Download The Earth

PROJECT GLAD
Ocean View School District
EARTH SCIENCE: THE CHANGING EARTH
(Level 4)
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I. UNIT THEME
 The Earth is made up of three layers.
 The rock cycle is the continuous changes that occur among the 3 types of
rocks: igneous, sedimentary, and metamorphic.
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Cross-cultural theme: All cultures have stories and legends that explain the
natural phenomenon and questions about how Earth changes.
II.
FOCUS/MOTIVATION
 Big Books
 Read Aloud
 Observation Charts
 Inquiry Charts
 Realia – soil, rocks, minerals, model of the structure of the Earth, pictures
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Picture File Cards
Cognitive Content Dictionary with Signal World
Poetry and Songs
Interest questions
Interest pieces
Geologist Awards
Videos, filmstrips, united streaming
Science experiments
Guest speakers
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Field trip
Games
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III.
CLOSURE
 Process all charts and leanings
 Answer interest questions
 Design rubric with students
 End of Assessment: PowerPoint, Chant, Expository Paragraph, Demonstration
of an experiment, pictorial of the rock cycle
 Add to living walls
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IV.
Team Exploration
Personal Exploration
Sharing of Team and Personal Explorations
On-going assessments – Learning logs, Interactive journals
Home-School Connection
Team Jeopardy game
Core Assessment
Big Books
Unit Folders
CONCEPTS – SCIENCE – Grade 4 Standards
 Layers of the Earth
 Soil Formation
 Igneous, Sedimentary, Metamorphic Rock
 Minerals
 The Rock Cycle
 Continental Drift
 Plate Tectonics
 Mohs Hardness Scale
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Weathering, erosion, deposition
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Earth Science
4.0 The properties of rocks and minerals reflect the processes that
formed them. As a basis for understanding this concept:
a. Students know how to differentiate among igneous, sedimentary, and
metamorphic rocks by referring to their properties and methods of formation
(the rock cycle).
b. Students know how to identify common rock-forming minerals (including
quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a
table of diagnostic of properties.
5.0 Waves, wind, water, and ice shape and reshape Earth’s land
surface. As a basis for understanding this concept:
a. Students know some changes in the earth are due to slow processes, such
as erosion, and some changes are due to rapid processes, such as landslides,
volcanic, eruptions, and earthquakes.
b. Students know natural processes, including freezing and thawing and the
growth of roots, cause rocks to break sown into smaller pieces.
c. Students know moving water erodes landforms, reshaping the land by
taking it away from some places and depositing it as pebbles, sand, silt, and
mud in other places (weathering, transport, and deposition).
Investigation and Experimentation
6.0 Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this
concept and addressing the content in the other three strands,
students should develop their own questions and perform
investigations.
a. Differentiate observation from inference (interpretation) and know
scientists’ explanations come party from what they observe and partly from
how they interpret their observations.
c. Formulate and justify predications based on cause-and-effect
relationships.
d. Conduct multiple trails to test a prediction and draw conclusions about the
relationships between predictions and results.
f. Follow a set of written instructions for a scientific investigation.
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V.
VOCABULARY
landform
weathering
erosion
deposition
mantle
Core
plate
magma
earthquake
Fault
Pagaea
fossil
streak
Hardness
luster
rock
gemstone
Igneous
sedimentary
metamorphic
Basalt
Gabbro
Sandstone
Limestone
Granite
magnitude
Pumice
Obsidian
Schist
Gneiss
separate
mountain
ocean plates
Conglomerate
horizon
crystal
crust
Volcano
mineral
collide
Rock Cycle
continental plates
Shale
Marble
continental drift
Soil
nutrient
humus
topography
Compost
topsoil
subsoil
biome
Fertile
porosity
soil conservation
Upper mantle
Lower mantle
inner core
outer core
extrusive
Intrusive
crystals
coarse
texture
Glassy
fiery
erupt
settling
sediments
compress
crystallize
Clastic
Non-clastic
microscope
chemical reaction
composition
Pressure
non-foliated
foliated
inorganic
precipitating
evaporating
atoms
saturate
Dissolve
Compound
Excess
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VI.
ENGLISH/LANGUAGE ARTS SKILLS
CA STATE STANDARDS – GRADE 4 ENGLISH-LANGUAGE ARTS: our
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter
patterns and know how to translate them into spoken language by using
phonics, syllabication, and word parts. They apply this knowledge to
achieve fluent oral and silent reading.
Word Recognition
1.1 Read narrative and expository text aloud with grade-appropriate fluency and
accuracy and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to
determine the meaning of words and phrases.
1.3 Use knowledge of root words to determine the meaning of unknown words within
a passage.
1.4 Know common roots and affixes derived from Greek and Latin and use this
knowledge to analyze the meaning of complex words (e.g., international).
1.5 Use a thesaurus to determine related words and concepts.
1.6 Distinguish and interpret words with multiple meanings.
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
Structural Features of Informational Materials
2.1 Identify structural patterns found in informational text (e.g., compare and
contrast, cause and effect, sequential or chronological order, proposition and support)
to strengthen comprehension.
Comprehension and Analysis of Grade-Level-Appropriate Text
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2.2 Use appropriate strategies when reading for different purposes (e.g., full
comprehension, location of information, personal enjoyment).
2.3 Make and confirm predictions about text by using prior knowledge and ideas
presented in the text itself, including illustrations, titles, topic sentences, important
words, and foreshadowing clues.
2.4 Evaluate new information and hypotheses by testing them against known
information and ideas.
2.5 Compare and contrast information on the same topic after reading several
passages or articles.
2.6 Distinguish between cause and effect and between fact and opinion in expository
text.
2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use
computer commands or video games).
3.0 Literary Response and Analysis
Students read and respond to a wide variety of significant works of
children’s literature. They distinguish between the structural features of the
text and the literary terms or elements (e.g., theme, plot, setting,
characters).
3.1 Describe the structural differences of various imaginative forms of literature,
including fantasies, fables, myths, legends, and fairy tales.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify the main events of the plot, their causes, and the influence of each event
on future actions.
3.3 Use knowledge of the situation and setting and of a character’s traits and
motivations to determine the causes for that character’s actions.
3.4 Compare and contrast tales from different cultures by tracing the exploits of one
character type and develop theories to account for similar tales in diverse cultures
(e.g., trickster tales).
3.5 Define figurative language (e.g., simile, metaphor, hyperbole,
personification) and identify its use in literary works.
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WRITING
1.0 Writing Strategies
Students write clear, coherent sentences and paragraphs that develop a
central idea. Their writing shows they consider the audience and purpose.
Students progress through the stages of the writing process (e.g.,
prewriting, drafting, revising, editing successive versions).
Organization and Focus
1.1 Select a focus, an organizational structure, and a point of view based upon
purpose, audience, length, and format requirements.
1.2 Create multiple-paragraph compositions:
a. Provide an introductory paragraph
b. Establish and support a central idea with a topic sentence at or near the beginning
of the first paragraph.
c. Include supporting paragraphs with simple facts, details, and explanations.
d. Conclude with a paragraph that summarizes the points.
e. Use correct indention.
