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PROJECT GLAD Ocean View School District EARTH SCIENCE: THE CHANGING EARTH (Level 4) IDEA PAGES 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. 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 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 Field trip Games Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 1 IDEA PAGES Page 2 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 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 Weathering, erosion, deposition Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 2 IDEA PAGES Page 3 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 3 IDEA PAGES Page 4 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 4 IDEA PAGES Page 5 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 5 IDEA PAGES Page 6 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 6 IDEA PAGES Page 7 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 7 IDEA PAGES Page 8 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 8 IDEA PAGES Page 9 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). Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 9 IDEA PAGES Page 10 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 10 IDEA PAGES Page 11 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 11 IDEA PAGES Page 12 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 12 IDEA PAGES Page 13 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 13 IDEA PAGES Page 14 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 14 IDEA PAGES Page 15 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 15 IDEA PAGES Page 16 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 16 IDEA PAGES Page 17 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 17 IDEA PAGES Page 18 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, 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. 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 18 IDEA PAGES Page 19 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 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 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 19 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 Geologists awards 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 20 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 21 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 22 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 23 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 24 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 25 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 26 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 27 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 28 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 29 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 30 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 31 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 32 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 33 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 34 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 35 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 36 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 37 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 38 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 39 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 40 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 41 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 42 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 43 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 44 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 45 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 46 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 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 47 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 ________ Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 48 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 ________ Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 49 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 Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 50 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 Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 51 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 52 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 53 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 54 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 Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 55 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 56 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 Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 57 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 58 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 Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 59 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 60 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 61 Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 62 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? Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 63 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 64 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. Changing Earth Level 4 CA Kristine Olquin & Francesca Ligman - Ocean View - Project G.L.A.D (07/07) 65