsrelativetoboundariesbetweencontinentsandoceans.W.4.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.LearningTargetsIcanidentifywhataphysicalmapisandwhatitconsistsof.Icanreadscientificmapsofmountainranges,trenches,activevolcanoes,andearthquakes.(Topographicalmapsnotrequired.)Assessments

• StudentswillcreateaphysicalmapofMassachusettsfortheirrocknewspaperportfolio.


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• Studentswillindividuallycompletethe”VarietyofMaps”quizlocatedattheendofthearticleafterreadingthearticleafewtimesthrough.

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabularyTier1:ContinentsTier2:Scale,BoundariesTier3:Legend,Trenches,Compassrose


1perstudent PassagefromReadWorks“TheVarietyofMaps” Binder(ClassroomTeachertocopy)

1map Politicalmap Bin

1map Roadmap Bin

1map Attractionmap Bin


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1map Topographicalmap Bin

1map Physicalmap Bin

1map Weathermap Bin

1perstudent WordWarm-Up Binder

1perstudent Massachusettstemplate Binder

**Itemsinboldshouldbereturnedforusenextyear**LessonOpening/Activator

1. Hangupthedifferenttypesofmapsaroundtheclassroomthatareincluded.Besuretopointoutanymapsthatarealreadyintheclassroomsuchasfireescaperouteplans,orlargepulldownmaps.Donothangupthephysicalmapyet.Havestudentsspend3-5minutesobservingthemapsandlistingwhattheynoticeintheirsciencejournals.

2. Afterthestudentshavecompletedagallerywalktolookatallthemapsreviewwhatwasoneachmapandthetypeofmapthatitis.(Ifhavingtheclasswalkaroundtheroomisnotfeasible,theclassroomteachermayprojecttheimagesontoascreen,useanELMOorprintcopiesforallstudentstohave).Thegoalofthisactivityisforstudentstorecognizethekeyfeaturesonamapsuchasacompassrose,legend,scale,etc.(Forthosewhowantachallenge,encouragethemtolookatthelinesonthemap:Whatdoeseachlinemean?Howarethelinesdifferent?)Studentsshouldalsorecognizethatnotallmapsarethesame.Differentmapsareneededtorepresentdifferentthings.Askthestudentstodeterminewhatisuniqueabouteachmapandwhatmakessomeofthemapssimilar.Alsoaskthestudentstolookforpatternsonthemaps.Arethereitemsthatarescatteredallovertheplaceoristhereapattern?


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LESSONDETAILSDuringtheLesson

1. “VarietyofMapsArticle”:Frommaps,studentsshouldlearntodescribethelocationsofmajorlandformsandseismiceventsinrelationtocontinentsandoceans.Thisisillustratedinthe“VarietyofMaps”article.Havethestudentsreadthisafewtimes.Onewaytodothisisbyhavingtheclassroomteacherreadittotheclassonce,andthenaskthestudentstovolunteertoreadoneparagraphatatime,lastly,havethestudentsreadthearticlesilentlytothemselves.Attheendofthearticle,thereisaquiz.Thiswillbetheassessmentforthislesson.

2. WordWarm-Up:(Dothisbeforeexploringphysicalmaps,thestudentsheetattheendofthislesson)Passoutthe

wordwarmupworksheetandhavethestudentscircletheitemstheymightexpecttofindonaphysicalmap.Allowthestudentstoworktogethersotheymayshareideas.Comebacktogetherasaclasstodiscusstheitemsthatwerecircled.Makeaclasslistonapieceofchartpaper,ontheboard,oronablankdocumentprojectedontoascreen.

3. PhysicalMapInvestigation:Presentaphysicalmapontheoverhead,askthestudentstorespondtothequestion

“Whatdoesaphysicalmapshow?a. Physicalmapsshowlandforms.Theclassroomteachermayneedtospendsometimegoingoverthedifferent

typesoflandforms.Animageisincludedinthislessontohelpthestudentsvisualizewhatalandformis.b. Havethestudentsturnandtalktoapartnerandaskthemtocomeupwithatleasttwofeaturesthattheycould

locateonaphysicalmap,recordthisinsciencejournals.c. Nexttoeachfeaturethatisrecorded,havestudentsdrawanillustrationtorepresentthatfeature.