1.3 Use traditional structures for conveying information (e.g., chronological order,
cause and effect, similarity and difference, and posing and answering a question).
Penmanship
1.4 Write fluidly and legibly in cursive or joined italic.
Research and Technology
1.5 Quote or paraphrase information sources, citing them appropriately.
1.6 Locate information in reference texts by using organizational features (e.g.,
prefaces, appendixes).
1.7 Use various reference materials (e.g., dictionary, thesaurus, card
catalog, encyclopedia, online information) as an aid to writing.
1.8 Understand the organization of almanacs, newspapers, and periodicals and how to
use those print materials.
1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology
(e.g., cursor, software, memory, disk drive, hard drive).
Evaluation and Revision
1.10 Edit and revise selected drafts to improve coherence and progression by adding,
deleting, consolidating, and rearranging text.
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2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and
experiences. Student writing demonstrates a command of standard American English
and the drafting, research, and organizational strategies outlined in Writing Standard
1.0. Using the writing strategies of grade four outlined in Writing Standard 1.0,
students:
2.1 Write narratives:
a. Relate ideas, observations, or recollections of an event or experience.
b. Provide a context to enable the reader to imagine the world of the event or
experience.
c. Use concrete sensory details.
d. Provide insight into why the selected event or experience is memorable.
2.2 Write responses to literature:
a. Demonstrate an understanding of the literary work.
b. Support judgments through references to both the text and prior knowledge.
2.3 Write information reports:
a. Frame a central question about an issue or situation.
b. Include facts and details for focus.
c. Draw from more than one source of information (e.g., speakers, books,
newspapers, other media sources).
2.4 Write summaries that contain the main ideas of the reading selection and the
most significant details.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions
appropriate to this grade level.
Sentence Structure
1.1 Use simple and compound sentences in writing and speaking.
1.2 Combine short, related sentences with appositives, participial phrases, adjectives,
adverbs, and prepositional phrases.
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Grammar
1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and
coordinating conjunctions in writing and speaking.
Punctuation
1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive
case of nouns and in contractions.
1.5 Use underlining, quotation marks, or italics to identify titles of documents.
Capitalization
1.6 Capitalize names of magazines, newspapers, works of art, musical compositions,
organizations, and the first word in quotations when appropriate.
Spelling
1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.
LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication.
They speak in a manner that guides the listener to understand important
ideas by using proper phrasing, pitch, and modulation.
Comprehension
1.1 Ask thoughtful questions and respond to relevant questions with appropriate
elaboration in oral settings.
1.2 Summarize major ideas and supporting evidence presented in spoken messages
and formal presentations.
1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and
cultures.
1.4 Give precise directions and instructions.
Organization and Delivery of Oral Communication
1.5 Present effective introductions and conclusions that guide and inform the listener’s
understanding of important ideas and evidence.
1.6 Use traditional structures for conveying information (e.g., cause and effect,
similarity and difference, and posing and answering a question).
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1.7 Emphasize points in ways that help the listener or viewer to follow important ideas
and concepts.
1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.
1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to
enhance meaning.
Analysis and Evaluation of Oral Media Communication
1.10 Evaluate the role of the media in focusing attention on events and in forming
opinions on issues.
2.0
Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar
experiences or interests that are organized around a coherent thesis
statement.
2.1 Make narrative presentations:
a. Relate ideas, observations, or recollections about an event or experience.
b. Provide a context that enables the listener to imagine the circumstances of the
event or experience.
c. Provide insight into why the selected event or experience is memorable.
2.2 Make informational presentations:
a. Frame a key question.
b. Include facts and details that help listeners to focus.
c. Incorporate more than one source of information (e.g., speakers, books,
newspapers, television or radio reports).
2.3 Deliver oral summaries of articles and books that contain the main ideas
of the event or article and the most significant details.
2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic
dialogues, using clear diction, tempo, volume, and phrasing.
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Listening and Speaking (Grades 3-5 ELD Standards)
Comprehension
Beginning Level:
Speak with few words/sentences
Answer simple questions with one/two word response
Retell familiar stories/participate in short conversations/using gestures
Early Intermediate Level:
Ask/answer questions using phrases/simple sentences
Restate/execute multi-step oral directions
Intermediate Level:
Ask/answer questions using support elements
Identify key details from stories/information
Early Advance Level:
Identify main points/support details from content areas
Advanced Level:
Identify main points/support details from stories & subject areas
Respond to & use idiomatic expressions appropriately
Comprehension, Organization & Delivery of Oral Communication
Beginning Level:
Uses common social greetings
Early Intermediate Level:
Identify main points of simple conversations/stories (read aloud)
Communicate basic needs
Recite rhymes/songs/simple stories
Intermediate Level:
Speak with Standard English grammatical forms/sound
Participate in social conversations by asking/answering question
Retell stories/share school activities using vocabulary, descriptive words/paraphrasing
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Early Advanced Level:
Retell stories including characters, setting, plot, summary, analysis
Use Standard English grammatical forms/sounds/intonation/pitch
Initiate social conversations by asking & answering questions/restating & soliciting
information
Appropriate speaking based on purpose, audience, subject matter
Ask/answer instructional questions
Use figurative language & idiomatic expressions
Advanced Level:
Question/restate/paraphrase in social conversations
Speak/write based on purpose, audience, & subject matter
Identify main idea, point of view, & fact/fiction in broadcast & print media
Use Standard English grammatical forms/sounds/ intonation/pitch
READING – WORD ANALYSIS (GRADES 3-5 ELD STANDARDS)
Concepts about Print, Phonemic Awareness, Decoding & Word
Recognition
Beginning Level:
Recognize familiar phonemes
Recognize sound/symbol relationships in own writing
Early Intermediate Level:
Read orally recognizing /producing phonemes not in primary language
Recognize morphemes in phrases/simple sentences
Intermediate Level:
Read aloud with correct pronunciation of most phonemes
Use common morphemes in oral & silent reading
Early Advanced Level:
Use knowledge of morphemes to derive meaning from literature/texts in content areas
Advanced Level:
Use roots & affixes to derive meaning
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READING – FLUENCY & SYSTEMATIC VOCABULARY DEVELOPMENT
(Grades 3-5 ELD Standards)
Vocabulary & Concept Development
Beginning Level:
Read aloud simple words in stories/games
Respond to social & academic interactions (simple questions/answers)
Demonstrate comprehension of simple vocabulary with action
Retell simple stories with drawings, words, phrases
Uses phrases/single word to communicate basic needs
Early Intermediate Level:
Use content vocabulary in discussions/reading
Read simple vocabulary, phrases, & sentences independently
