Grade 4 Science, Quarter 3, Unit 3.1. Earth Materials. Overview

Grade 4 Science, Quarter 3, Unit 3.1 Earth Materials Overview Number of instructional days: 7 (1 day = 45 minutes) Content to be learned Describe, compare, sort, and classify rocks, soils, and minerals by similar and different physical properties. Record and analyze observations/data about physical properties. Cite evidence to support why rocks, soils, or minerals are classified/not classified together. Identify the four basic materials of Earth (water, soil rocks, air). Determine and support explanations of the uses of earth materials. Explain how the characteristics of earth materials lend themselves to specific uses. Essential questions In what ways can you identify, describe, sort, and classify? Science processes to be integrated Use physical properties to describe, compare, sort, and classify objects. Make and record observations and data. Cite evidence to support classification of objects. Identify, determine, and explain the uses of materials based on their physical properties. How can you use earth materials? 25

Grade 4 Science, Quarter 3, Unit 3.1 Earth Materials (7 days) Written Curriculum Grade-Span Expectations ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes. ESS1 (K-4) INQ 1 Given certain earth materials (soils, rocks or minerals) use physical properties to sort, classify, and describe them. ESS1 (3-4) 1 Students demonstrate an understanding of earth materials by 1d identifying the four basic materials of the earth (water, soil, rocks, air). 1a describing, comparing, and sorting rocks, soils, and minerals by similar or different physical properties (e.g., size, shape, color, texture, smell, weight, temperature, hardness, composition). 1b recording and analyzing observations/data about physical properties (e.g., within a grouping, which characteristics are the same and which are different). 1c citing evidence (e.g., prior knowledge, data) to support why rocks, soils, or minerals are classified/not classified together. ESS1 (K-4) FAF -6 Given information about earth materials explain how their characteristics lend themselves to specific uses ESS1 (3-4) 6 Students demonstrate an understanding of properties of earth materials by 6a determining and supporting explanations of their uses (e.g., best soils to grow plants, best building material for a specific purposes, determining which rock size will best prevent erosion). Clarifying the Standards Prior Learning In grades K 2, students described, compared, and sorted rocks and soils using similar or different physical properties, and they used attributes of properties to state why objects were grouped together. They recorded observations and data about physical properties and conducted tests on how different soils retain water. Students also identified which materials are best for different uses. In grade 3, students identified the four basic materials of Earth (water, soil, rocks, air), and they recorded and analyzed observations and data about physical properties. Current Learning At the developmental level to drill-and-practice level of instruction, students demonstrate an understanding of earth materials by identifying the four basic materials of Earth (water, soil, rocks, air). They demonstrate an understanding of earth materials by describing, comparing, and sorting minerals by similar or different physical properties (e.g., color, texture, smell, temperature, hardness, composition) 26

