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The Earth’s SurfaceEarth Science/Grade 4

In this unit, students investigate the processes of erosion and weathering through hands-on investigation. They will see how these processes affect the formation of landforms. Students will analyze different types of maps to look for patterns and design a solution to mitigate the effects of an earthquake.

Authors: Jean Bacon, Administrator for Teaching and Learning, North Adams Public SchoolsLindsay Osterhoudt, Science Coordinator, North Adams Public SchoolsKathy Atwood, Grade 3 Teacher, North Adams Public SchoolsTroy Segala, Business Administration Management major, Massachusetts College of Liberal Arts

Revisions made June 2015:Jessica L. Wojcik, Interdisciplinary Studies major, Education major, Social Work minor, Massachusetts College of Liberal ArtsGrace Sullivan, English & Women’s Studies major, Williams College

Table of ContentsThis unit was developed with Race to the Top and National Science Foundation (Grant # 1432591). It should be considered a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year.

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Unit Plan

Lesson 1: What is a Rock?

Lesson 2: Mineral Mystery

Lesson 3: What is Erosion?

Lesson 4: How is Soil Made?

Lesson 5: Is All Soil the Same?

Lesson 6: What is a Physical Map?

Lesson 7: Earthquake and Fault Lines

Unit Resources

CEPA

This unit was developed with Race to the Top and National Science Foundation (Grant # 1432591). It should be considered a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. of 54

Stage 1 Desired Results

[2006] 4-ESS-3 Identify the three categories of rocks (metamorphic, igneous, and sedimentary) based on how they are formed and explain the natural physical processes that create these rocks.

[2006] 3-5 ESS-2 Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties

[2006] 4-ESS-5. Recognize and discuss the different properties of soil, including color, texture (size of particles), ability to retain water and the ability to support the growth of plants.

4-ESS1-1. Construct a claim with evidence that changes to a landscape due to erosion and deposition over long periods of time result in rock layers and landforms that can be interpreted today. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition

MeaningUNDERSTANDINGS UStudents will understand that...

Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.

Earth has changed over time. Understanding how landforms develop, are weathered (broken down into smaller pieces), and erode (get transported elsewhere) can help infer the history of the current landscape.

Rainfall helps to shape the land and affects the types of living things found in a region.

Water, ice, wind, and living organisms break rocks, soils, and sediments into smaller particles and move them around.

The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in

ESSENTIAL QUESTIONS Q

How has Mount Greylock changed over time?


in the formation of the landscape.

4-ESS2-1. Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion by water, ice, wind, and vegetation. [Clarification Statement: Mechanical weathering can include frost wedging, abrasion, and tree root wedging. Erosion can include movement by blowing wind, flowing water, and moving ice.] [Assessment Boundary: Assessment does not include chemical processes.]

4-ESS3-2. Evaluate the design of a solution on its potential to reduce the impacts of an earthquake, flood, tsunami or volcanic eruption on humans.* [Clarification Statement: Examples of solutions could include a proposal for an earthquake resistant building and improved monitoring of volcanic activity.]

patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.

ObjectivesStudents will be able to

1. Describe the different processes by which sedimentary, igneous, and metamorphic rocks form

2. Perform appropriate tests to determine the hardness, color, luster, cleavage, and streak of different minerals.

3. Note differences between rocks and minerals.

4. Use previously recorded data to identify different minerals.

5. Explain how soil is formed through decomposition and weathering.

6. Illustrate the connection between soil formation (e.g. ratios of organic matter to minerals) and its color and texture.

7. Identify what a physical map is and what it consists of.

8. Read scientific maps of mountain ranges, trenches, active volcanoes, and earthquakes.

9. Identify what a physical map is and what it consists of.

10. Read scientific maps of mountain ranges, trenches, active volcanoes, and earthquakes.

Stage 2 – EvidenceThis unit was developed with Race to the Top and National Science Foundation (Grant # 1432591). It should be considered a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. of 54

Evaluative Criteria Assessment EvidenceCEPA: Design an erosion prevention system from a site that is prone to water erosion on Mt. Greylock. Using different barriers such as trees, rocks, and drainage pipes create a situation that prevents the least amount of soil from washing away.

OTHER EVIDENCE: OEPlanet Earth NewspaperJournal entriesClass discussionsPractice MCAS questions

Stage 3 – Learning PlanMaybe prior grade level knowledge assumed?Lesson 1: In this lesson, Science Fellows will encourage students to begin to think like geologists and become acquainted with the eight Science practices. Through class discussion and the “Types of Rocks” song, they will be introduced to metamorphic, sedimentary, and igneous rocks. In groups, they will generate questions about these types of rocks and then have a chance for hands-on exploration with hand lenses and rock kits. At the end of the lesson, they can start answering the essential question for this unit, which will tie their new scientific knowledge to their community: how has Mount Greylock changed over time?

Lesson2: In this lesson, students will perform tests on a collection of minerals to determine which mineral they are. The science fellow and teacher should carefully read over the lesson before teaching to gain a better understanding of the concepts they will need to explain to the students. Students will be creating a chart about the mystery minerals and designing an ad for their rock newspaper portfolio project. Once the hands-on portion of the lesson is completed the classroom teacher should continue working with the students on adding vocabulary words to their vocabulary rings.

Lesson 3: Through the use of a PowerPoint presentation, students will see and identify examples of weathering and erosion. They will then have the opportunity to explore the effects of these phenomena on the environment through three experiments from “Hands on Nature.”

Lesson4: In this lesson students will be exploring a sample of soil. The students will learn the parts of soil by participating in the Human Soil Game. For the rock newspaper portfolio students will be creating a recipe for soil.

Lesson 5: In this lesson, students will learn the difference between different types of soil and the ways in which soil and rocks This unit was developed with Race to the Top and National Science Foundation (Grant # 1432591). It should be considered a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. of 54

are moved around to create landforms. It begins with a discussion of the students’ own backyards in order to engage students in describing the environment. The classroom teacher may want to use this as an opportunity to introduce the vocabulary before the Science Fellows begin the experiment and a more in-depth discussion. The vocabulary will be used to identify the three types of soil (loam, clay, and sand) used in an experiment determining the water retention quality of each. Students will use scientific practices to record the results of this experiment and determine which type of soil is best for planting. Then, the students will use artistic photography of the Berkshires to identify landforms and construct arguments surrounding the weathering, erosion, or deposition that may have caused them to form. The creation of landforms will be modeled using an “ice cube glacier” and Play-Doh.

Lesson 6: The students will learn new vocabulary words and do an activity searching for words they associate with physical maps. Students will also read an article about different types of maps and take a quiz. For the rock newspaper portfolio, students will be creating a physical map of Massachusetts.

Lesson 7: In this lesson students will be learning about natural disasters. They will be thinking about potential ways to protect themselves against natural disasters or ways to lessen the effects by experimenting with volcanoes, earthquakes, and floods. For the rock newspaper portfolio project students will be creating a “How to Survive a [natural disaster] guide.

Adapted from Massachusetts Department of Elementary and Secondary Education’s Model Curriculum Unit Template. Originally based on Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe. Used with Permission July 2012


Lesson #1: What is a Rock?BACKGROUNDOverview of the Lesson

In this lesson, Science Fellows will encourage students to begin to think like geologists and become acquainted with the eight Science practices. Through class discussion and the “Types of Rocks” song, they will be introduced to metamorphic, sedimentary, and igneous rocks. In groups, they will generate questions about these types of rocks and then have a chance for hands-on exploration with hand lenses and rock kits. At the end of the lesson, they can start answering the essential question for this unit, which will tie their new scientific knowledge to their community: How has Mount Greylock changed over time?