Use morphemes, phonics, syntax to decode & comprehend words
Recognize & correct grammar, usage, word choice in speaking or reading aloud
Read own narrative & expository text aloud with pacing, intonation, and expression
Intermediate Level:
Create dictionary of frequently used words
Decode/comprehend meaning of unfamiliar words in text
Recognize & correct grammar, usage, word choice in speaking or reading aloud
Read grade level narrative/expository text aloud with pacing, intonation, expression
Use context vocabulary in discussions/reading
Recognize common roots & affixes
Early Advanced Level:
Use morphemes, phonics, syntax to decode/comprehend words
Recognize multiple meaning words in content literature & texts
Use common roots & affixes
Use standard dictionary to find meanings
Recognize analogies & metaphors in content literature & texts
Use skills/knowledge to achieve independent reading
Use idioms in discussions & reading
Read complex narrative & expository texts aloud with pacing, intonation, and
expression
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Advanced Level:
Apply common roots & affixes knowledge to vocabulary
Recognize multiple meaning words
Apply academic & social vocabulary to achieve independent reading;
Use idioms, analogies, & metaphors in discussion & reading
Use standard dictionary to find meanings
Read narrative & expository text aloud with pacing, and intonation
Reading Comprehension
Beginning Level:
Answer fact questions using one/two word response
Connect simple test read aloud to personal experience
Understand and follow one-step directions
Sequence events from stories read aloud using key words/phrase
Identify main idea using key words/phrases
Identify text features: title/table of contents/chapter heading
Early Intermediate Level:
Use simple sentences to give details from simple stories
Connect text to personal experience
Follow simple two-step directions
Identify sequence of text using simple sentences
Read & identify main ideas to draw inferences
Identify text features: title, table of contents, chapter headings
Identify fact/opinion in grade level text read aloud to students
Intermediate Level:
Orally respond to comprehension questions about written text;
Read text features: titles, table of contents, headings, diagrams, charts, glossaries,
and indexes
Identify main idea to make predictions & support details
Orally describe connections between text and personal experience
Follow multi-step directions for classroom activities
Identify example of fact/opinion and cause/effect in literature and content texts
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Early Advanced Level:
Give main idea with supporting detail from grade level text
Generate & respond to text-related comprehension questions
Describe relationships between text & personal experience
Identify function of text features: format/diagrams/charts/glossary
Draw conclusions & make inferences using text resources
Find examples of fact, opinion, inference, & cause/effect in text
Identify organizational patterns in text: sequence, chronology
Advanced Level:
Make inferences/generalizations, draw conclusions from grade level text resources
Describe main ideas with support detail from text
Identify patterns in text: compare/contrast, sequence/cause/effect
Writing Strategies and Applications (Grade 3-5 ELD Standards)
Penmanship, Organization, & Focus
Beginning Level:
Write alphabet
Label key parts of common object
Create simple sentences/phrases
Write brief narratives/stories using few standard grammatical forms
Early Intermediate Level:
Write narratives that include setting and character
Respond to literature using simple sentences, drawings, lists, chart
Write paragraphs of at least four sentences
Write words/simple sentences in content areas
Write friendly letter
Produce independent writing
Intermediate Level:
Narrate sequence of events
Produce independent writing
Use variety of genres in writing
Create paragraph developing central idea using grammatical form
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Use complex vocabulary & sentences in all content areas
Write a letter with detailed sentences
Early Advanced Level:
Write detailed summary of story
Arrange compositions with organizational patterns
Independently write responses to literature
Use complex vocabulary & sentences in all content areas
Write a persuasive letter with relevant evidence
Write multi-paragraph narrative & expository for content areas
Advanced Level:
Write short narrative for all content areas
Write persuasive composition
Write narratives that describe setting, character, objects, and events
Write multi-paragraph narrative & expository compositions
Independently use all steps of writing process
Writing Conventions
Beginning Level:
Begin own name and sentences with a capital letter
Use period at end of sentence
Early Intermediate Level:
Begin proper nouns & sentences with capital letter
Use period at end of sentence, and use some commas
Edit for basic conventions
Intermediate Level:
Produce independent writing
Use standard word order
Early Advanced Level:
Produce independent writing with correct capitals, punctuation, and spelling
Use standard word order
Edit for basic conventions
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Advanced Level:
Use correct parts of speech
Edit for punctuation, capitalization, and spelling
Produce writing with command of standard conventions
Reading Literary Response and Analysis (Grades 3-5 ELD Standards)
Narrative Analysis of Grade-Level Appropriate Text
Beginning Level:
One/two-word oral responses to factual comprehension questions
Word/phrase oral response identifying characters and settings
Distinguish between fiction & non-fiction
Identify fairy tales, folktale, myth, and legend using lists, charts, and tables
Early Intermediate Level:
Orally answer factual questions using simple sentences
Orally identify main events in plot
Recite simple poems
Orally describe setting of literature piece
Orally describe character of a selection
Orally distinguish among poetry, drama, and short story
Intermediate Level:
Paraphrase response to text using expanded vocabulary
Apply knowledge of language to derive meaning from text
Early Advanced Level:
Describe figurative language (simile, metaphor, personification)
Distinguish literary connotations from culture to culture
Identify motives of characters
Describe themes stated directly
Identify speaker/narrator in text
Identify main problem of plot and how it is resolved
Recognize first & third person in literary text
Advanced Level:
Describe characteristics of poetry, drama, fiction, & non-fiction
Evaluate author’s use of techniques to influence reader
Describe directly stated and implied themes
Compare and contrast motives of characters in work of fiction
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CA HISTORY/SOCIAL SCIENCE CONTENT STANDARDS – GRADE 4
4.1 Students demonstrate a understanding of the physical and human
geographic features that define places a regions in California.
2. Distinguish between the North and South Poles
VIII.
MATH/SCIENCE/SOCIAL SCIENCE SKILLS
 Observation, communicating, comparing, categorizing, organizing, inferring,
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IX.
relating, applying
Information and skills source, cite sources
Maps and globes
Cause and effect relationships
Critical thinking skills
Counting, writing, and computing large numbers
Graphing
RESOURCES AND MATERIALS
Nonfiction
 Barnes-Svarney, Patricia L. Born of Heat and Pressure : Mountains and Metamorphic
Rocks. Enslow Publishers, Inc. New Jersey, 1991.
 Edwards, Ron and Lisa Dickie. Diamonds and Gemstones. New York: Crabtree
Publishing Company, 2004.
 Harcourt Science-California Edition-Level 4. Harcourt, Inc., 2000.
 Squire, Ann O. Gemstones: A True Book. New York: Children’s Press, 2002.
 Stewart, Melissa. Crystals. Chicago, IL: Heinemann Library, 2002.
 Stewart, Melissa. Igneous Rocks. Chicago, IL: Heinemann Library, 2002.
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Stewart, Melissa. Metamorphic Rocks. Chicago, IL: Heinemann Library, 2002.
Stewart, Melissa. Minerals. Chicago, IL: Heinemann Library, 2002.
Stewart, Melissa. Sedimentary Rocks. Chicago, IL: Heinemann Library, 2002.
Symes, R.F. Eyewitness: Crystal and Gem. New York: DK Publishing, Inc., 2004.