Grade 4 Science, Quarter 3, Unit 3.1 Earth Materials (7 days) and cite evidence (e.g., prior knowledge, data) to support why minerals are classified/not classified together. Students also record and analyze observations/data about physical properties within a grouping. At the reinforcement level to drill-and-practice level of instruction, students describe, compare, and sort rocks and soils by similar or different physical properties (e.g., size, shape, color, texture, smell, weight, hardness, composition) and cite evidence (e.g., prior knowledge/data) to support why rocks and soils are classified/not classified together. They record and analyze observations/data about physical properties (e.g., which characteristics are the same and which are different). In addition, students demonstrate an understanding of earth materials by determining and supporting explanations of the uses of earth materials, based on their physical properties. Students have prior experience with some of the content vocabulary; however, during this unit of study, students understand the following terms: physical properties, minerals, hardness, luster, and composition. In the classroom, students need multiple experiences observing rocks and a wide variety of minerals. They should use their senses and science tools (e.g., hand lenses, tape measures, balances, scratch plates) to determine the physical properties (e.g., size, shape, color, texture, smell, weight, temperature, hardness, composition) of rocks and minerals. Then, students need opportunities to sort and classify earth materials using these physical properties. Additionally, they can use technology to investigate and learn more about rocks and minerals using websites such as geology.about.com/library/bl/images/blrockindex.htm and geography4kids.com/files/earth_rocktypes.html. To assess student learning, teachers can use the inquiry task released from the 2011 Science NECAP Test. In this task, students observe and record data to determine the size of rock that is appropriate to use in order to prevent erosion. Future Learning In grades 5 and 6, students will identify and describe the layers of Earth. They will plot the location of volcanoes and earthquakes and explore the relationship between the location of these phenomena and faults. Students will represent the processes of the rock cycle in words, diagrams, and models, and they will cite evidence and develop a logical argument to explain the formation of rock, given its characteristics and location. Additional Findings In studying the use of earth materials, primary students learned that people burn fuels such as wood, oil, coal, and natural gas or use electricity to cook their food and warm their houses. (Atlas of Science Literacy, Vol. 2, p. 23) In grades 3 5, students should become adept at using magnifiers to inspect a variety of rocks and soils, not to classify rigorously, but to notice the variety of components. By the end of grade 5, students should know that rock is composed of different combinations of minerals. Smaller rocks come from the breakage and weathering of bedrock and larger rocks. Soil is made partly from weathered rock, partly from plant remains, and also contains many living organisms. (Benchmarks for Science Literacy, p. 72) Young children are naturally interested in everything they see around them. During the first years in school, students should be encouraged to observe closely the objects and materials in their environment, note their properties, distinguish one from another, and develop their own explanations of how thing become they way they are. Children come to school aware that Earth s surface is composed of rocks, soil, 27

Grade 4 Science, Quarter 3, Unit 3.1 Earth Materials (7 days) and water, but a closer look helps them identify many additional properties of earth materials. By carefully observing and describing properties of many rocks, children begin to see that some rocks are made of a single substance, but most are made of several substances. In the later grades, the substances can be identified as minerals. Understanding rocks and minerals should not be extended to the study of the source of rocks (e.g., sedimentary, igneous, metamorphic) because the origin of rocks and minerals has little meaning to young children. (National Science Education Standards, p. 130) Playgrounds and nearby vacant lots and parks are convenient study sites to observe a variety of earth materials. As students collect rocks and observe vegetation, they become aware that soil varies from place to place in its color, texture, and reaction to water. By planting seeds in a variety of soil samples, they can determine the effect of different soils on plant growth. It is important for students to understand that varied earth materials have different properties that make them useful in many different ways as building materials, as sources of fuel, or for growing the plants used as food. Soils have properties of texture and color, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply. (National Science Education Standards, pp. 130 and 134) Appropriate use of content-specific vocabulary might be challenging for some students during this unit of study. In science, although the word material is used to designate any kind of matter or stuff that can be observed or detected in the world around them, children may initially use the word to mean those things that are required to make objects (e.g., fabrics for clothing, bricks for building). When studying materials, pupils are expected to develop skills in classifying not only several types of materials encountered daily but also the changes the materials undergo. (Making Sense of Secondary Science, pp. 73 and 78) Challenges/Misconceptions Children recognize rocks by their weight, hardness, color, and jaggedness. They tend to apply the word rock intuitively and often to mineral samples. Children often describe rocks as large, heavy, and jagged, while smaller fragments are described as stones. Rocks are also often regarded as composed of only one substance, with consequent difficulty in recognizing samples such as granite as rock. Children are also often confused when deciding whether a sample is natural or not. House brick might be regarded as a rock because it contains some natural material, while a cut-and-polished piece of marble might not be considered a natural rock because to be natural it must be untouched by mankind. Additionally, many children do not associate minerals with rocks; they are most likely to think of mineral water, minerals and vitamins, or mineral resources. (Making Sense of Secondary Science, p. 112) In regards to the nature of soil, students often think that soil is just dirt or stuff in the ground. Children all seem to agree that soil is a medium that is useful for plant growth. Students are aware that there are living organisms in the soil; however, they seem to be largely unaware of the role of living organisms or of the identity of these organisms in soil. A widely held notion is that soil is the precursor of rock and that it changes to rock in the sequence of soil-clay-rock. (Making Sense of Secondary Science, p. 114) 28