Focus Standards[2006] 4-ESS-3 Identify the three categories of rocks (metamorphic, igneous, and sedimentary) based on how they are formed and explain the natural physical processes that create these rocks.

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Objectives Students will be able to…

Describe the different processes by which sedimentary, igneous, and metamorphic rocks form.

Assessments Create a “Planet Earth” newspaper and write the first article, writing an “interview” with a sedimentary, igneous, or

metamorphic rock

Key Vocabulary Tier 1- LensTier 3- Sedimentary, Igneous, Metamorphic, Geologist


RESOURCES AND MATERIALS

Quantity Item Source

1 per student Hand Lens Bin

1 per group Rock Kit Bin

12 books to be shared with a partner or 3

Foss Science Stories “Written in Stone” Bin

1 Projector/ Computer to show video Classroom teacher

3 per student Sticky notes Classroom teacher

1 Laminated picture of a scientist or the class Classroom teacher

1 per student “Types of Rock” lyrics handout Binder

2 per class Large poster papers (semantic map and essential question) Classroom teacher

4 per student Index cards Classroom teacher

1 per student Metal ring for vocab words Classroom teacher

1 per student “Interview with a Rock” worksheet Binder

1 per teacher “Teach to Learn Science Practices” handout Binder

**Items in bold should be returned for use next year**


LESSON DETAILS

Lesson Opening/Activator

Talk about what scientists do. Give each student 3 sticky notes and ask them to write down three verbs that describe a scientific practice. Post the verbs around a picture of a scientist (or a picture of your class as developing scientists!). Discuss each verb.

o Refer to the “Eight Practices of Science” for additional inspiration. (See worksheet in binder.)

During the Lesson

1. Discuss the word geologist by breaking apart the word (“geo” = Earth, “logist”= one who studies). Explain that a geologist is a type of scientist. With a partner, students will read “Written in Stone” from the Foss Science Stories of Earth Materials. Have students record in science journals a “Give Me 5” (record 5 things a geologist does.)

2. Explain that you will be exploring the Earth’s surface, including rocks, and how it changes. On a piece of chart paper write the essential question: “How has Mount Greylock changed over time?” Each time you complete a lesson, you will be able to answer some part of this question. Now may be a good time to lay the ground rules for the class about working with hands-on materials and the college students.

3. As a class, develop a semantic map to draw on background knowledge. You can do this activity together as a class. Write the word “rock” in the middle of the chart paper. Conduct a group brainstorm. The teacher writes down student-generated words relating to rocks. Students make

connections between words and generate meaningful categories. Optional: Keep the map in the front of the room; after the “Types of Rock Song” song, have students generate

additional words and/or categories.


4.Show the class the “Types of Rock Song” (https://www.youtube.com/watch?v=lE3jR_RhxO4). Distribute handouts of the chorus lyrics. Using these lyrics, answer the following three questions:

How are igneous rocks formed? How are sedimentary rocks formed? How are metamorphic rocks formed?

5.In groups, ask the students to generate questions about igneous, metamorphic and sedimentary rocks and record these questions in their science journal. Try to use the following words as question starters: compare, contrast, define, describe, explain, and illustrate. Then, distribute hand lenses and rock kits to each group. Each group gets an igneous rock, a metamorphic rock and a sedimentary rock; rotation of the rock samples is optional. Do not remove the numbered labels. Encourage the students to answer their own questions by examining the rocks as a geologist would, first by looking without a lens but then using the hand lens. Have students’ record thoughts and observations in their science journals. [SP1- asking questions]

6.As a class, pose the following questions: How do you think Mt. Greylock was formed? What type of rock types do you think are on Mt. Greylock? Record possible answers on the Essential Question poster.

Lesson Closing Write the vocabulary (igneous, metamorphic, sedimentary, geologist) down on index cards to be added to a vocabulary ring.

Pictures are encouraged.

Assessment Tell students that for this unit, they are going to be investigative journalists writing for the “Planet Earth Newspaper.” For

their first assignment, they will write an interview with a rock type of their choice. The students can use both their new scientific knowledge and their creativity to fill out the “Interview with a Rock” worksheet.


Lesson # 2: Mineral Mystery

BACKGROUND

Overview of the Lesson

In this lesson, students will perform tests on a collection of minerals to determine which mineral they are. The science fellow and teacher should carefully read over the lesson before teaching to gain a better understanding of the concepts they will need to explain to the students. Students will be creating a chart about the mystery minerals and designing an ad for their rock newspaper portfolio project. Once the hands-on portion of the lesson is completed, the classroom teacher should continue working with the students on adding vocabulary words to their vocabulary rings.

Focus Standard(s)[2006] 3-5 ESS-2 Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties.

Learning Objectives Perform appropriate tests to determine the hardness, color, luster, cleavage, and streak of different minerals. Note differences between rocks and minerals. Use previously recorded data to identify different minerals.

Assessment Students will create a chart with their observations of the different minerals, based on the performed tests. To assess the difference between rocks and minerals listen to class discussions during the explanation portion of the lesson

about these terms. Students will use a list of characteristics given to them to identify the mystery minerals quartz and limestone. As part of the portfolio newspaper project, students will become an expert on one of the minerals they observed and create an

ad to advertise this mineral.


Targeted Academic VocabularyTier 1- ColorTier 2 - Organic, Hardness, StreakTier 3- Mineral, Crystal, Luster, Cleavage

RESOURCES AND MATERIALS Quantity Item Source


5 White and 5 Black plates (1 per group) Streak plates Bin

5 per group Penny Bin

5 per group Nail Bin

1 box per class Mineral Kit - Includes 15 mineral samples Bin

1 per pair/group Limestone sample Bin

1 per pair/group Quartz sample Bin

1 per student Science journal Classroom Teacher

1 per unit Rock Cleavage Video CD

1 piece Chart Paper Classroom Teacher

1 “How to Describe Luster” Board Bin



LESSON DETAILS

Lesson Opening/Activator The Earth is made up of lots of different types of minerals, and some are more common than others. Today, we’re going to go

on a mystery mineral hunt to learn a little more about what minerals are and how to identify them. Before we get started on our lesson today, we need to talk about the difference between rocks and minerals.

Rocks are groups of different minerals that form together. Those minerals combine to form the rock. Therefore, minerals make up rocks.

Below is a chart that compares these two substances side by side. Use this as a basis for a class discussion. This chart is included as a handout in this unit. The handout has some boxes that are blank. The classroom teacher should make copies of this to hand out to students. Students can fill in the chart as the comparisons are discussed in class to ensure that the students are paying attention.

