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Earth Science Unit

Earth Science Unit. Casey Woods. Essential Questions:. Day 1— How are rocks and minerals alike and different? Day 2— How do the Earth’s structures help us learn about rocks and minerals? Day 3— How are rocks formed?

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Earth Science Unit

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  1. Earth Science Unit Casey Woods

  2. Essential Questions: • Day 1— How are rocks and minerals alike and different? • Day 2— How do the Earth’s structures help us learn about rocks and minerals? • Day 3— How are rocks formed? • Day 4— Are all rocks and minerals hard and strong? Why is hardness an important property for identifying rocks? • Day 5— How are rocks a part of our everyday life?

  3. Georgia Performance Standards – • S3E1. Students will investigate the physical attributes of rocks and soils. • a. Explain the difference between a rock and a mineral. • b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness). • d. Determine how water and wind can change rocks and soil over time. • S3CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters. • Observe and describe how parts influence one another in things with many parts.

  4. NSEA Standards: • A. Recommendations for Elementary Generalists • A.1. Elementary teachers without a science specialization should be prepared to teach science • with a strong emphasis on observation and description of events, manipulation of objects and • systems, and identification of patterns in nature across subjects. They should be prepared to • effectively engage students in concrete manipulative activities that will lead to the development of desired concepts through investigation and analysis of experience. Elementary generalists should be prepared to lead students to understand the unifying concepts of science, including: • 1. Multiple ways we organize our perceptions of the world and how systems organize the • studies and knowledge of science. • 2. Nature of scientific evidence and the use of models for explanation. • 3. Measurement as a way of knowing and organizing observations of constancy and change. • A.4. In the Earth and space sciences, elementary generalists should be prepared to lead students to understand: • 24. Changes in the Earth creating and eroding landforms. • 25. Basic properties of rocks, minerals, water, air, and energy.

  5. 3rd Grade GPS Health Standard(s) • HE3.3: Students will demonstrate the ability to access valid information and products and services to enhance health. • Description: Students will identify valid health information and health-promoting products and services for the prevention, early detection, and treatment of health problems. Third grade students will locate local resources that provide valid health information. • Elements: • a. Describe characteristics of valid health information, products, and services. • Examples: • Describe characteristics of valid sources of health information available on the internet. • Collect and compare health information from the labels of common household items.

  6. Lesson 1—Rock Classification

  7. Teacher will explain to students that she wants to know what they may or may not know about rocks and minerals so she will give them a pre-assessment. Teacher will read aloud the questions and students will circle their answers. • Teacher will read book and stop at certain points to talk about the physical characteristics of the rocks that Ms. Christian wrote about. Teacher will use vocabulary words (Luster, color, shape, texture, hardness) while describing rocks. Teacher will then have students start explaining the physical characteristics of the rocks. • Teacher will go over once again what luster, shape, size, texture, physical attributes, rocks, and minerals mean. Teacher will explain that the difference between a rock and mineral is that a rock is made up of one or more minerals. A mineral is a substance that is not made by humans and is purely a solid structure. • Students will then go back to tables. They will use the graphic organizer to draw, label, and describe the luster, size, shape, texture, and color of their rocks.

  8. Lesson 2—Earth’s Layers • Students will make a diagram of their candy and label it on their graphic organizer. • Students will then watch the Brain Pop video about the Earth’s Layers. Teacher will stop video at times and discuss the rocks and minerals that are found at the different levels (and also the temperature and pressure). • Teacher will put a picture of the Earth’s layers under the document camera. Students will draw and label it beside their labeled candy on the graphic organizer. • Students will then make two square pieces with their playdough. Teacher will ask them to slowly push the pieces towards each other. Students will observe how the playdough pushes up. Teacher will then remind students of how there are plates under the Earth’s crust and when they come together, they change the way land looks and also change rocks.

  9. Lesson 3—How Rocks Are Formed

  10. Sedimentary Rocks— • Students will put small rocks, soil, sand, and water in a soda bottle. They will shake up bottle for 30 seconds. Then they will write and draw their observations. Teacher will lead a discussion of how the sediments sink to the bottom of the bottle and discuss what “sediments” mean. Teacher will explain that sedimentary rocks are formed at the bottom of lakes, rivers, etc. Students will then look at sedimentary rock samples. • Erosion—Students will make an erosion stream table. They will watch how the water moves rocks, sand, and dirt down the “mountain” and how the sediments pile up at the bottom of the mountain. They will also draw and write down their observations.

  11. Igneous Rocks— • Students will watch these two videos. Teacher will point out the rocks that are around the volcano. Teacher will have students discuss how they think igneous rocks are formed. Discussion will lead to teacher explaining how they are formed. Students will then look at igneous rock samples. • http://www.youtube.com/watch?v=kq7DDk8eLs8http://www.youtube.com/watch?v=aAymSMrOlOQ

  12. Lesson 4—Moh’s Hardness Scale • Teacher will explain that geologists use a “scale” from 1-10 to see which minerals/rocks are the strongest/hardest. Teacher will explain that we will use a penny, a nail, and glass to see if a rock/mineral is hard. Explain that we scratch rocks with a penny, our fingernails, and a nail. If your finger nail doesn’t scratch the rock, then move up to a penny. If a penny doesn’t scratch a rock, move up to glass, if a glass doesn’t scratch the rock, move up to a nail. • Once a rock scratches something, students will need to write down what number they are on according to the hardness scale that is on their papers. • Once they finish testing the rocks, they will do the “Think and Write” part of their lab paper. They will compare the two rocks.

  13. Lesson 5—How Rocks are in Our Food • http://www.scientificamerican.com/article.cfm? id=get-the-iron-out-of-your-breakfast-cereal-bring-science-home ) • Teacher will explain that we are going to see if we can find the iron in our cereal. (Explain that iron is magnetic). • Students will smash up cereal, put it in a bag, put water in it, mix it up. • Then they’ll take a magnet, run it over the bag (bag lays flat on the table) and watch the iron rise to the surface. • If time permits, we will use a different type of cereal and see if it has iron in it, too.

  14. Resources Used:

  15. (Graham Cracker “Plates” from Pinterest—www.thehomeschoolden.blogspot.ca) http://www.pinterest.com/pin/86694361550519391/ http://www.youtube.com/watch?v=kq7DDk8eLs8 http://www.youtube.com/watch?v=aAymSMrOlOQ

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