Symes, R.F. Eyewitness: The Earth. New York: DK Publishing, Inc., 2004.
Symes, R.F. Eyewitness: Rocks and Minerals. New York: DK Publishing, Inc., 2004.
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Fiction
 Baylor, Byrd. Everybody Needs a Rock. New York: Aladdin Paperbacks,
1985.
 Nordenstrom, Michael. Pele and the Rovers of Fire. Honolulu, Hawaii: The
Bress Press, 2002.
 Pierce, Terry. Two Tales of Hawaii. Waipahu, HA: Island Heritage
Publishing, 2003.
Poetry
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Baylor, Byrd. If You Are a Hunter of Fossils. New York: Charles Scribner’s Sons, 1980.
Yolen, Jane. Welcome to the Sea of Sand. New York: Scholastic, 1996.
Online
 EThemes/4th Grade/Science: Rocks and Minerals
http://www.emints.org/ethemes/resources/S00000504.shtml
 Fourth Grade Resources
http://elcerritowire.com/4/reshape.htm
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Get the latest Dirt on…..Soils!
http://library.thinkquest.org/J003195F/newpage4.htm
How Are Soils Classified?
http://www.sd5.k12.mt.us.glaciereft/geosok5htm
 Rocks and Minerals
http://rocksforkids.com
 Scientists www.enchantedlearning.com
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PROJECT GLAD
OCEAN VIEW SCHOOL DISTRICT
EARTH SCIENCE: THE CHANGING EARTH
(Level 4)
UNIT PLANNING PAGES
I. FOCUS/MOTIVATION
 Cognitive Content Dictionary with signal word
 Important book of the Earth
 Observation Charts
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Geologists awards
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Poetry
Inquiry Charts
Science experiments
- Soil examination
- Soil layers
- Earth layers
Interest pieces
Read Aloud: Byrd Baylor, Everybody Needs a Rock


Guest speakers
Videos
II. INPUT
 Graphic Organizer: The Rock Cycle
 Pictorial Inputs
- Continental Drift/Interior of the Earth
- Soil Formation
 Narrative Input – Pele, Hawaii’s Goddess of Volcano




10/2 lecture with primary language
Earth’s Composition and movement, labeling parts
- layers of the earth, movement of plates
National Geographic read aloud (Hawaii’s volcano)
Newspaper/internet interest pieces

Student demonstrations of mineral properties, minerals testing with chart.
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UNIT PLANNING PAGES
Page 2
III. GUIDED ORAL PRACTICE
 T-Graph for social skill
 Picture file cards or realia, list–group–label sort activity
 Mind Mapping
 Exploration Report
 Team co-op group evaluations (oral & written)
 Daily review and processing of charts




Sentence patterning chart
Team tasks
Process Grid
Chants, songs, poetry
IV. READING/WRITING
A. Whole Class
 Story map of Pele, Hawaii’s Goddess of Volcano
 Cooperative Strip Paragraph: Responding, Revising, Editing
 Poetry Frame – Flint by Christine Rosetti

Found Poetry
 Science text
B. Small Groups/Team Tasks
 Expert Groups
 Ear-to-Ear Reading
 Focused Reading with Cognitive Content Dictionary
 Flexible Reading Groups
 Team Tasks (anything modeled whole class)
 Reader’s Theater




Team Writing Workshop
Interactive Reading
Book Sharing
Co-op interpretations of literature legends poetry
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UNIT PLANNING PAGES
Page 3
C. Individual
 Reading/Writing Choice
 Focused Reading
 Poetry writing
 Interactive journal writing
 Learning logs
 Individual Tasks (anything practiced in teams)
D. Writer’s Workshop
 Mini lesson
 Author’s Chair
 Planning/Writing
 Conferences
V. EXTENDED ACTIVITIES FOR INTERGRATION
 Geology careers
 Sand painting
 Hands-on exploration:





- Make rock candy
- Weathering Rock
- Volcanic Eruption
- Rock sorting
Rock collecting
Rock Art
Listen & Sketch
Team Jeopardy
Reader’s Theater






Creating pet rocks
Team presentations
Poetry
Read Aloud
Visual imagery trips “layers of the earth”
Language Functional Environment
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UNIT PLANNING PAGES
Page 4
VI.
DAILY ACTIVITIES
 Read Aloud
 Silent Sustained Reading/Book Sharing
 Silent Sustained Writing
 Listening Activities
 Oral Language Activities
 Daily News/Interest Piece


VII.
Personal Interaction
Flexible group reading
CLOSURE/EVALUATION/ASSESSMENT
 Learning log
 Team evaluation
 Portfolio
 Process all charts
 Teacher and student created test
 Vocabulary strips – Where’s My Answer



Reading Big Books, share individual poetry
Personal explorations with rubric
Student created chant
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DAY 1:
PROJECT GLAD
Ocean View School District
EARTH SCIENCE: THE CHANGING EARTH
(Level 4)
SAMPLE DAILY LESSON PLANS
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Geologist Awards - standards
 3 standards
 Observation Charts
 Inquiry Chart
 Important Book: Earth
 Chant: Interior/Exterior of the Earth Bugaloo
INPUT
 Graphic Organizer: The Rock Cycle
- 10/2 with primary language groups
- Learning Log
- ELD Review
 Pictorial Input: Continental Drift – Interior of the Earth
- 10/2 with primary language groups
 Learning Log
 Narrative Input: Pele, Hawaii’s Goddess of Volcano
- Learning Log
- ELD Review
GUIDED ORAL PRACTICE
 Personal Interaction - 10/2 with primary language
- What do you know about Rocks?/What are you wondering?
 T-graph – Teamwork
 Picture File Activities/Exploration Report
READING & WRITING
 Flex group reading
WRITER’S WORKSHOP
 Writers’ Workshop
- Mini Lesson
- Write
- Author’s Chair
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SAMPLE DAILY LESSON PLAN
Page 2
CLOSURE
 Process Charts
 Interactive Journal
 Home-School Connection
DAY 2:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Process Home/School Connection
 Review charts with word cards
- The Rock Cycle
- Continental Drift – Interior Earth
- Narrative Input with word cards and thought bubbles
 Chants – highlight words
INPUT
 Pictorial Input: Soil
GUIDED ORAL PRACTICE
 Expert Groups: Sedimentary
- Team Tasks
READING & WRITING
 Flex group reading
WRITER’S WORKSHOP
 Mini-lesson: Type of writing – picture books, labeling, etc.