Category Minerals Rocks

Composition Pure (they are made of one substance) inorganic material

Made up of many substances, more than one mineral

Appearance Usually appealing, or pretty to look at Usually not appealing or pretty to look at

Structure Crystal-like structure Not single crystals

Shape Usually have a shape No definite shape

Color Color is usually the same throughout the whole specimen

Color is not the same

Fossils No fossils Some have fossils (sedimentary rocks)

Luster Shiny, sparkly Dull


Uses Help in bone and tooth formation Make foundations and shelters

Examples Gold, Silver, Fluoride, Ruby Limestone, Granite, Marble, Coal

During the Lesson1. Before the hands on activity, the Science Fellow should talk to the students about each method of describing a mineral. Use

examples or explain that hardness is the ability to scratch the surface of the mineral.Hardness can be tested with your fingernail, a penny, and a steel nail. If the fingernail can scratch it, that means it has a hardness less than 2; if you can scratch the mineral with a penny but not a fingernail it’s most likely a 3; if you can scratch it with a nail but not a penny it most likely will be between 3 and 5.

Note: Students are not required to know exact hardness but rather understand that some minerals are harder than others. Talk about the

Moh’s Scale of Hardness and how to read the scale. The Moh’s scale of hardness was developed to compare the hardness of certain minerals. The scale goes from 1 to 10 where 1 is the softest mineral or very easy to scratch and 10 is the hardest that is very difficult to scratch. An example of a 1 would be graphite. An example of a 9 and 10 would be rubies and diamonds. Understanding the hardness of a mineral is important because it helps people determine what that mineral could be used for whether it be jewelry, carving, storage, etc. It’s also very helpful when identifying minerals. Use the following example question from a previous MCAS test to show how the students should interpret the Moh’s Scale.

Note: Memorizing the numbers and minerals is not important, rather the kids should understand how to interpret the scale and what the numbers mean. A separate document of this question is included in the unit. The classroom teacher may make copies of this to hand out to each student.


The correct answer is A. apatite because it is between the fluorite (4) and quartz (7). If the mineral scratches fluorite than it is at least a 4 or higher. If it does not scratch quartz than it cannot be above a 7. The only mineral from the list of options that is between 4 and 7 is apatite.

Color is simply what color the mineral is. Students will test this by observing rocks. Luster is how shiny or dull it is and can be classified using those words. Luster can also be described as being

pearly, greasy/oily, earthy/dull, or waxy. Students test luster by observing the rocks and describing the way it appears in the light. Examples of luster are provided on the board that says “How to Describe Luster” is included in the bin.

Cleavage is how the mineral breaks into pieces. Some minerals break up into chunks or small cubes while others break up into small thin sheets. Cleavage can be observed by looking at the number of flat/curved sides on a mineral and the angle between them. The science fellow should only take time to explain this concept. A video demonstration of cleavage is shown in this video.


Streak is the color of powder when dragged across a non-weathered surface. In this test, students scrape the mineral across a black streak plate and a white streak plate to see if any color is left on the plate. For example, when we write with a pencil, we’re creating a streak from the graphite within the pencil.

2. Now the students will begin the experiment. In this lesson, they will be broken up into 5 groups. There will be 5 stations with 3 minerals at each station. If possible, have the science fellows and classroom teacher monitor the stations. If you foresee an issue, you can assign a mineral to each student as they arrive at the stations, otherwise let them freely choose which mineral they would like to complete their analysis on at each station. Give the students time to observe one mineral at each of the 5 stations. They should be filling in the chart that they were given following the example that is provided on the worksheet. This worksheet is located at the end of this lesson. [Scientific Practice 4 Analyzing and Interpreting Data] Once the students have completed their observations, come back together as a class and discuss what happened. Ask the students: What did they find? Were there some tests that were easier to perform than others? What was difficult about this experiment?

3. All of these minerals have a corresponding chart in the box that lists all of the observable characteristics. Give the students a copy of this list, and let them try to find out which minerals they observed by comparing the new chart with the chart they completed. The science fellow should give a demonstration on how the students would go about finding which mineral compares best with their observations. Walk around the classroom and talk with the students. Make sure they are all actively participating in this part of lesson. Ask the students to find at least two of the mineral names that they observed. If there is time allow the students to search for all 5 minerals they observed.

**If there is a time constraint, the lesson can be divided into two parts beginning here if you feel that it is necessary**

4. The mystery rock experiment. This activity can be done with a partner or in groups. Science fellows should give the students a sample of quartz and limestone without telling them what they actually are. Along with this, handout a chart of the characteristics of quartz and limestone. Have the students identify which mineral is which by performing the tests and matching them to the chart they were given. After this activity is complete and the students have identified the minerals provide some background about each mineral. Descriptions are given below that the science fellow may read aloud to the class.

Quartz is the most abundant mineral on Earth. It is often a hard (hardness = 7 on Moh’s), white or colorless mineral that is made of silicon dioxide. It is found in a variety of environments and colors though. It is found in igneous,


metamorphic, and sedimentary rocks. Typically, quartz is used for as gemstones in jewelry because it is hard and colorful.

Limestone is an organic, sedimentary rock composed of calcium carbonate. Limestone is compacted due to pressure. It is very hard and the texture can be very smooth or coarse. The most common use of limestone is for construction and architecture. The pyramids of Giza are made up of limestone. It may also be used as bathroom wall panels, as countertops, and for building fireplaces.

5. Close the lesson by saying rocks are made of minerals, which are solid substances not made by life that are found in nature. Minerals are solid at room temperature, have a crystal structure, and are made up of specific chemicals. Then ask what types of minerals do you think are in Mt. Greylock? Do you think the mountain contains limestone? Talk about specialty Minerals. What would Mt. Greylock look like if we were to mine it for limestone?

Specialty Minerals Background Information: Specialty Minerals is located in Adams, MA and is part of a larger company called Mineral Technologies. They first started out mining limestone over 150 years ago and still continue to mine the limestone. It is one of their primary mineral sources. Specialty Minerals breaks up minerals and sells products based on those minerals. Most of these minerals include calcium carbonate, bentonite, talc, chromite, and leonardite. These minerals are used for paper, paints, food, and to make medicine.

6. Once the lesson is finished the students should work to create an ad for one specific mineral they observed. This will be a pretend ad that will advertise this mineral to the public as if they were trying to sell this mineral to someone. They should note qualities such as luster, color, hardness, streak, shape, size, etc. They may even do a little research to see what that specific mineral is used for.

Reminder: The classroom teacher is to complete vocabulary after the science fellow completes the hands on portion.

Assessment Students will create a chart with their observations of the different minerals, based on the performed tests. To assess the difference between rocks and minerals listen to class discussions during the explanation portion of the lesson

about these terms. Students will use a list of characteristics given to them to identify the mystery minerals quartz and limestone. As part of the portfolio newspaper project, students will become an expert on one of the minerals they observed and create an

ad to advertise this mineral.

Lesson # 3: What is Erosion?This unit was developed with Race to the Top and National Science Foundation (Grant # 1432591). It should be considered a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. of 54

BACKGROUND


Through the use of a PowerPoint presentation, students will see and identify examples of weathering and erosion. They will then have the opportunity to explore the effects of these phenomena on the environment through three experiments from “Hands on Nature.”

Focus Standard(s)4-ESS2-1. Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces

through mechanical weathering and moved around through erosion by water, ice, wind, and vegetation. [Clarification Statement: Mechanical weathering can include frost wedging, abrasion, and tree root wedging. Erosion can include movement by blowing wind, flowing water, and moving ice.] [Assessment Boundary: Assessment does not include chemical processes.]

Learning Objectives Observe and describe examples of weathering through frost wedging, abrasion and tree root wedging. Observe and describe examples of erosion through wind, water, and ice. Explain the difference between “weathering” and “erosion.”