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4. RockNewspaperPortfolioActivity:ForthislessonstudentswillbecreatingaphysicalmapofMassachusetts.AblanktemplateofMassachusettswillbeprovidedfortheclassroomteachertocopyandhandouttostudents.

a. Thereareseveralitemsthatabasicmapincludes.Talktothestudentsaboutwhatamaphas,includingatitle,alegend,acompassrose,boundaries,color,labelsetc.Alloftheseitemsshouldbeincludedinthemapsthestudentscreate.

b. Studentsshouldcreatealegendfortheirmaps.Thelegendmayincludecolorsandshapes.Forexample,theAppalachianMountainsrunthroughthewesternpartofMassachusetts.Thestudentsmaywanttodrawatriangletoindicateamountaininthelegend.Then,drawafewtrianglesalongtheleftsideofMassachusettstorepresentthemountainrange.ThestudentsmayopttodrawatrianglethatisadifferentcolorandsizethentheresttorepresentMt.Greylock,thetallestmountaininMassachusetts.OntherightsideofMassachusetts,thestudentsmaywanttocolortheborderbluetorepresentthePacificOcean.

Assessments

• StudentswillcreateaphysicalmapofMassachusettsfortheirrocknewspaperportfolio.• Studentswillindividuallycompletethe”VarietyofMaps”quizlocatedattheendofthearticleafterreadingthearticlea

fewtimesthrough.


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Lesson7:EarthquakesandFaultLinesBACKGROUND

OverviewoftheLessonInthislesson,studentswilllearnaboutnaturaldisasters,theywillthinkaboutpotentialwaystoprotectthemselvesagainstnaturaldisastersorwaystolessentheeffectsbyexperimentingwithvolcanoes,earthquakes,andfloods.Fortherocknewspaperportfolioprojectstudentswillbecreatinga“HowtoSurvivea[naturaldisaster]guide.FocusStandard[2016]4-ESS3-2.Evaluatedifferentsolutionstoreducetheimpactsofanaturaleventsuchasanearthquake,blizzard,orfloodonhumans.*[ClarificationStatement:Examplesofsolutionscouldincludeanearthquake-resistantbuildingoraconstructedwetlandtomitigateflooding.]LearningTargetsIcandiscussthreetypesofnaturaldisastersincludingvolcaniceruptions,earthquakes,andfloods.Icandiscusstheimpactsofnaturaldisastersandhowtoprotectagainstorlessentheeffectsofthesenaturaldisasters.AssessmentCreatea“HowtoSurvivea[naturaldisaster]”articleforPlanetEarthNewspaper.Eachstudentwillchooseonenaturaldisaster(flood,volcano,orearthquake)towriteabout.WIDALanguageObjectives(DependentontheneedsofyourELLstudents)


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TargetedAcademicLanguage/KeyVocabulary

Tier2:EarthquakeTier3:TectonicPlates,Faultline


1perstudent “SafeHouses”article Binder

4packages Modelingclay/PlayDoh Bin

1 Smallplasticcup Bin

1tablespoon Flour Bin

2tablespoons Bakingsoda Bin

⅓cup Vinegar Bin

14”square TissuePaper Bin

1roll Papertowels(forcleanup) ClassroomTeacher


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1perstudent Scissors ClassroomTeacher

1 Largebinorbucket Bin


1perstudent “MakeYourOwnEarthquake”worksheet(2pages) Binder

1 PicturesofFloods Thumbdrive

1package Legos Bin

**Itemsinboldshouldbereturnedattheendofthesemester**

LESSONDETAILSLessonOpening/ActivatorThesciencefelloworclassroomteachershouldintroducetheconceptofnaturaldisasters.Askstudentsiftheycanthinkofanexample.Havetheyeverexperiencedahurricane?Aflood?Generateideasabouttheproblemsthatnaturaldisasterscancause(damagedbuildings,toxicwater,unsafetravelingconditions,etc).DuringtheLesson

1. VolcanoSimulationa. Inordertolearnaboutnaturaldisastersandhowtocreateaplantolessentheireffects,weneedtoknowwhat

happensduringnaturaldisasters.Onetypeofnaturaldisasterisavolcaniceruption.Therearemanyvolcanoes,