 Writing/Planning conferencing
 Author’s Chair
CLOSURE
 Chant
 Review Charts – add to observation charts
 Read Aloud – Big Books
 Home/School Connection
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SAMPLE DAILY LESSON PLAN
Page 3
DAY 3:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Process Home/School Connection
 Review Pictorial Input Soil using word cards
GUIDED ORAL PRACTICE
 Farmer-in-the-Dell/Sentence Patterning Chart
- Read
- Trade
- Flip Chant
 Expert Group: Igneous
- Team Tasks
READING & WRITING
 Mind Map - Soil
 Process Grid
 Cooperative Strip Paragraph
- Write, Respond, Revise, and Edit
WRITING WORKSHOP
 Mini-lesson
- Teacher Conferences
- Author’s Chair
CLOSURE
 Process Inquiry Chart
 Home/School Connection
DAY 4:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with stumper word
 Process Home/School Connection
 Read Aloud – Legend/Myth of a Volcano
- Characteristics of genre from Narrative
 Review Narrative with Story Map
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SAMPLE DAILY LESSON PLAN
Page 4
READING & WRITING
 Flex group reading
- ELD: Story Retell
- At/Above Level: Clunkers & Links
- Team Tasks
 Poetry Frame: Flint
WRITING WORKSHOP
 Team Writing Workshop
- Fossil graphic organizer
- Story Map
- “Three Before Me” responding/editing
- Rough Draft
- Final proof by teacher, can be typed on the computer
CLOSURE
 Review Charts
 Share Team Stories
Day 5:
FOCUS/MOTIVATION
 Cognitive Content Dictionary with “Stumper Word”
 Process Home/School Connection
INPUT
 Hands-on activity with rock classification
READING & WRITING
 Flex group reading
- Struggling/emergent with coop strip paragraph
- Team Tasks: evaluation, presentation
 10/2/2 Lecture with Memory bank
 Ear-to-Ear with poetry booklet
 Listen and Sketch
 Focused reading with Cognitive Content Dictionary
 Found poetry
 DTRA
CLOSURE
 Process Inquiry Chart
 Team Jeopardy game
 Reflection/Evaluation
 Share Team Big Books
 Letter Home
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Geologist Awards
Picture Cards Week One
The layer in the earth between the crust and the core.
A complex mixture of organic and inorganic materials.
Molten rock on the surface of the ground.
The scientific study of the origins and structure,
composition, etc of the Earth, especially its rocks.
Rigid parts of the Earth's crust and part of the Earth's upper mantle that move
and adjoin each other along zones of seismic activity.
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Notepads Week Two
(cover)
Rock Cycle: A series of events through which a rock changes, over time, between igneous,
sedimentary, and metamorphic forms.
Crust: The outermost layer of the Earth.
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Bookmarks Week Three
(Just Add Pictures)
Metamorphic Rock: A rock that has undergone chemical or structural changes.
Heat, pressure, or a chemical reaction may cause such changes.
Metamorphism: Alteration of the minerals, textures and composition of a rock
caused by exposure to heat, pressure, and chemical actions.
Magma: Molten (melted) rock that forms naturally within the Earth. Magma may
be either a liquid or a fluid mixture of liquid, crystals, and dissolved gases.
Sediment: A collection of transported fragments or precipitated materials that
accumulate, typically in loose layers, as of sand or mud.
Erosion: The process by which particles of rock and soil are loosened, as by
weathering, and then transported elsewhere, as by wind, water, ice, or gravity.
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FACT CARDS (Awards/Just Add Pictures)
The Earth is about 4.6 billion years ago.
The Earth is made of rocks.
About 3,000 different minerals have been identified in the Earth’s crust.
Erosion causes rocks to wear away. Water and wind are the chief eroding
forces.
Rocks are divided into three major classes: igneous, sedimentary, and
metamorphic.
Volcano: A vent in Earth’s surface through which molten rock and gases escape.
Mineral: A naturally occurring, inorganic solid with a definite chemical and an ordered
internal structure.
Sedimentary Rock: A rock formed from the accumulation and consolidation of
sediment, usually in layered deposits.
Igneous Rock: A rock formed by crystallization of magma or lava
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Big Book Text
The Earth
By F. Ligman
The important thing about the Earth is it is made of rock. The Earth is a sphere
made of three rock layers. They are the crust, mantle and core. The crust is where
we live. The mantle is soft magma. The inner core is solid iron and the outer core
is molten iron and nickel.
But the important thing about the Earth is it is made of rock.
The important thing about the Earth is it is made of rock. The Earth’s crust has 12
plates. Some are continental plates and some ocean plates. They slide, pull apart
and collide. They create volcanoes, mountains, trenches and earthquakes.
But the important thing about the Earth is it is made of rock.
The important thing about the Earth is it is made of rock. The Earth’s rocks are
classified into three groups. They are igneous, sedimentary, and metamorphic.
They are grouped by how they are made. Igneous rocks melt and harden.
Sedimentary rocks are weathered and break down into smaller rocks.
Metamorphic rocks are changed by heat and pressure.
But the important thing about the Earth is it is made of rock.
The important thing about the Earth is it is made of rock. The Earth contains
special rocks called minerals. They are solid materials that are formed in nature.
There are over 3,000 different minerals, but only 100 are common. Some well
known ones are diamond, copper, silver and halite(salt).
But the important thing about the Earth is it is made of rock.
The important thing about the Earth is it is made of rock. The Earth needs soil
because living things depend on it. Soil is made from weathered and cracked
rocks. Without soil we would not be able to grow trees, crops or raise farm
animals.
But the important thing about the Earth is it is made of rock.
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Background Information Plate Boundaries
The earth's crust is made up of several large plates and some smaller
ones. They all float along on the asthenosphere. This is a layer of partly molten
rock. It lies under the upper mantle. As these plates move, they bump into one
another. Sometimes they move away from each other. The places where they
meet are called plate boundaries.
There are several types of plate boundaries. Most are found on the ocean
floor. The first type is a divergent boundary. This is where two plates move
away from each other. A mid-ocean ridge is an example of this type of
boundary.
When the plates move apart, magma flows up between them. It cools and
forms new crust. This is why divergent boundaries are also called constructive
boundaries.
Another type of boundary is called a convergent boundary. This is where
plates come together. One plate is pushed under another. These boundaries are
also called destructive boundaries. Plate material is destroyed by subduction
here. It is melted into the mantle. A deep-sea trench is an example of a
convergent boundary.
As plates collide along convergent boundaries, there is much friction and
pressure. Earthquakes often occur. They can be severe. As the plate material is
subducted, some of it flows upward and produces volcanoes.
The Ring of Fire lies along the Pacific plate. This is the largest plate on the
earth's surface. The Ring of Fire is a line of volcanoes that are found along
major trenches in that area. Many of these volcanoes are active.
Other boundaries are called transform faults. A fault is a deep crack in the
earth's surface. At these boundaries, the plates slide past each other. Crust is
neither produced nor destroyed at these boundaries. Most of these boundaries
are found on the ocean floor.
However, there is a famous transform boundary found on land. This is the
San Andreas Fault zone in California. This fault zone is about 1,300 kilometers
long and more than ten kilometers wide in some places. It runs through about
two-thirds of the state. Here the Pacific Plate grinds past the North American
Plate. They move about five centimeters per year. There are often earthquakes
along this fault.
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As we stand on the earth's crust, we are actually riding on a giant raft.
The earth's surface is made up of huge plates that float on molten material.