Assessment Create a “current event” article about erosion on Mt. Greylock for your “Planet Earth Newspaper.”

Key VocabularyTier 3- Frost Wedging, Abrasion, Tree Root Wedging, Erosion, Weathering




1 per classroom Computer + projector Classroom Teacher

“Weathering & Erosion” PowerPoint: https://docs.google.com/presentation/d/1m2CqO2lzk1JjPm-kDWRP96gnwnfvfrgO0weIO6o4OUc/edit#slide=id.gb52769ca7_0_120

Canvas link to “Weathering & Erosion” pdf: https://mcla.instructure.com/courses/1620540/files/folder/Grade%25204%2520Fall?preview=69686721

Online

Canvas link to “Flooding” PowerPoint: https://mcla.instructure.com/courses/1620540/files/folder/Grade%25204%2520Fall?preview=69737117

Online

1 per classroom “Hands on Nature” book Bin

1 set per classroom

“Hands on Nature” puppets Bin

2 (1 per Splash station; 1 per Swept station)

Baking pan Bin

1 per Splash station

Tablespoon Bin

1 per classroom Small bag of flour Bin


1 per Splash station

Empty and clean Ketchup bottle Bin

As needed Water Classroom Teacher

2 per Rock station

Clean, sealable plastic container Bin

3 handfuls (2 per Rock station; 1 per Swept station)

Stones Bin

2 per Rock station

Clear plastic cups Bin

1 per classroom Small bag of uncooked rice Bin

1 handful per Swept station

Blocks of wood Bin

1 per student Straws Bin


LESSON DETAILS



Use the “Weathering and Erosion PowerPoint” to guide this discussion. Bring up a picture on the projector. Ask for volunteers to describe what is happening in the picture. After a brief discussion, move to the next slide. (This can be read out loud by a science fellow or by a volunteer from the class.) At the end of the PowerPoint, take some time to clarify the difference between weathering and erosion. (Weathering breaks

rocks into smaller pieces; erosion moves these small pieces, as well as soil, from one place to another.)

During the Lesson Break the class into three small groups. Using “Hands on Nature,” set up three activity stations: Splash (erosion by raindrops),

Rock & Roll (weathering by abrasion), Swept Away (erosion by wind). The instructions can be found on pages 253-254 of “Hands on Nature.” [SP2- using models]

o It would be helpful to have extra helpers for this activity; one teacher per station would be ideal.o Be sure to ask whether the activity at each station is a model of weathering or erosion!o Rotate so that every group gets a chance to observe every station.

Lesson Closing Write the vocabulary (Erosion, Weathering, Frost Wedging, Abrasion, Tree Root Wedging) down on index cards to be added to

a vocabulary ring. Pictures are encouraged.

Assessment The next article for “Planet Earth Newspaper” will be a current events story about erosion and weathering on Mt. Greylock,

summarizing the article that they read as a class. It is suggested that the teacher find a current article about Mt. Greylock for the student to use for research. This activity can be done on a computer as part of an ongoing document or it can be handwritten and added to a portfolio. [SP8- obtaining and communicating information] Example article: http://www.nps.gov/nr/travel/massachusetts_conservation/mount_greylock.htm

Lesson # 4: How is Soil Made?This unit was developed with Race to the Top and National Science Foundation (Grant # 1432591). It should be considered a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. of 54

BACKGROUND

Overview of the LessonIn this lesson, students will be exploring a sample of soil. The students will learn the parts of soil by participating in the Human Soil Game. For the rock newspaper portfolio students will be creating a recipe for soil.

Focus Standard(s)[2006] 3-5 ESS.4 Explain and give examples of the ways in which soil is formed (the weathering of rock by water and wind and from the decomposition of plant and animal remains).

Learning ObjectivesStudents will be able to...

Explain how soil is formed through decomposition and weathering. Illustrate the connection between soil formation (e.g. ratios of organic matter to minerals) and its color and texture.

Assessment Students will be assessed on their knowledge of how soil is formed through the “soil recipe” activity that they will complete at

the end of this lesson and also by participating in the Human Soil Game. To assess their knowledge on organic and inorganic material as well as its connection to soil formation, review students’

science journals. Students should be creating an “IMOWA” chart and writing a sentence or two about their observations of the soil sample that they are exploring.

Targeted Academic VocabularyTier 1 - SoilTier 2 - TextureTier 3 - Decomposition, Decaying, Organic, Inorganic This unit was developed with Race to the Top and National Science Foundation (Grant # 1432591). It should be considered a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. of 54



2 cups per student Soil from decaying matter Bin

1 per student Wooden skewers Bin

As needed to cover desks Newspaper Classroom Teacher


2 per class Sieve Bin

1 per student Science Journal Classroom Teacher

1 piece Chart paper Classroom Teacher

1 Geology by Evan-Moor EMC 857 Binder

1 per student Human Soil Game cards Bin


LESSON DETAILS



The surface of the Earth holds lots of soil, which gives plants (including trees) a place to grow. We just learned about how soil can get washed or blown away by weathering and erosion, but what exactly is soil, and how is it made? Today, we're going to get to learn about all the materials that make up soil, and once we learn what to look for we can roll up our sleeves and test some soils to see what's in them.

During the Lesson

1.Before you begin, have the students make a chart in their science journals. At the top they should write the acronym, “IMOWA” with big spaces in between the letters down the side of the page. “I” stands for inorganic materials like minerals and rocks. “M” stands for microorganisms; “O” stands for organic materials like decomposing leaves, insects and wood. “W” stands for water. “A” stands for air. Then students will make two columns on their paper, one that says inorganic and another that says organic. Most soil also contains many microorganisms. While they are not the soil, they live in the soil and are often part of the cycles that create soils. These are all the important factors that students will have to classify when dissecting and exploring what's in different soils. Be sure to clarify the meaning of organic, inorganic, microorganism and decomposing with the class.

Inorganic materials are found in soil and often account for about half of the soil’s makeup. Most of the time this inorganic material takes the form of sand, silt, or clay. We mostly refer to this part as “dirt.” Inorganic refers to something that does not come from living matter, such as a mineral. Explain to the students that sometimes we find other inorganic materials in soil such as coins, trash, paper wrappers from food, etc. These are NOT essential items for creating soil (and probably shouldn’t even be in the soil!) but sometimes these things happen to be there. These are still inorganic materials because they do not come from living matter. Most of the inorganic matter forms from weathering and erosion of rocks. Some weathering may occur right where the soil forms, breaking up rocks; some of the inorganic matter may come from weathering from other rock locations nearby.

Organic material comes from living matter. This is the other half of the soil’s makeup. Many times in soil the organic material is in the form of plant and animal residue (for example, manure, leaves that fell off trees, or animals that have died). Explain to the students that the more organic material in the soil, the more “rich” the soil is (the better it is for farming because it has a lot more nutrients). (Note students are not assessed on the concept of rich soil, but you may talk about this term here as a real world connection for students that garden.) To determine richness, the students should observe the color and texture of the material. Is the soil dark in color and soft/smooth to the touch? If yes, then this soil has more organic material than inorganic material. If the soil is lighter in color, drier, and rough then it is not as rich and probably has less organic material.


Microorganisms also live in soil. These are super tiny organisms or living things that are found in the soil. Most of the time, you won’t be able to see the microorganisms but they are typically in the form of fungus, or bacteria.