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andoneofthemostfamousisMountSt.HelensinWashingtonState,whichlasteruptedin2008.Todaywearegoingtosimulateavolcanoerupting.Thesciencefellowsorclassroomteachershouldguidethisexperimentinfrontoftheclass.Beforebeginningtheexperiment,havestudentsdrawa“before”diagramofwhatthevolcanolookslike.Oncetheexperimentiscompleteaskthestudentstodrawan“after”diagramofthevolcano,andhavethestudentswriteasentenceortwoaboutwhathappenedduringtheexperiment.[SP2:usingamodel]

b. Thesciencefelloworclassroomteacherwillneedtomakeamodelofavolcanooutofmodelingclayandplaceitintheboxthatisprovided.Theboxwillhelppreventamess.Thevolcanoneedstobeshapedlikeaconewithapointatthetop.Aholeneedstobecarvedoutofthetopsothatasmallplasticcupfitsinsidethevolcanowiththemouthofthecupatthetop.(Itmayworkbesttobuildthevolcanoaroundthecupitself.)

c. Oncethemodelvolcanoiscompletethesciencefellowwillneedtopour2tablespoonsofbakingsodaand1tablespoonofflourintothecenterofa4-inchsquarepieceoftissuepaper.Wrapthetissuepaperaroundthecupandtwistbothends.ItshouldlookaTootsierollwrappedupwhenitisfinished.

d. Placethemixtureinthecupinthevolcanomodel.

e. Tomakethevolcano“erupt,”pourinhalfoftherequiredamountofvinegar(thisisabout⅙ofacup).Makesuretostepbackalittle,sothemixturedoesnotgetinyoureyesoronyourclothes.Whenthefoamingstops,addtheremainingamountofvinegar(about⅙ofacup).

f. Talktothestudentsandaskthemwhathappened?Whenvolcanoeseruptandthelavacoolsdown,itbuildsthemountainup.Lavaformsigneousrocks,whichthestudentslearnedaboutinlesson1ofthisunit.Askthestudentstothinkabouthowwewouldsurviveavolcanoifiterupted.Whatwouldweneed?Howwouldwe


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protectourhouses?Wouldwebuildsomethingonthemountaintoslowdownorpreventthelavafromflowingtothetown?

g. Therearemanyvolcanoesallovertheworld,especiallylocatedintheringoffire.TheringoffireisanareainthePacificOceanwherethereisacontinuousseriesofoceantrenches,volcanoes,andtectonicplatemovements.Theringoffirehas452volcanoesandincludes75%ofalloftheworld’svolcanoes.Notonlyaretherevolcaniceruptionsbutalsothereareseveralearthquakesthatoccurhereduetotectonicplatemovement.

2. “MakeYourOwnEarthquakes”

Earthquakes,justlikevolcanoes,alsobuilduptheEarth.Earthquakesoccurbecausetheplanet’stectonicplatesareshiftingbelowtheEarth’ssurface.Sometimestheseplatesrubagainsteachother,moveawayfromeachother,orrunrightintoeachother.Iftwotectonicplatesrunintoeachother,theypushupagainstoneanotherandcanformmountains.

a. Forthisactivity,theclassroomteacherneedstomakeacopyofthe“MakeYourOwnEarthquakes”worksheet.

b. Passouttheworksheetsandaskeachstudenttopushthesidesoftheirpaperstogether.Askwhathappened.Diditmakeanything?Itmostlikelypushedthemiddleofthepaperupcreatingahill.Thissimulateshowearthquakescanmakethelandpushuporfoldintoamountain.

c. Nowgiveeachstudentapairofscissors.Thestudentswillthencutalongthedottedlinethatgoesstraightup

themiddleofthepaper.Thisdottedlinerepresentsafaultline.AfaultlineisabreakorfractureinthegroundthatiscreatedwhentheEarth’stectonicplatesmoveorshift.Oncethepaperiscutintotwopieces,askthestudentstoagainpushthetwosidesofthepapertogether.Whathappenedthistime?Mostlikelyonepaperslid


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overthetopoftheotherpaper.Thisshowsthatsometimesearthquakeswillpushonepieceoflandoverthetopofanotherpieceofland.

d. Lastly,askthestudentstoslideonepieceofthepaperforwardandtheotherpieceofthepaperintheopposite

direction.Thisrepresentsthatearthquakessometimescausetwopiecesoflandtomoveawayfromeachother.

e. Askthestudentstothinkabouttheimpactanearthquakehasontheland.Howwouldtheycreateaplantolessentheeffectsofanearthquake?Howwouldtheysurviveanearthquake?Howshouldtheybuildahousesothatitisearthquakeproof?