Grade 4 Science, Quarter 3, Unit 3.1 Earth Materials (7 days) Websites Notes About Resources and Materials http://www.ride.ri.gov/assessment/necap_materials.aspx NECAP released items: 2008, #4; 2010, #5; released tasks: 2010, Sand Movers; 2011, Soil and Water http://garfield.wyandotte.org/knappd/rock cycle webquest/index.htm www.geography4kids.com/files/earth_rocktypes.html www.learner.org/interactives/rockcycle/types.html http://pbskids.org/zoom/activities/sci www.brainpop.com www.discoveryeducation.com Books Science Essentials Elementary Level, Jossey-Bass Teacher, Mark J. Handwerker, Lessons 46 50 If You Find a Rock by Peggy Christian Rocks: Hard, Soft, Smooth, and Rough by Natalie M. Rosinky Rocks and Minerals (an Eye Wonder book) More Picture-Perfect Science Lessons by Karen Ansberry and Emily Morgan Hands-on Science Activities for Grades 3 4 by Marvin Tolman Differentiated Lessons and Assessments Science, Teacher-Created Resources, Grade 4 Activities I Have, Who Has? Science Grades 3 5 by Creative Teaching Press Hands-on Earth Science Activities for Grades K 6 by Marvin Tolman o o Activities Make a Rock Collection: Go on a rock-collecting expedition and gather 10 different rocks; sort and display them according to luster, hardness, size, Testing the Hardness of Minerals: Use 10 different minerals (talc, gypsum, calcite, fluoride, apatite, feldspar, quartz, topaz, corundum, diamond). Use different scratching instruments such as a penny, nail, plastic knife, metal nail file Have students scratch the minerals and record their findings. Apple Valley Minerals, Smithfield, RI 29

Grade 4 Science, Quarter 3, Unit 3.1 Earth Materials (7 days) 30

Grade 4 Science, Quarter 3, Unit 3.2 Weathering and Erosion Overview Number of instructional days: 14 (1 day = 45 minutes) Content to be learned Conduct investigations and use observational data to describe how water moves rocks and soils. Draw conclusions about how water interacts with earth materials. Investigate how local landforms have been shaped and reshaped by wind, water, and ice. Use or build models to simulate the effects of how wind and water shape and reshape the land. Explain how wind, water, or ice have shaped and reshaped the land. Identify sudden and gradual changes that affect Earth. Determine and support explanations of the uses of earth materials. Essential questions How have wind, water, or ice shaped and reshaped local landforms? How can wind, water, or ice shape and reshape Earth? Science processes to be integrated Conduct investigations, make observations, record data, and draw conclusions. Use or build models to simulate the interactions between structures and processes within earth systems. Construct explanations and draw conclusions based on observations and data. Use observational data to identify and describe changes that occur over time. How do models help you understand processes that shape Earth? 31

Grade 4 Science, Quarter 3, Unit 3.2 Weathering and Erosion (14 days) Written Curriculum Grade-Span Expectations ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes. ESS1 (K-4) NOS 3 Explain how the use of scientific tools helps to extend senses and gather data about weather. (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches). ESS 1(3-4) 3 Students demonstrate an understanding of how the use of scientific tools helps to extend senses and gather data by 3a explaining how the use of scientific tools helps to extend senses and gather data about weather (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches). ESS1 (K-4) INQ+SAE 4 Explain how wind, water, or ice shape and reshape the earth. ESS1 (3-4) 4 Students demonstrate an understanding of processes and change over time within earth systems by 4a investigating local landforms and how wind, water, or ice have shaped and reshaped them (e.g. severe weather). ESS1 (3-4) 4 Students demonstrate an understanding of processes and change over time within earth systems by 4b using or building models to simulate the effects of how wind and water shape and reshape the land (e.g., erosion, sedimentation, deposition, glaciation). ESS1 (K-4) INQ 2 Use results from an experiment to draw conclusions about how water interacts with earth materials (e.g., percolation, erosion, frost heaves). ESS1 (3-4) 2 Students demonstrate an understanding of processes and change over time within earth systems by 2a conducting investigations and using observational data to describe how water moves rocks and soils. 32