Decomposition refers to the process of the decaying or rotting. As organic material is mixed into the soil over time, those materials begin to decay or rot. After a long time, the materials are broken down so finely that you do not notice them in the soil.

2. The Human Soil Game - Round 1. In the bin, there is a group of cards that have materials found in soil listed on them. The Science Fellow(s) should hand out one of these cards to each student. The cards are grouped so that there is at least 1 of each material per group. This is to ensure that when you pass out the cards there are enough of each material to make a complete group. Shuffle the cards you will need so they are mixed well. These cards include words such as worms, rocks, water, air, leaves, twigs, and so on. Explain to the students that they will be making groups of soil. They now know that soil consists of inorganic materials, microorganisms, organic materials, water, and air. The students will get up and move around the classroom grouping themselves into at least 3 groups of “human soil.” (There may be more groups depending on how many students there are in the class.) Each group of human soil must include at least 1 inorganic material, 1 microorganism, 1 organic material, 1 water, and 1 air (these materials are the students.) Once the students have made their groups ask them to explain why they think they make a complete mixture of soil. [SP2- using models]

Round 2. There will be a few additional cards that have other inorganic materials on them. These will include things such as trash, coins, paper clip, and paper wrappers from food. Swap these cards out with a few of the students. Ask the students to regroup themselves now. The number of groups may very depending how what cards were switched out. Remind the students that there needs to be at least 1 inorganic material, 1 microorganism 1 organic material, 1 air, and 1 water. There may be more than just 4 students in a group though. The only rule is that the group must be complete with those 4 items. Ask the students what makes these groups different from the groups in round one. Ask them to identify the new materials. Are they inorganic or organic? How do you know? Remember to explain to them that trash is not an essential component of soil but many times we do find such things in soil. Also, explain to the students that it is not natural and healthy for the soil. Please collect the cards at the end and put them back in the bin.

Have the students return to their seats after you collect the cards. Ask them to think about fossils in this situation. Is a fossil organic or inorganic? It came from living matter, but it is now considered a rock. What kind of rock do you think a fossil would be found in: metamorphic, igneous, or sedimentary? Have them turn and talk to a partner about their ideas. After a few minutes bring them back to together as a whole and discuss this dilemma. Try to get them to explain their thinking process.


**If there is a time constraint the lesson can be divided into two parts beginning here if you feel that it is necessary**

3. Hands on activity- Laying out a newspaper or tarp on a desk and get students to record their prediction about what they think is going to be in their soil within their science journals. After they record a few thoughts, pour a sample of soil in the center of each desk. Students will use skewers to move particles around and try to separate the soil into piles of similar particles. Students will use the lenses to examine finer pieces of what's in the soil. A sieve could be used to separate sand from finer soil for students to inspect. Have the students feel the soil between their fingers so they are able to examine texture. Students will record what they discovered in the soil sample with a few sentences in their science journal. They should label this portion of the experiment as conclusion. The students should separate their findings into a new “IMOWA” chart so they grasp the differences between these four types of materials. Do they think there is more inorganic or organic material and how do they know? [SP 7 Engaging in argument from evidence]

Note: The soil comes from the classroom teacher. When gathering soil make sure to include materials that are both organic and inorganic. If possible get twigs, leaves, rocks, dry dirt, moist dirt, rich dirt, fine sandy dirt. It is important to get a good variety of materials in the soil so that students are able to generate a lot of items on their “IMOWA” charts. It may be helpful to add inorganic human-produced materials as well such as rubber bands, pencils, pennies or other objects that you may have in the classroom, so kids are able to note the difference between organic and inorganic material. You could also add naturally-forming organic materials such as rocks and minerals.

4. Rock newspaper portfolio project - Using the book “Geology” by Evan-Moor EMC 857, page 26 has a handout where students will write a recipe for soil. (This handout is included in the unit.) In the ingredients column, some responses would be sand, small rocks, dead leaves, and other items students observed in their soil sample. Bacteria are not required but are a correct answer in ingredients as well as microorganisms. Students could also list macro-organisms such as worms. Steps for the recipe would start by breaking down rocks into pieces. Then moving to the addition of dead leaves, flowers and bugs. Another step could be the mixing of all of the ingredients together over a long period of time through the process of weathering and erosion. This recipe will be included in the rock newspaper portfolio. For the newspaper, students could also research pictures of soil on the Internet or pictures of some of the ingredients for soil to include with their recipe. If technology is not available for this, ask the students to draw pictures of some of the ingredients.


5. Closing activity - Connect this lesson back to Mt. Greylock. Have the students turn and talk to a partner to discuss some of the following questions. Record some answers on the Essential Question poster from Lesson 1.

Soil materials - What do you think you would find in the soil on Mt. Greylock? What types of plants are there on Mt. Greylock? What happens to the plants in wintertime? Are there microorganisms in the soil on Mt. Greylock? How about water and air? Bring the class back together as a whole and have students share their responses with everyone.

Soil formation - How does weathering and erosion affect the soil on Mt. Greylock? How does the soil move from the top of the mountain to the bottom? Does the soil change or look different over time due to weathering and erosion?

Assessment Students will be assessed on their knowledge of how soil is formed through the “soil recipe” activity that they will complete at

the end of this lesson and also by participating in the Human Soil Game. To assess their knowledge on organic and inorganic material as well as its connection to soil formation, review the students

science journals. Students should be creating an “IMOWA” chart and writing a sentence or two about their observations of the soil sample that they are exploring.


Lesson #5: Is All Soil the Same?BACKGROUND


In this lesson, students will learn the difference between different types of soil and the ways in which soil and rocks are moved around to create landforms. It begins with a discussion of the students’ own backyards in order to engage students in describing the environment. The classroom teacher may want to use this as an opportunity to introduce the vocabulary before the Science Fellows begin the experiment and a more in-depth discussion. The vocabulary will be used to identify the three types of soil (loam, clay, and sand) used in an experiment determining the water retention quality of each. Students will use scientific practices to record the results of this experiment and determine which type of soil is best for planting. Then, the students will use artistic photography of the Berkshires to identify landforms and construct arguments surrounding the weathering, erosion, or deposition that may have caused them to form. The creation of landforms will be modeled using an “ice cube glacier” and Play-Doh.

Photographs of Berkshire Images are by Megan Gorton, Grade 5 Teacher, North Adams Public Schools.

Focus Standard(s)4-ESS1-1. Construct a claim with evidence that changes to a landscape due to erosion and deposition over long periods of time result in rock layers and landforms that can be interpreted today. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape.

[2006] 4-ESS-5. Recognize and discuss the different properties of soil, including color, texture (size of particles), ability to retain water and the ability to support the growth of plants.

Learning Objectives Students will be able to describe the ways in which weathering, erosion and deposition change the landscape, creating

landforms. Students will be able to identify and describe the differences between soil, loam, and clay.