3. FloodPictures

Anotherexampleofanaturaldisasterisaflood.Floodsoccurwhenanareareceivesalotofraininashortamountoftimeandthewaterhasnowheretogo.SometimesweseethestreetsfloodhereinNorthAdamsifwegetabigrainstorm.Wearegoingtolookatsomepicturesofflooding.

Note:APowerPointofpicturesoffloodshasbeencreatedandislocatedonyourthumbdrive.Askthestudentsagaintothinkaboutwhathappensduringaflood.Howwouldwesurvivetheflood?Whatcanwedotopreventfloodsorlessentheeffectsofaflood?

OptionalExtension:FloodModel:Buildasmalltownandcreateaflood.Havethestudentscometothefronttableoftheclassroom.Usingsoilorclaycreateabaseforthetowninalargebinorbucket.Ifthereisenoughsoil,buildamountaininthecornerofthebintorepresentMountGreylock.Havepairsofstudentseachcreateasmallbuilding,person,orplanttoputinthetownusingLegos.Oncethetownisassembled,gettwogallonsofwaterandpouritintothebin.Pourthewaterstartingatthetopofthemountain


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• Askthestudentstotalkaboutwhatisgoingonasthetownisflooding.Whyisitflooding?WhatshouldtheLego

peopledotosurvivetheflood?Connectthelessonbacktoweatheringanderosion.Whathastherainnowdonetothemountainthatwasbuilt?

4. “SafeHouses”HandouttheNationalGeographicarticle“SafeHouses”byChrisCarroll.Callonastudenttoreadthetitleandintroductoryparagraph.Explainthatthisarticlewillbeaboutearthquake-proofbuildingsandhomes.Callonadifferentstudenttoreadeachparagraph,pausingbetweeneachtosummarizeconceptsanddefinevocabulary.[SP8:obtaininginformation]

LessonClosingAddvocabulary(earthquake,tectonicplates,faultline)tothevocabularyrings.AssessmentCreatea“HowtoSurvivea[naturaldisaster]”articleforPlanetEarthNewspaper.Eachstudentwillchooseonenaturaldisaster(flood,volcano,orearthquake)towriteabout.Thearticle“SafeHouses”isalsoagreatresourceforideas.


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CurriculumEmbeddedPerformanceAssessmentUnitLevelEssentialQuestionaddressedinthisunit:HowhasMountGreylockchangedovertime?Standard(s)CoveredbythisAssessment:[2016]4-ESS1-1.Useevidencefromagivenlandscapethatincludessimplelandformsandrocklayerstosupportaclaimabouttheroleoferosionordepositionintheformationofthelandscapeoverlongperiodsoftime.[ClarificationStatements:Examplesofevidenceandclaimscouldincluderocklayerswithshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachangefromdepositiononlandtodepositioninwaterovertime;andacanyonwithrocklayersinthewallsandariverinthebottom,indicatingthatarivererodedtherockovertime.Examplesofsimplelandformscanincludevalleys,hills,mountains,plains,andcanyons.Focusshouldbeonrelativetime.][StateAssessmentBoundary:Specificdetailsofthemechanismsofrockformationorspecificrockformationsandlayersarenotexpectedinstateassessment.]