Grade 4 Science, Quarter 3, Unit 3.2 Weathering and Erosion (14 days) ESS1 (K-4) INQ+SAE 4 Explain how wind, water, or ice shape and reshape the earth. ESS1 (3-4) 4 Students demonstrate an understanding of processes and change over time within earth systems by 4c identifying sudden and gradual changes that affect the Earth (e.g., sudden change = flood; gradual change = erosion caused by oceans). ESS1 (K-4) FAF -6 Given information about earth materials explain how their characteristics lend themselves to specific uses ESS1 (3-4) 6 Students demonstrate an understanding of properties of earth materials by 6a determining and supporting explanations of their uses (e.g., best soils to grow plants, best building material for a specific purposes, determining which rock size will best prevent erosion). Clarifying the Standards Prior Learning In grades K 2, student learning in earth science focused on physical properties of earth materials. Students described, compared, and sorted rocks and soils using similar or different physical properties, and they used attributes of properties to state why objects were grouped together. They recorded observations and data about physical properties. Students demonstrated an understanding of processes and change over time within earth systems by conducting tests on how different soils retain water, and they demonstrated an understanding of properties of earth materials by identifying which materials are best for different uses. In grade 3, students identified the four basic materials of Earth (water, soil, rocks, air), and they recorded and analyzed observations and data about physical properties. Current Learning At the developmental level to drill-and-practice level of instruction, fourth graders build and use models to simulate the effects of how wind and water shape and reshape the land, and they investigate how local landforms have been shaped and reshaped by wind and water. Students identify gradual changes that affect Earth (sudden change = flood; gradual change = erosion caused by oceans), and they conduct investigations and use observational data to describe how water moves rocks and soils. Students also determine and explain the uses of earth materials by determining which rock size best prevents erosion. In the classroom, students need multiple opportunities to build and use models in order to conceptually understand how wind and water cause change to the surface of Earth. Students should use stream tables, soil, sand, and water to simulate the effects of moving water (rain, rivers) on rocks and soils. Students should also build and use models to simulate the effects of wind on earth materials. From these experiences, students should begin to understand that moving air and water cause change to Earth s surface and that the stronger or faster the flow of wind or water, the greater the change it causes. In addition, students need opportunities to observe ways in which erosion is prevented. Plants, gravel, and other materials are often used to slow or stop the effects of moving wind and water on land. Students can use gravel and small rocks in their models to prevent erosion, and they then can look for examples of 33