Assessment Construct a claim regarding the weathering and erosion processes that caused the Mt. Greylock Indian Head to be formed. Respond to the following question in an advice column. Be sure to answer her question and give the reader advice for the

best type of soil for planting!o Dear Planet Earth, I want to plant a garden this summer. My backyard is filled with soft, reddish dirt and gets lots of

sunlight. Is this a good environment for plants? Thanks for your help! - Earthworm

Key VocabularyTier 2- landform, particlesTier 3- clay, loam, sand


15 (3 per group) Soda Bottles (funnel, planter, screen)

Bin

15 cups (3 cups per group) Sand Bin

15 cups (3 cups per group) Potting soil Bin

15 cups (3 cups per group) Clay Bin


5 (1 per group) Measuring cup Bin

One packet of seeds (Optional) Rye grass seed Bin

As Needed Newspaper (for under experiment bottles)

Classroom Teacher


1 per group Berkshire Images Binder

1 per classroom Projector + Computer (for Mt. Greylock Indian Head image)

Classroom Teacher

2 per class Ice tray Bin

1 per classroom Freezer School

5 jars (1 jar per group) Play-Doh Bin

As Needed Wax paper (for under the Play-Doh landscapes)

Bin


LESSON DETAILS

Background Information

Soil color: The types of rock and organic matter that are broken down result in different soil colors.

Soil texture: The original material and the extent to which the original material has broken down affects soil texture. Sand is made up of small rock bits; clay is made up of finer rock bits; loam is made up of larger bits of rock and organic material.

Water retention: Because sand has larger rock particles, it cannot be packed together tightly and there is lots of space in between grains of sand; water is able to drain through these spaces. Clay is made up of fine particles that fit together tightly, with little air space; it retains water well. Loam has a little space in between particles; it is able to retain water, but not as much as clay.


Lesson Opening

**The day before the Science Fellow or teacher will need to prepare glacier ice cubes by filling an ice tray with water and debris (dirt and pebbles) and leaving it in the freezer over night.

Ask several students to describe their backyards. What does it look like? What type of landforms are there? Are there plants? What type of soil are these plants growing in? Can you describe the color and texture of this soil? Explain the class will be talking about the weathering and erosion patterns that may have caused their backyards to look the way that they do.

Suggested: The classroom teacher may review vocabulary from previous lessons (erosion) and add vocabulary (landform, clay, loam, sand, particles, deposition) to vocabulary ring.

During the Lesson 1. Soil Drainage Test (this can be done in small groups or as a class)[SP3- carrying out an investigation]

In the bin, there are three soda bottles, cut in two pieces: one is funnel-shaped, the other looks like a planter. Cover the tip with the screen (tighten with a rubber band) and place the funnel tip-down into the planter. (It may help to do this experiment over newspaper for easy cleanup.)

Fill one funnel with dry sand, one with loam (potting soil), and one with clay. Take time to observe and describe each type of soil, paying special attention to color and texture. Ask the students to draw a diagram of the apparati in their science journals and write down which soil they think will hold the most water. Share these hypotheses with the class.

Slowly pour 1 cup of water into each funnel. Watch as the water filters through the soil and into the bottom of the planter. On the next page of the science notebook, draw a diagram with the results of the experiment. Ask the class which soil would be best for plants. Why?


Optional Lesson Extension: Place rye grass seed in each bottle and allow to grow for 3 days to a week. (Water regularly and keep in the sun.) After a week, measure the plants and record results in a lab notebook. Which soil produced the healthiest plants?

**If there are time constraints, the lesson may be split here and continued at a later date. **

2. Split the students into groups and pass out the images of Berkshire landforms. In the lab notebooks, create a T-chart, labeling one column “What created this landform?” and another column “What is the evidence for this theory?” As a group, choose an image and create a list of the landforms featured in the picture. Discuss possible phenomena (weathering, deposition, erosion) that may have contributed to these landforms and evidence for these theories. Record this information in the science notebooks. [SP7- constructing arguments]


The teacher or SF may want to spark conversation with these questions: What has been weathered here? What has been deposited here? What materials have been moved?

Ask how many groups saw plants in their landform images. What kind of landforms supported plant life? Which landforms didn’t?

3. Pass out to each group some wax paper and a jar of Play-Doh. (The Science Fellow can demonstrate at the front of the classroom.) Roll out the Play-Doh on the wax paper, create a “landscape” that is a flat and wide as possible. Distribute one glacier ice cube to each group and place it on one end of the Play-Doh “landscape.” Explain that the ice cube represents a glacier. As it melts, it will travel across the “landscape.” Ask the students to draw “Before Melting” and “After Melting” diagrams in their science notebooks. As the ice cube melts, it will distribute water, rocks and debris across the Play-Doh. Discuss what landforms a glacier might

create in real life (canyons, rivers, lakes, etc).

Lesson Closing If not already done, write the vocabulary (landform, clay, loam, sand, particles, deposition) down on index cards to be

added to a vocabulary ring. Pictures are encouraged.

Assessment On an overhead projector, show a picture of the Mt. Greylock Indian Head. Talk about the events that resulted in this

landform.


Respond to the following question in an advice column for your “Planet Earth Newspaper.” Be sure to answer Earthworm’s question and give him advice for the best type of soil for planting!

o Dear Planet Earth, I want to plant a garden this summer. I live on a mountain and my backyard is filled with soft, reddish dirt. It gets lots of sunlight. Is this a good environment for plants? Thanks for your help! - Earthworm


Lesson #6: What is a Physical Map?BACKGROUND

Overview of Lesson

This lesson should be taught by the classroom teacher before the science fellow comes in. The students will learn new vocabulary words and do an activity searching for words they associate with physical maps. Students will also read an article about different types of maps and take a quiz. For the rock newspaper portfolio, students will be creating a physical map of Massachusetts.

Focus Standard(s)

4-ESS2-2. Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, and the placement of volcanoes and earthquakes to describe patterns of these features and their locations relative to boundaries between continents and oceans.

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Objectives Identify what a physical map is and what it consists of. Read scientific maps of mountain ranges, trenches, active volcanoes, and earthquakes. (Topographical maps not required.)

Assessment Students will create a physical map of Massachusetts for their rock newspaper portfolio. Students will individually complete the ”Variety of Maps” quiz located at the end of the article after reading the article a

few times through.


Key Vocabulary

Tier 1 - ContinentsTier 2 - Scale, BoundariesTier 3 - Legend, Trenches, Compass rose



1 per student Passage from Read Works “ The Variety of Maps” Binder- copied by classroom teacher

1 map Political map Binder

1 map Road map Binder

1 map Attraction map Binder

1 map Topographical map Binder

1 map Physical map Binder

1 map Weather map Binder



Lesson Opening/ Activator Hang up the different types of maps around the classroom that are included in the bin. Be sure to include any maps that are

already in the classroom as well, such as fire escape route plans, or large pull down maps. Do not hang up the physical map yet. Have students spend 3-5 minutes at each station observing the maps and listing what they notice in their science journals.

After each group passes through the stations complete a gallery walk with the class, going over what was noticed on each map and the type of map that it is. (If having the class walk around the room in one big group is not feasible, the classroom teacher may project the images onto a screen, use an ELMO or print copies for all students to have. Remember there is only the classroom teacher for this lesson, Science Fellows will not be around to create smaller groups.) The goal is for students to recognize the key features on a map such as a compass rose, legend, scale, etc. (For those who want a challenge, encourage them to look at the lines on the map: What does each line mean? How are the lines different? Have them think about contour lines, etc.) Students should also recognize that not all maps are the same. Different maps are needed to represent different things. Ask the students to determine what is unique about a particular map and what makes some of the maps similar. Focus on having students use the vocabulary words for this lesson.

Also ask the students to look for patterns on the maps. Are there items that are scattered all over the place or is there a pattern of landforms that is obvious?