[2016]4-ESS2-2.AnalyzeandinterpretmapsofEarth’smountainranges,deepoceantrenches,volcanoes,andearthquakeepicenterstodescribepatternsofthesefeaturesandtheirlocationsrelativetoboundariesbetweencontinentsandoceans.StudentLearningTargets

1. Identifywhataphysicalmapisandwhatitconsistsof.2. Readscientificmapsofmountainranges,trenches,activevolcanoes,andearthquakes.(Topographicalmapsnotrequired.)3. Designandtestanerosionpreventionsolution.4. Readscientificmapsofmountainranges,trenches,activevolcanos,andearthquakes,climateandweather


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3(1pergroup) GeographicmapofMt.Greylock Bin

3(1pergroup) Rectangularclearplasticcontainer Bin


Topsoil Bin

Asneeded Rocks(smalltomediuminsize) ClassroomTeacher

Asneeded Straws(cutdownthemiddle) Bin

Asneeded Popsiclesticks Bin

1pergroup Cleanketchupbottle Bin

Asneeded Water(fillketchupbottleswith) ClassroomTeacher




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Assessment• DesignanerosionpreventionsystemforasitethatispronetowatererosiononMt.Greylock.Usedifferentbarriers

suchastrees,rocks,anddrainagepipestocreateasituationthatpreventstheleastamountofsoilfromwashingaway.

• Groupsshouldcomeupwithanoralpresentationwhichtouchesonthefollowingquestions:Whydidyoubuildyourerosionpreventionsystemthisway?Diditworkwell?

Procedure:ExplaintostudentsthattheyaregoingtolookatanareaofMountGreylockthatcouldbeimpactedbywatererosion.Themapwillgiveusanideawhatthelocationlookslike.Fromtherewearegoingtogettobuildamodelofthelocationanddesignanerosionpreventionsystem.Thepeopleinthesurroundingtownscannotletthesoilfromthemountainwashdownontotheirhousesoit’suptoustoplanawaytopreventitfromhappening.

1. Reviewerosionandwatererosionandhowitaffectsalandscape.FeelfreetoreferencetheexperimentdoneinLesson

3.Talkabouthowdifferentthings,suchastreesandrockspreventsoillossaswellashowwatertravelsandcanbefunneled(drainage).

2. Setupthreeworkstationscoveredwithnewspapertomakeforaneasycleanup.Pilesoiltoformaslopeinsideeach

clearplasticcontainer.Theslopewillbedifferentdependingonthecontainerbutshouldbesteepenoughtopromotewaterflow.Oneachdesklayasmallpileofrocks,strawscutdownthemiddle,andpopsiclesticks.

3. HandoutageographicmapofMt.Greylockandhavestudentsreviewthem.Thestudentsshouldpositiontheirmodels

accordingtothemap’sdepictionofthemountainsite.


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4. Describehowweusemodelstoimitatewhatmighthappenonalargerscale.Explaintothestudentsthatwewillpourwateratthetopofthemountaintosimulaterainfall.Theirjobwillbetoworktogetheringroupstoplacerocks,trees(popsiclesticks),anddrainagepipes(straws)onMt.Greylocktopreventsoilerosion.Givestudents15-30minutestodesigntheirerosionpreventionsystemandthencallfortheirattention.

5. Astheyfinishdesigningtheirsystems,gatherallthestudentstocomeovertogroup1smodel.Havestudentsexplain

howtheirlayoutmaysucceedorfailandgetallthestudentstomakeapredictionwhatwillhappen.Pourwaterslowlyonthetopofthemodelfor5secondsandnoticehowmuchsoilwastakenaway.Repeatthisprocessforthemodels.

6. Nowcleanupandgetstudentstowashhands.

7. Havestudentswriteaparagraphabouthowitemplacementaffectederosionprevention,aswellashowdifferentitemsworkedbetterthanothers.UsingwhatyoulearnedfromtheunitdescribethreewayshowerosionmighthaveaffectedMt.Greylockovertime.


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ListofUnitResourcesLesson1



1pergroup RockKit Bin

12bookssharedingroupsof2-3

FossScienceStories“WritteninStone” Bin

1 Projector ClassroomTeacher

TypesofRocksVideo:https://www.youtube.com/watch?v=lE3jR_RhxO4 Thumbdrive

3perstudent Stickynotes ClassroomTeacher

1 PictureofaScientist ClassroomTeacher

1perstudent “TypesofRock”lyricshandout Binder

2perclass Largeposterpapers(semanticmapandessentialquestion) ClassroomTeacher



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1perstudent Metalringforvocabwords Bin

1perstudent “InterviewwithaRock”worksheet Binder

1perteacher SciencePracticesHandout Binder(ClassroomTeachertomakecopies)