Most of the time, we can't feel the motion because it happens very slowly. If
these plates collide, however, we feel and see the effects. Earthquakes and
volcanic eruptions are the result of these rafts bumping into each other. These
events change the surface of the earth.
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Background Information “What Makes Plate Move?”
Scientists think convection currents are what cause earth's plates to
move. A convection current is caused by differences in temperature. Mantle
material close to earth's core is very hot. Mantle material near the lithosphere is
cooler.
The cooler, denser material sinks toward the core. The hot material near
the core expands and becomes less dense. It rises and takes the place of the
cooler material. The sinking material becomes hotter and rises. This is a
continuous circular motion.
Earth's convection currents can be thousands of kilometers across. But
they move very slowly. They flow at rates of a few centimeters per year.
Scientists believe this movement of mantle material carries the plates of the
lithosphere with it. It causes the plates to move.
The rising material in this convection current spreads out. It pushes the
plates upward and outward. These are divergent boundaries. The material
moving downward in the current pulls the plates down with it. These are
convergent boundaries.
The plates of the lithosphere are made of two different types of crust.
Most contain both oceanic and continental crust. Only the Pacific plate contains
just oceanic crust. As the plates move, these different types of crust cause
different events.
Oceanic crust is denser than continental crust. As an oceanic plate bumps
into a continental plate, the oceanic plate moves under the continental plate.
The oceanic plate is subducted. It is forced down into the trench. The
continental plate is folded upward.
Two continental plates have the same density. When they collide, neither
plate is forced downward. The edges of these plates fold upward. Mountains
are formed.
When two oceanic plates run into each other, one is forced under the
other. This forms a deep trench. The crust of the subducted plate melts. The
magma flows upward. Volcanoes are formed.
Plates move in different directions and at different speeds. These
differences cause other events to occur. Scientists believe that they sometimes
run together and form one large plate. Other plates break apart. Still others
might be subducted into a trench and disappear.
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What does all this plate movement mean for our earth? Scientists believe
that more than 500 million years ago, the land masses were many different
small fragments. Later they moved together to form one large mass. This was
the continent Wagener called Pangaea. It was surrounded by one large ocean.
Scientists believe this large mass then broke into two large continents.
Over time they broke apart into the continents we know today. Many scientists
think that the continents are moving at a rate of one to five centimeters per
year.
In about fifty million years, the Atlantic and Indian Oceans will become
larger. The Pacific will shrink. Africa and Australia will join Asia once again. If
this happens, the earth will look very different than it does today.
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Background Information
Rock can be defined as a naturally occurring solid mixture of organic
matter and one or more minerals. Certain geological processes act on rock
physically and chemically to create and destroy it and they have been doing so
continuously throughout Earth's history. The set of processes by which new
rock forms from old rock material is called the rock cycle.
The location of a rock on Earth determines which natural forces impact it
and cause it to change. For example, rock at Earth's surface is primarily
affected by forces of weathering and erosion. Deep inside Earth, however, rocks
change because of extreme heat and pressure.
All of Earth's rock types fall
into one of three categories — igneous, sedimentary, or metamorphic. These
names describe the manner in which the various types of rock form. Igneous
rocks solidify from a hot, molten state. Some igneous rocks, such as granite,
cool slowly beneath the ground and have relatively large crystals. Others, like
basalt, form above the surface when molten lava cools rapidly, and they have
small crystals.
Sediments form when mineral grains are eroded from surface rock. Wind
or water transports the sediments down mountains and hills, and eventually
loosely deposits them on level ground or the seafloor. Over time, a layer of
sediment is compacted by the mounting pressure and heat from subsequent
overlying layers. As air and water are squeezed from their pore spaces, the
sediment grains are cemented together, or lithified, to form a solid — though
brittle — rock. This rock is called sedimentary rock. Sandstone and shale are
two types of sedimentary rock.
When large pieces of Earth's crust collide at tectonic plate boundaries,
some rock gets forced downward. Once inside Earth, this rock is transformed by
heat and pressure as the mineral grains recombine to form new rock. This type
of rock is, metamorphic rock. Given the right conditions, each rock type can be
transformed directly into any of the others. Sedimentary rock can form when
either igneous or metamorphic rock is brought to the surface and subjected to
weathering and erosion, and the resulting sand and clay grains are carried away
by rivers and deposited downstream. Metamorphic rock can form when either
igneous or sedimentary rock is exposed to heat and pressure. And if either
sedimentary rock or metamorphic rock is buried deep enough that it melts, the
magma created from this rock can rise and cool to form igneous rock. In
addition, each rock type can also be transformed into another rock of the same
category if subjected to these processes.
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Narrative Input
Based on “Hawaii: Legend of Pele”
By: Kristine Olquin
There once was a young goddess named Pele. Pele was the goddess of
fire. She lived with her mother and father and brothers and sisters on the island
of Tahiti. As you can imagine, the goddess of fire, Pele, had a bad temper. She
was always fighting with her sister, the goddess of the sea.
Pele’s rivalry with her sister hit a boiling point when Pele betrayed her
sister’s trust. Pele angered her sister so much that she had her father send Pele
away from her island home of Tahiti. Led by her brother, the shark god, Pele
set out in her canoe to find a new home.
Pele paddled and paddled. She paddled for many days and many nights.
Pele thought “she could not paddle another day.” Just then she saw the island
of Ni’ihau. Pele took out her o’o or digging stick and began to dig a hole for her
new home. Pele needed a very deep hole for her fire. Pele could not dig a hole
deep enough on Ni’ihau so she got back into her canoe and set off again to look
for a new home.
Pele didn’t have to paddle very far. She landed on the island of Kauai.
Kauai was a better island for her home. She took out her o’o and began to dig
in the mountains of Kauai. What Pele didn’t know was that her angry sister, the
goddess of the sea, was chasing her. Once Pele was finished digging a hole for
her home, her sister sent up huge waves to flood Pele’s home. Pele thought “I
can not live on Kauai; the mountains are just not high enough.” So Pele got
back into her canoe and set off again to look for a new home.
Pele paddled and paddled. She came upon the island of Oahu. Pele
thought “this island is perfect.” Pele took out her o’o and began to dig a hole
for her home. As soon as she was done, her sister found her again and sent
waves high into the mountains and flooded Pele’s new home. Pele was forced
to leave yet another island home. So Pele got back into her canoe and set off
again to look for a new home.
Pele paddled to the islands of Molokai, Lanai, and Maui. Every time she
began to dig a new home with her o’o, her angry sister would send waves high
into the mountains to flood Pele’s home. Pele became frustrated and thought,
“She would never be able to get away from her angry sister.” So Pele got back
into her canoe and set off again to look for a new home.
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Pele was very sad; she thought, “She would never find a new home.” Two
days later, she found the biggest island yet. It was the big island of Hawaii.