LESSON DETAILS

During the Lesson

1. Activity: From maps, students should learn to describe the locations of major landforms and seismic events in relation to continents and oceans. This is illustrated in the “Variety of Maps” article. Have the students read this a few times. One way to do this is by having the classroom teacher read it to the class once. (Remember the Science Fellows are not a part of this lesson, so it is up to the teacher to direct the activities in a way he or she feels is appropriate.) Then ask the students to


volunteer to read one paragraph at a time. Lastly, have the students read the article silently to themselves. At the end of the article, there is a quiz. This will be the assessment for this lesson.

2. Complete the following Word Warm-Up (Do this before exploring physical maps, Student sheet at the end of this lesson)

Have the students circle the items they might expect to find on a physical map. Allow the students to work together so they may share ideas. Come back together as a class to discuss the items that were circled. Make a class list on a piece of chart paper, on the board, or on a blank document projected onto a screen.

equator valleys mountains legend

bar scale symbols colors rivers

volcanoes oceans roads temperature

stores compass rose highways rivers

3. Present a physical map on the overhead, have the children respond to the following question. What does a physical map show? Physical maps show landforms. The classroom teacher may need to spend some time going over the

different types of landforms. An image is included in this lesson to help the students visualize what a landform is.

Have the students turn and talk to a partner. Ask them to come up with at least two features that you could locate on a physical map. Ask them to record this in their science journal.


Next to each feature that they recorded, have them draw an illustration to represent that feature.

4. Rock newspaper portfolio activity: For this lesson students will be creating a physical map of Massachusetts. A blank template of Massachusetts will be provided for the classroom teacher to copy and handout to students.

There are several items that a basic map includes. Talk to the students about what a map has. It includes a title, a legend, a compass rose, boundaries, color, labels etc. All of these items should be included in the maps the students create.

Examples of items for the map: Students should create a legend for their map. The legend may include colors and shapes. For example, the Appalachian Mountains run through the western part of Massachusetts. The students may want to draw a triangle to indicate a mountain in the legend. Then, they will draw a few triangles along the left side of Massachusetts to represent the mountain range. The students may opt to draw a triangle that is a different color and size then the rest to represent Mt. Greylock, the tallest mountain in Massachusetts. On the right side of Massachusetts the students may want to color the border blue to represent the Pacific Ocean, then they should label it.

Assessment Students will create a physical map of Massachusetts for their rock newspaper portfolio. Students will individually complete the ”Variety of Maps” quiz located at the end of the article after reading the article a

few times through.

Lesson # 7: Earthquakes and Fault Lines

BACKGROUND



In this lesson, students will be learning about natural disasters. They will be thinking about potential ways to protect themselves against natural disasters or ways to lessen the effects by experimenting with volcanoes, earthquakes, and floods. For the rock newspaper portfolio project, students will be creating a “How to Survive a [natural disaster of their choice]”guide.

Focus Standard(s)4-ESS3-2. Evaluate the design of a solution on its potential to reduce the impacts of an earthquake, flood, tsunami or volcanic eruption on humans. * [Clarification Statement: Examples of solutions could include a proposal for an earthquake-resistant building and improved monitoring of volcanic activity.]

Learning Objectives Discuss 3 different types of natural disasters including volcanic eruptions, earthquakes, and floods. Students will be able to discuss the impacts of these natural disasters and how to either protect against, or lessen the effects of

these natural disasters.

Assessment Create a “How to Survive a [natural disaster]” article for Planet Earth Newspaper. Each student will choose one natural

disaster (flood, volcano, or earthquake) to write about.

Key VocabularyTier 2 - EarthquakeTier 3 - Tectonic Plates, Fault line

RESOURCES AND MATERIALSQuantity Item Source

1 per student “Safe Houses” article Binder


1 package Modeling clay / Play Doh Bin

1 Small plastic cup Bin

1 tablespoon Flour Bin

2 tablespoons Baking soda Bin

cup⅓ Vinegar Bin

1 4” square Tissue Paper Bin

1 roll Paper towels (for clean up) Classroom teacher

1 Large bin or bucket Bin


1 per student “Make Your Own Earthquake” worksheet Binder

1 Pictures of Floods Online or CD

1 package Legos Bin

**Items in bold should be returned at the end of the semester**

LESSON DETAILS



Science Fellows should introduce the concept of natural disasters. Ask students if they can think of an example. Have they ever experienced a hurricane? A flood? Generate ideas about the problems that natural disasters can cause (damaged buildings, toxic water, unsafe traveling conditions, etc).

During the Lesson

In order to learn about natural disasters and how to create a plan to lessen their effects, we need to know what happens during natural disasters. One type of natural disaster is a volcanic eruption. There are many volcanoes, and one of the most famous is Mount St. Helens in Washington State, which last erupted in 2008. Today we are going to simulate a volcano erupting. The Science Fellow(s) will be conducting this experiment in front of the class for all the students to watch. Before beginning the experiment, have students draw a “before” diagram of what the volcano looks like. Once the experiment is through ask the students to draw an “after” diagram of the volcano. Along with their picture, have the students write a sentence or two about what happened during the experiment. [SP2: using a model]

The science fellow will need to make a model of a volcano out of modeling clay and place it in the box that is provided. The box will help prevent a mess. The volcano needs to be shaped like a cone with a point at the top. A hole needs to be carved out of the top so that a small plastic cup fits inside the volcano with the mouth of the cup at the top. (It may work best to build the volcano around the cup itself.)

Once the model volcano is complete the science fellow will need to pour 2 tablespoons of baking soda and 1 tablespoon of flour into the center of a 4-inch square piece of tissue paper. Wrap the tissue paper around the cup and twist both ends. It should look a Tootsie roll wrapped up when it is finished.

Place the mixture in the cup in the volcano model. To make the volcano “erupt,” pour in half of the required amount of vinegar (this is about of a cup). Make sure to step back ⅙

a little, so the mixture does not get in your eyes or on your clothes. When the foaming stops, add the remaining amount of vinegar (about of a cup).⅙

o Talk to the students and ask them what happened? When volcanoes erupt and the lava cools down, it builds the mountain up. Lava forms igneous rocks, which the students learned about in lesson 1 of this unit. This molten mixture will eventually cool to form igneous rocks! Ask the students to think about how they would survive a volcano if it erupted. What would they need? How would they protect their house? Would they build something on the mountain to slow down or prevent the lava from flowing to the town?


o There are many volcanoes all over the world, especially located in the ring of fire. The ring of fire is an area in the Pacific Ocean where a large amount of volcanic eruptions. There is a continuous series of ocean trenches, volcanoes, and tectonic plate movements. The ring of fire has 452 volcanoes and includes 75% of all of the world’s volcanoes. Not only are there volcanic eruptions but also there are several earthquakes that occur here due to tectonic plate movement. Next we will talk about earthquakes.