Lesson2



5Whiteand5Blackplates(1pergroup)

Streakplates Bin

5pergroup Penny Bin

5pergroup Nail Bin

1boxperclass MineralKit-Includes15mineralsamples Bin

1perpair/group Limestonesample Bin


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1perpair/group Quartzsample Bin


1perunit RockCleavageVideo:https://www.youtube.com/watch?v=zAOTfSWjw0Q&list=PLsAWD8mKKE95eF864ryLNK8SXJfJ-EsWh&index=1

Thumbdrive

1piece ChartPaper ClassroomTeacher

1 “HowtoDescribeLuster”Board Bin

1perstudent RocksandMineralscomparisonchart ClassroomTeachertomakecopies(seechartonpage21)

1perstudent Mineralobservationchart Binder

1 MCASquestion Binder


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Lesson3


1perclassroom Computer+projector ClassroomTeacher

1perclassroom Weathering&ErosionPowerPoint Thumbdrive

1perstudent WeatheringandErosionWorksheet Thumbdrive

1perclassroom ActivityStationSetup(Splash,Rock&Roll,andSweptAway:HandsonNaturep.253-254

Binder

1setperclassroom “HandsonNature”puppets Bin

2(1perSplashstation;1perSweptstation)

Bakingpan Bin

1perSplashstation Tablespoon Bin

1perclassroom Smallbagofflour Bin

1perSplashstation EmptyandcleanKetchupbottle Bin


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2perRockstation Clean,sealableplasticcontainer Bin

3handfuls(2perRockstation;1perSweptstation)

Stones Bin

2perRockstation Clearplasticcups Bin

1perclassroom Smallbagofuncookedrice Bin

1handfulperSweptstation Blocksofwood Bin

1perstudent Straws Bin


1perstudent “PreparingforDisaster”reading Binder

1perstudent “WatchforSteadyRocks”reading Binder

1perstudent PairedTextQuestionsWorksheet Binder


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Lesson4


2cupsperstudent SoilfromDecayingMatter Bin

1perstudent Woodenskewers Bin

Asneededtocoverdesks

Newspaper ClassroomTeacher


2perclass Sieve Bin

1perstudent ScienceJournal ClassroomTeacher

1piece Chartpaper ClassroomTeacher

1perstudent GeologybyEvanMoorp.26 Binder

1perstudent HumanSoilGamecards Bin


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Lesson5


15(3pergroup) SodaBottles(funnel,planter,screen) Bin


Sand Bin


Pottingsoil Bin


Clay Bin


5(1pergroup) Measuringcup Bin

Onepacketofseeds(Optional)

Ryegrassseed Bin

AsNeeded Newspaper(forunderexperimentbottles) ClassroomTeacher

1perclassroom Projector+Computer ClassroomTeacher


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2perclass Icecubetray Bin

1perclassroom Freezer ClassroomTeacher

5jars(1jarpergroup)

Play-Doh Bin

AsNeeded Waxpaper(forunderthePlay-Dohlandscapes) Bin

Lesson6


1perstudent PassagefromReadWorks“TheVarietyofMaps” Binder(ClassroomTeachertocopy)

1map Politicalmap Bin

1map Roadmap Bin

1map Attractionmap Bin

1map Topographicalmap Bin


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1map Physicalmap Bin

1map Weathermap Bin

1perstudent WordWarm-Up Binder

1perstudent Massachusettstemplate Binder

Lesson7


1perstudent “SafeHouses”article Binder

4packages Modelingclay/PlayDoh Bin

1 Smallplasticcup Bin

1tablespoon Flour Bin

2tablespoons Bakingsoda Bin

⅓cup Vinegar Bin


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14”square TissuePaper Bin

1roll Papertowels(forcleanup) ClassroomTeacher

1perstudent Scissors ClassroomTeacher

1 Largebinorbucket Bin


1perstudent “MakeYourOwnEarthquake”worksheet(2pages) Binder

1 PicturesofFloods Thumbdrive

1package Legos Bin

The Earth’s Surface - Center for Learning in Action · This unit was developed with Race to the...

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Transcript of The Earth’s Surface - Center for Learning in Action · This unit was developed with Race to the...