Science+Rocks,+Minerals,+Soil

Please add any experiments, tasks, activities in the box with the CPI for the Rocks, Minerals, and Soil Unit. Lesson plans are being posted on the discussion page. Please add your plans as new posts if they are different from what is already posted. If you have a variation of a lesson that is posted, please add it as a reply.

**Unit Overview Template** **Learning Targets** ** Standards ** Standard 5.4 Earth System Science: **The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompassing system of the Universe.** **// Strand //**// **B**. **History of Earth:** From the time that the earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, physical and chemical processes. // **//Strand C//**//. **Properties of Earth Materials:** The Earth’s composition is unique, related to the origin of our solar system, and provides us with the raw resources needed to sustain life.// Content:
 * ** Content Area: Science ** ||
 * ** Unit Title: ** Rocks, Minerals, and Soil ||
 * ** Target Course/Grade Level: 4 ** ||
 * ** Unit Summary The students will sort and classify fossils, rocks and minerals and understand how soil is formed. ** ||
 * ** Primary interdisciplinary connections: ** ||
 * ** 21st century themes: ** ||
 * ** Unit Rationale: **
 * The study of rocks and minerals introduces students to the science of geology. By examining different types of rocks and minerals found in the earth's crust, students will learn that the unique characteristics and properties of rocks and minerals are a result of how they were formed. Such properties determine possible uses.** It is important that students become aware of how human uses of rocks and minerals not only alter the landscape but also affect the environment in various other ways. ||
 * ** Content Statements **
 * Fossils provide evidence about the plants and animals that lived long ago, including whether they lived on the land or in the sea, as well as changes to species over time.
 * R ocks can be broken down to make soil.
 * Earth materials in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Attributes of rocks and minerals assist in their identification. ||

1.Formative Assessment 2. Rocks: Clues to the Past (Activity 3 from Delta's Earth Movements Module) 3.Summative Assessment Fossil Sort (In Development Stay Tuned) DO NOT DO THE VENATION PROJECT IT DOES NOT FIT THE UNIT OR THE STATE CPIs -G.Stevenson || 1. Use this for background information USE the Lab Sheet from this for Soil Formation Activity 2. Soil Lessons and Activities Identify layers of soil [|http://www.worldgolfhalloffame.org/imax/wghof-sogii-soil.pdf] 3.  4.   5.  || 1.Formative Assessment 2. Videos of Investigations 3. 4.   5.    6.   7. Formative Assessment Rock Hound Quiz
 * ** CPI # ** || ** Cumulative Progress Indicator (CPI) ** ||
 * 5.4.4.B.1 || Use data gathered from observations of fossils to argue whether a given fossil is terrestrial or marine in origin.
 * 5.4.4.C.1 || Create a model to represent how soil is formed. [|Soil Powerpoint Presentation]
 * 5.4.4.C.2 |||||| Categorize unknown samples as either rocks or minerals. Rock Cycle Interactivies

Video - All About Rocks and Minerals (Earth Science for Children- aes library) **__ Instructional Guidance __** **// To assist in meeting this CPI, students may: //** · Make detailed observations of rocks. Through their observations, they develop an understanding that there are many types of rocks with a multitude of different attributes. * Classify assorted Earth materials into categories and justify the categories. · Categorize samples as either rocks or minerals based on their physical properties. **Use scientific inquiry/research skills to investigate how rocks and minerals are used,**recycled, and disposed of in everyday life. > (e.g., nickel and copper are made into coins; coins that are out of circulation can be melted down and the metal can be used for making other things; calcium [from limestone], silicon [from sand or clay], aluminum [from bauxite], and iron [from iron ore] are made into cement that is used for roads and buildings; concrete can be returned to cement and concrete production facilities, and can be recycled; rocks from quarries are used for garden landscaping, and these rocks can be reused; marble is used for countertops and statues) Sample guiding questions: Where might we find products made from rocks and minerals in our daily life? How might you find out other ways in which rocks and minerals are used in everyday items? Why might some people and groups have concerns about the use of some of these rocks and minerals? What might be some alternative materials that could be used instead of the rocks and minerals? How are some of the items made from rocks and/or minerals disposed of when they are no longer useful? Which minerals can be recycled or reused in other products? ||

How do geologic events occurring today provide insight Earth’s past? How do Earth Systems interact to create soil? How do we use observable characteristics of Earth materials to identify different parts of the Earth System? || ** Unit Enduring Understandings ** Earth’s components form systems. These systems continually interact at different rates of time, affecting the shape of the Earth’s surface regionally and globally.
 * ** Unit Essential Questions **

Soil is a product of the interactions of the Earth Systems. The Earth System includes a variety of materials in solid, liquid and gaseous form. || ** 1 . ** 5.4.4.B.1 Summative Assessment: Fossil Sort (Collecting Fossil Samples Stay Tuned) 2. 5.4.4.C.1 Summative Assessment BrainPop Soil Quiz 3. 5.4.4.C.2 Summative Assessment Rock/Mineral Sort (Collecting Rock/Mineral Samples Stay Tuned)
 * ** Evidence of Learning ** ||
 * ** State Summative Assessments **

HMS Summative Assessment Rock, Mineral, Fossil Test Study Guide for Rock, Mineral, Fossil Unit

**__ Sample Assessments __** **//To show evidence of meeting this CPI//** 5.4.4.B.1 **//, students may answer the following question://** Many fossils of insects have been discovered in the United States. Scientists sometimes conclude that these fossils are related to insects alive today. How do scientists MOST OFTEN make these conclusions? By comparing what the insects ate
 * 1) By comparing how the insects behaved
 * 2) By comparing how long the insects lived
 * 3) //By comparing what the insects looked like.// ||   ||

· · || · · · || Click the links below to access additional resources used to design this unit: Soil from BrainPop ||
 * ** Equipment needed: ** ||
 * ** Teacher Resources: **FOSS Grade 2 ||
 * ** Formative Assessments See CPIs ** ||
 * ·
 * ** Teacher Notes: ** ||
 * ** Curriculum Development Resources **
 * ** Curriculum Development Resources **