Grade 4 Science, Quarter 3, Unit 3.2 Weathering and Erosion (14 days) rocks and plants used to prevent erosion in their own environment. To assess student learning, teachers can use inquiry tasks and test items released from NECAP Science Assessments (see the Additional Resources section). Students have prior experience with some of the content vocabulary; however, during this unit of study, students understand the following terms: weathering, erosion, deposition, glaciation, sedimentation, percolation, and frost heaves. Future Learning In grades 5 and 6, students will identify and describe the layers of Earth. They will plot the location of volcanoes and earthquakes and explore the relationship between the location of these phenomena and faults. Students will represent the processes of the rock cycle in words, diagrams, and models, and they will cite evidence and develop a logical argument to explain the formation of rock, given its characteristics and location. Additional Findings Some foundational understandings that students need to be successful in this unit include the understanding that change happens to many things. Change can be steady and repetitive or irregular, and some changes happen so slowly or so quickly that they are difficult to observe. (Atlas of Science Literacy, Vol. 1, p. 51) Young children are naturally interested in everything they see around them. During the first years in school, they should be encouraged to observe closely the objects and materials in their environment, note their properties, distinguish one from another, and develop their own explanations of how things became they way they are. As children become more familiar with their world, they can be guided to observe changes. They should have opportunities to observe rapid changes such as movement of water in a stream as well as gradual changes such as the erosion of soil. (National Science Education Standards, p. 130) Playgrounds and nearby vacant lots and parks are convenient study sites to observe a variety of earth materials. If they revisit study sites regularly, children develop an understanding that Earth s surface is constantly changing. They can also simulate some changes (e.g., erosion) in a small tray of soil or a stream table and compare their observations with photographs of similar, but larger scale, changes. Students should understand that the surface of Earth changes. Some changes are due to slow processes such as erosion and weathering, and some changes are due to rapid processes such as landslides, volcanic eruptions, and earthquakes. (National Science Education Standards, pp. 130 and 134) During grades 3 5, students should accumulate more information about the physical environment, becoming familiar with the details of geological features and observing and mapping locations of local landforms such as hills, valleys, and rivers, but without elaborate classification. Students should also use magnifiers to inspect a variety of rocks and soils to notice the components that make up these earth materials. (Benchmarks for Science Literacy, p. 72) Students should also observe elementary processes of the rock cycle weathering, erosion, and deposition. Students need concrete, hands-on experiences to gain understanding of these concepts. They can build and use models to demonstrate how wind and water shape and reshape the land and how forces on materials can make wrinkles, folds, and faults. Stream tables, sand tables, and rock tumbles are examples of models that can help students build a conceptual understanding of earth processes, including weathering and erosion. Later, students can connect the features to the processes and build explanations 34

Grade 4 Science, Quarter 3, Unit 3.2 Weathering and Erosion (14 days) of how the features came to be and are still changing. By the end of grade 5, students should know that waves, wind, water, and ice shape and reshape Earth s land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in seasonal layers (Benchmarks for Science Literacy, p. 72) 35

Grade 4 Science, Quarter 3, Unit 3.2 Weathering and Erosion (14 days) Websites Notes About Resources and Materials www.ride.ri.gov/assessment/necap_materials.aspx NECAP released items: 2008, #5, #6; 2009, #4, #5; 2010, inquiry task: Sand Movers; 2011, #4, #6 http://pbskids.org/zoom/activities/sci www.brainpop.com www.discoveryeducation.com http://kidsgeo.com/geology-for-kids/0060-weathering.php http://science-class.net/geology/weathering_erosion.htm http://science.pppst.com/erosion.html www.uen.org/lessonplan/preview?lpid=16254 (includes some activities on weathering and erosion) http://userpages.bright.net/~double/erode.htm (includes some activities on weathering and erosion) www.onegeology.org/extra/kids/earthprocesses/weathering.html http://ilovescience.ihmc.us/activities/weatheringanderosion/weatheringanderosion.pdf Books Differentiated Lessons and Assessments Science, Teacher-Created Resources, Grade 4, Unit 4, Water and Weather Hands-on Science Activities for Grades 3 4 by Marvin Tolman (Topic 2) Cracking Up: A Story About Erosion by Jacqui Bailey Erosion: Changing Earth s Surface by Robin Koontz Geography From A to Z: A Picture Glossary by Jack Knowlton The Beginning of The Earth by Franklyn M. Branley The Magic School Bus Inside The Earth by Joanna Cole Surtsey: The Newest Place On Earth by Kathryn Lasky The Rock by Peter Parnall Science Essentials Elementary Level, Jossey-Bass Teacher, Mark J. Handwerker I Have, Who Has? Science Grades 3 5 by Creative Teaching Press Hands-on Earth Science Activities for Grades K 6 by Marvin Tolman 36