Hawaii had very tall mountains. Pele just knew that this was the perfect island
for her new home. She got out of her canoe and climbed the high mountains of
Hawaii and began to dig. Pele dug deep, really deep, with her o’o. Pele’s sister
was still angry and sent wave after wave up the mountain to try to flood Pele’s
home. But the mountains were just too tall. The water could not reach the top
of the mountain. Pele thought to herself, “At last, I have finally found a new
home here on the big island of Hawaii.”
Pele is thought of by the Hawaiian people as “the most loved and
respected goddess.” As long as her volcano continues to erupt, Pele will be in
the hearts of the Hawaiian people.
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Yes Ma’am Chant
Are you a mineral?
Are you a mineral?
How do you know?
And what do you do?
Give me some examples.
Give me some examples.
Yes ‘Ma’am
Yes Ma’am
I form in the mantle.
I streak, sparkle or scratch.
Diamond, copper
Graphite, silver
Are you igneous rock?
Are you igneous rock
How do you know?
And what do you do?
Give me some examples.
Give me some examples.
Yes Ma’am
Yes Ma’am
I start as magma.
I melt then cool.
Basalt, obsidian
Granite, pumice
Are you sedimentary rock?
Are you sedimentary rock?
How do you know?
And what do you do?
Give me some examples.
Give me some examples.
Yes Ma’am
Yes Ma’am
I am weathered.
I compress my layers.
Limestone, salt
Sandstone, shale
Are you metamorphic rock?
Are you metamorphic rock?
How do you know?
And what do you do?
Give me some examples.
Give me some examples.
Yes Ma’am
Yes Ma’am
I can change all rock..
I change by heat and pressure.
Marble, gneiss
Quartzite, slate
By F. Ligman
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The Earth’s Interior Bugaloo
We live on Earth and we’re here to say
It includes three layers and that’s O.K.
First is the crust, it’s very thin
It’s made of rock and that’s where we live.
Crust, Mantle, Core too,
Doing the Earth’s Interior Bugaloo
The middle layer is called the mantle
It’s made of solid rock that is until
When it gets close to the center, it gets very hot,
That is where the heat makes it soft
Crust, Mantle, Core too,
Doing the Earth’s Interior Bugaloo
The core in the center and has two parts
It is made of iron and is very hard
However, the outer core is not solid,
The molten iron is now a liquid.
Crust, Mantle, Core too,
Doing the Earth’s Interior Bugaloo
By F. Ligman
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The Earth’s Exterior Bugaloo
There are 12 plates on our crust,
They are always moving and sometimes bust!
They float on the Earth’s soft mantle,
The plates fit together like a puzzle.
Sliding, Pulling apart, Colliding too,
Doing the Earth’s Exterior Bugaloo
Moving slowly, a few centimeters a year
They create some magnificent landforms here,
Energy is released when plates collide,
Volcanoes erupt and mountains rise.
Sliding, Pulling apart, Colliding too,
Doing the Earth’s Exterior Bugaloo
When the giant plates pull apart,
Big valleys dotted with volcanoes start,
When plates slide past each other
They shake the Earth and create a disaster!
Sliding, Pulling apart, Colliding too,
Doing the Earth’s Exterior Bugaloo
By F. Ligman
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Soil Here, Soil There
Soil Here, Soil There
Soil, Soil Everywhere
Top soil weathering
Sub soil breaking
Dark soil absorbing
And rich soil giving us crops
Soil in the crust
Soil beneath the rocks
Soil within the roots
Soil under our feet
Soil Here, Soil There
Soil, Soil Everywhere
Soil! Soil! Soil!
By F. Ligman
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Geologist Cadence
I just know what I’ve been told
Geologists are worth their weight in gold
Studying Earth’s rocks and soil constantly
So we will know Earth’s history
Sound Off……Geologists
Sound Off……. Earth Experts
Sound Off….1…2..3…4…They Rock!!
They analyze samples of our Earth’s core
Conducting experiments is never a bore
The data found helps many companies
Like NASA, builders oil refineries
Sound Off……Geologists
Sound Off……. Earth Experts
Sound Off….1…2..3…4…They Rock!!
After an Earthquake or volcano hits,
People depend on the geologist for tips.
They know why, when and how it struck
Without them we would be out of luck!
Sound Off……Geologists
Sound Off……. Earth Experts
Sound Off….1…2..3…4…They Rock!!
By F. Ligman
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Project GLAD
Our Changing Earth
Home-School Connection #1
We have been studying the ways our Earth changes. One way is an
Earthquake. Discuss with your family any experience(s) they have
had with Earthquakes. Talk about where you were, what you did to
be safe. Write and sketch about it.
Student’s Name ____________ Adult Signature ________
Project GLAD
Our Changing Earth
Home-School Connection #2
We have been studying the ways our Earth changes. Another way is a
volcano. Discuss with your family any experience(s) they have had
with Volcanoes. Have you ever visited one? What do you know about
it? Sketch and write your response.
Student’s Name ____________ Adult Signature ________
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Project GLAD
Our Changing Earth
Home-School Connection #3
Collect Interest pieces about volcanoes, earthquakes, mountains or
canyons to share with the class.
Student’s Name ____________ Adult Signature ________
Project GLAD
Our Changing Earth
Home-School Connection #4
We have been studying the ways our Earth changes. When an
earthquake or a volcano occurs, it causes a great disaster. Many
books and movies are based on these movements in the Earth’s
surface. Interview someone in your family about a disaster book or
movie they have seen. Describe it and sketch it.
Student’s Name ____________ Adult Signature ________
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Proyecto GLAD
Cambios de Nuestra Tierra
Conección #1 Casa – Escuela
Hemos estado estudiando los differentes cambios de la tierra. Una forma es los
terremotos. Dissute con tu familia alguna experiencia(s) que ellos hayan tenido
con terremotos. Habla acerca de dóndes estabas, qué hiciste para estar a salvo.
Escribe un bosquejo acerca de ello. Escribe un bosquejo acerca de ello.
Estudiante
Firma de un Adulto
Proyecto GLAD
Cambios de Nuestra Tierra
Conección #2 Casa – Escuela
Hemos estado estudiando los differentes cambios de la tierra. Una forma es los
volcanes. Discute con tu familia alguna experiencia(s) que ellos hayan tenido con
volcanes. ¿Has visitado alguno algun vez? ¿Qué sabes acerca de ellos? Escribe y
has un bosquejo de tu repuesta.
Estudiante
Firma de un Adulto
Changing Earth Level 4 CA
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Proyecto GLAD
Cambios de Nuestra Tierra
Conección #3 Casa – Escuela
Colecta piesas interesantes acerca de volcanes, terremotos, montañas o
cañones para compartir con la clase.
Estudiante
Firma de un Adulto
Proyecto GLAD
Cambios de Nuestra Tierra
Conección #4 Casa – Escuela
Hemos estado estudiando los differentes cambios de la tierra. Cuando un
terremoto o un volcán ocurre, causa un gran desastre. Muchas películas y libros
están basadas en estos movientos de la superficie de la tierra. Entrevista a
alguien en tu familia acerca de algún desastre que ellos hayan visto o leído en
algún libro o alguna película. Decribelo y has bosquejo.
Estudiante
Firma de un Adulto
Changing Earth Level 4 CA
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Sedimentary Rocks
Description
The word sedimentary means “settling.” A sedimentary rock is any rock composed of
sand, gravel, mud, or pebbles. Sedimentary rocks are usually formed in water and cover 75%
of the Earth’s land area.
Formation
Sedimentary rocks are formed from pre-existing rocks. For thousands, even millions of
years, little pieces of our earth have been eroded, broken down and worn away by wind and
water. These little bits of our earth are washed downstream where they settle to the bottom
of the rivers, lakes, and oceans. Layer and layer of eroded earth are deposited on top of
each. These layers are pressed down more and more through time, until the bottom layers
slowly turn into rock.
Classification/Type
Sedimentary rocks can be broken into two major classifications: Clastic and NonClastic. Clastic rocks are formed from individual sediment particles. These particles are
usually too small to see without a microscope. Non-Clastic rocks are formed by chemical
reactions, chiefly in the ocean. These particles are usually crystalline and are easy to see.
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Uses
Sedimentary rocks have many uses. Today we make windowpanes, dishes, and
eyeglasses from ground sandstone or limestone. These rocks are heated with other materials
until they melt. When the mixture cools, it is clear enough to see through.
Interesting Facts
You probably can’t imagine eating sedimentary rocks, but they make your French fries
taste better. Table salt is ground salt which is a sedimentary rock.
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Igneous Rocks
Description
Igneous means ‘fire.’ All igneous rocks start deep in the earth as hot, fiery magma.
Igneous rocks are the most common material in the Earth’s crust.
Formation
Igneous rocks are formed when melted rock hardens. Igneous rocks can form either
underground or above ground. Underground, they form when the melted rock, called
magma, deep within the earth, cools and hardens slowly. Above ground igneous rocks are
formed as lava cools above the ground.
Classification/Type
Igneous rocks are classified into two main categories according to the way they were
formed: Intrusive or Extrusive. Intrusive rocks form from magma deep inside the earth.
These rocks cool slowly, have a coarse texture, and large crystals. Igneous rocks that form
from lava are called Extrusive rocks. Extrusive rocks cool quickly, has a glassy texture, and
small crystals.
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Uses
People use igneous rocks in many ways. Most of the roads and parking lots in the
United States are paved with crushed basalt. Curbs are also built with basalt. Sculptures,
tombstones, and buildings are made from the igneous rock, granite.
Interesting Facts
The volcanic rock, pumice is the only rock that will float on water. It is also used for
rubbing away dead skin.
Changing Earth Level 4 CA
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Metamorphic Rocks
Description
The word metamorphic means “changed.” Metamorphic rocks are any rocks that have
been changed by heat, pressure, or a combination of these forces.
Formation
Metamorphic rocks can form from any kind of rock: sedimentary, igneous, or even
other metamorphic rocks. High heat and great pressure can change the texture of rock, they
way it looks and feels. They can also change the form of minerals that make up the rock.
These changed rocks are called metamorphic rocks.
Classification/Type
Metamorphic rocks are classified according to their texture and mineral. The textures
of metamorphic rocks are classed into two categories: non-foliated and foliated. Non-foliated
rocks usually do not display layers. While rocks classified as foliated have distinct layering.
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Uses
Many of the qualities of metamorphic rocks make them very useful for building and
construction. Slate is used for roofing in some areas because it breaks easily into thin slabs
and it is waterproof and fireproof. It is also used on gravestones.
Interesting Facts
Washington D.C., our nation’s capital is a city full of monuments and memorials which
honor the great men and women who helped shape our great nation. The Washington
Monument and Lincoln Memorial are two of the most visited monuments in Washington D.C.
Both of these monuments were made out of marble, a metamorphic rock.
Changing Earth Level 4 CA
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Minerals
Description
Minerals are the basic components of rocks. To be classified as a mineral it must have
certain features. A mineral is naturally occurring, inorganic, and solid, with a definite
chemical composition and crystal structure.
Formation
Minerals form in many ways. Some minerals, form in the Earth’s mantle and others
form at or near the Earth’s surface. Water also plays a role in forming minerals; when hot,
mineral-rich water moves slowly through cracks in Earth’s crust, mixing other minerals before
it cools and evaporates.
Classification/Type
Some properties scientist uses to identify minerals are: color, luster, streak, and
hardness. Color is the shade of a mineral. Luster describes the way the surface of a mineral
reflects light. A metallic luster is shiny. A nonmetallic luster looks dark or dull. Streak is the
color of a powder left behind when you rub a mineral against a white tile called a streak
plate. Hardness is a mineral’s ability to resist being scratched. Mohs’ hardness scale, list a
mineral’s hardness from 1 to 10. A mineral with a higher number on the scale can scratch a
mineral with a lower number.
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Uses
Minerals are very useful and valuable. The glass in windows is produced from mineral
called silica. Farmers use minerals such as potassium and sodium to fertilize their fields.
Fertile fields produce more foods. Minerals diamonds, rubies, sapphires, and emeralds are
made into jewelry.
Interesting Facts
What puts the BANG in Fireworks? Every year on Independence Day, Americans all
around the country are drawn to spectacular fireworks displays. But what makes the colors,
lights and sounds so vivid? Each color in a fireworks display is produced by a specific mineral.
Mineral elements taken from Earth provide the colors for fireworks.
Changing Earth Level 4 CA
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Interest Questions
1. What are the three layers of the Interior Earth?
2. What are rocks?
3. How are rocks classified?
4. What are the 4 types of Plate Movement?
5. How does soil form?
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Project GLAD
Science Experiments
Soil Examination
Materials: (1 per student) paper plates, magnifying glasses, skewer sticks or long tooth
picks and a sample of soil from a yard. *not potting soil.
Procedure:
 Students hypothesize what they predict they will find in the soil and enter in their
learning log.
 Then, students use magnifying glass and sticks to examine soil.
 They record their findings in learning log.
Soil Layers
Materials: soil sample from previous experiment, (1 per team) newspaper, wide-mouth
glass or plastic jar and water.
Procedure:
 Team covers desk area with newspaper. Each member contributes his/her soil
sample to the jar.
 Add water until jar is almost full. Tightly screw on lid until jar is closed tightly.
 Shake the jar vigorously to mix the water and soil well.
 Make a hypothesis about what will happen in learning log.
 Leave over night.
 Record findings the next day in learning log.
Earth’s Layers
Materials: (1 or 2 per team) Hostess Snowballs, clear straws cut in half and paper plates.
Procedure:
 Distribute Hostess Snowballs. Tell students they are going to be geologists and take
a core sample of the Earth. The snowball represents half the Earth.
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 With a straw they are going to take a sample of the Earth all the way to the center or
core. They stick the straw into the snowball and carefully slide it out.
 Then they can see that there are 3 layers. The white center is the core. The
chocolate cake is the mantle. The white or pink outside is the inner and outer crust.
They can also see that the mantle is the largest layer and the crust is truly the
thinnest.
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