Earthquakes, just like volcanoes, also build up the Earth. Earthquakes occur because the planet’s tectonic plates are shifting below the Earth’s surface. Sometimes these plates rub against each other, move away from each other, or run right into each other. If two tectonic plates run into each other, they push up against one another and can form mountains.

o For this activity, the classroom teacher needs to make a copy of the “Make Your Own Earthquakes” worksheet. o The Science Fellow should pass out one sheet to every student and ask him or her to push the sides of their papers

together. Ask them what happened. Did it make anything? It most likely pushed the middle of the paper up creating a hill. This simulates how earthquakes can make the land push up or fold into a mountain.

o Now give them each a pair of scissors. The students will then cut along the dotted line that goes straight up the middle of the paper. This dotted line represents a fault line. A fault line is a break or fracture in the ground that is created when the Earth’s tectonic plates move or shift. Once the paper is cut into two pieces, ask the students to again push the two sides of the paper together. What happened this time? Most likely one paper slid over the top of the other paper. This shows that sometimes earthquakes will push one piece of land over the top of another piece of land.

o Lastly, ask the students to slide one piece of the paper forward and the other piece of the paper in the opposite direction. This represents that earthquakes sometimes cause two pieces of land to move away from each other.

o Ask the students to think about the impact an earthquake has on the land. How would they create a plan to lessen the effects of an earthquake? How would they survive an earthquake? How should they build a house so that it is earthquake proof?

Another example of a natural disaster is a flood. Floods occur when an area receives a lot of rain in a short amount of time and the water has nowhere to go. Sometimes we see the streets flood here in North Adams if we get a big rainstorm. We are going to look at some pictures of flooding.

o A PowerPoint of pictures of floods has been created and is located on your CD. Ask the students again to think about what happens during a flood. How would they survive the flood? What can we do to prevent floods or lessen the effects of a flood?


o Lesson extension experiment. Build a small town and create a flood. Have the students come to the front table of the classroom. Using soil or clay create a base for the town in a large bin or bucket. If there is enough soil, build a mountain in the corner of the bin to represent mount Greylock. Have pairs of students each create a small building, person, or plant to put in the town using Legos. Once the town is assembled, get two gallons of water and pour it into the bin. Pour the water starting at the top of the mountain.

o Ask the students to talk about what is going on as the town is flooding. Why is it flooding? What should the Lego people do to survive the flood? Connect the lesson back to weathering and erosion. What has the rain now done to the mountain that was built?

Hand out the National Geographic article “Safe Houses” by Chris Carroll. Call on a student to read the title and introductory paragraph. Explain that this article will be about earthquake-proof buildings and homes. Call on a different student to read each paragraph, pausing between each to summarize concepts and define vocabulary. [SP8: obtaining information]

Lesson Closing Add vocabulary (earthquake, tectonic plates, fault line) to the vocabulary rings.

Assessment Each student will write a guide to surviving a natural disaster for Planet Earth Newspaper, using the information learned in

this lesson. (The natural disaster they choose to write about is up to them!) As discussed at the beginning of the class, be sure to think about what problems might arise from a flood, volcano, or earthquake, and then invent possible solutions. The article “Safe Houses” is also a great resource for ideas.

List of Unit Resources** Items in bold should be returned to the bin for use next year**


Lesson 1



1 per group Rock Kit Bin

12 books to be shared with a partner or 3

Foss Science Stories “Written in Stone” Bin

1 Projector/ Computer to show video Classroom teacher

3 per student Sticky notes Classroom teacher

1 Laminated picture of a scientist or the class Classroom teacher

1 per student “Types of Rock” lyrics handout Binder

2 per class Large poster papers (semantic map and essential question)

Classroom teacher

4 per student Index cards Classroom teacher

1 per student Metal ring for vocab words Classroom teacher

1 per student “Interview with a Rock” worksheet Binder


1 per teacher “Teach to Learn Science Practices” handout

Binder

Lesson 2



5 White and 5 Black plates (1 per group)

Streak plates Bin

5 per group Penny Bin

5 per group Nail Bin

1 box per class Mineral Kit - Includes 15 mineral samples Bin

1 per pair/group Limestone sample Bin

1 per pair/group Quartz sample Bin


1 piece Chart Paper Classroom Teacher

1 “How to Describe Luster” Board Bin

Lesson 3


1 per classroom Computer + projector Classroom Teacher

1 per classroom “Hands on Nature” Lesson Binder

2 (1 per Splash station; 1 per Swept station)

Baking pan Bin

1 per Splash station Tablespoon Bin

1 per classroom Small bag of flour Bin

1 per Splash station Empty, clean Ketchup bottle Bin


2 per Rock station Clean, sealable plastic container Bin

3 handfuls (2 per Rock station; 1 per Swept station)

Stones Bin

2 per Rock station Clear jars/ cups Bin

1 per classroom Small bag of uncooked rice Bin

1 handful per Swept station Blocks of wood Bin

1 per student Straws Bin

Lesson 4

2 cups per student Soil from decaying matter Bin *******


1 per student Wooden skewers Bin

As needed to cover desks Newspaper Classroom Teacher

1 per student Hand lens Bin

2 per class Sieve Bin

1 per student Science Journal Classroom Teacher

1 piece Chart paper Classroom Teacher

1 Geology by Evan-Moor EMC 857 Bin

1 per student Human Soil Game cards Bin

Lesson 5

15 (3 per group) Soda Bottles (funnel, planter, screen) Bin

15 cups (3 cups per group) Sand Bin

15 cups (3 cups per group) Potting soil Bin

15 cups (3 cups per group) Clay Bin


5 (1 per group) Measuring cup Bin

One packet of seeds (Optional) Rye grass seed Bin


As needed Newspaper (for under experiment bottles) Classroom Teacher

1 per group Berkshire Images Bin

1 per classroom Projector + computer (for Mt. Greylock Indian Head image)

Classroom Teacher

~2 per class Ice tray Bin

1 per classroom Freezer School

5 jars (1 jar per group) Play-Doh Bin

As needed wax paper (for under the Play-Doh landscapes)

Bin

Lesson 6

1 map Political map Binder

1 map Road map Binder

1 map Attraction map Binder

1 map Topographical map Binder

1 map Physical map Binder

1 map Weather map Binder

Lesson 7This unit was developed with Race to the Top and National Science Foundation (Grant # 1432591). It should be considered a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. of 54

1 per student “Safe Houses” article Binder

1 package Modeling clay / play Doh Bin

1 Small plastic cup Bin

1 tablespoon Flour Bin

2 tablespoons Baking soda Bin

cup⅓ Vinegar Bin

1 4” square Tissue Paper Bin

1 roll Paper towels (for clean up) Classroom teacher

1 large bin or bucket Bin


1 per student “Make Your Own Earthquake” worksheet Binder

1 Pictures of Floods Binder / Online

1 package Legos Bin

Curriculum Embedded Performance Assessment (CEPA)This unit was developed with Race to the Top and National Science Foundation (Grant # 1432591). It should be considered a DRAFT document that will be revised annually as the unit is piloted through the 2017-18 school year. of 54

Unit Level Essential Question(s) addressed in this lesson:How might have Mt. Greylock changed over time? Standard(s) Covered by this Assessment:4-ESS1-1. Construct a claim with evidence that changes to a landscape due to erosion and deposition over long periods of time result in rock layers and landforms that can be interpreted today. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape. [Clarification Statement: Examples of evidence and claims could include rock layers with shell fossils above rock layers with plant fossils and no shells, indicating a change from deposition on land to deposition in water over time; and, a canyon with rock layers in the walls and a river in the bottom, indicating that a river eroded the rock over time.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanisms of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.] 4-ESS2-2. Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, and the placement of volcanoes and earthquakes to describe patterns of these features and their locations relative to boundaries between continents and oceans.

Student Learning Objectives

Identify what a physical map is and what it consists of.

Read scientific maps of mountain ranges, trenches, active volcanoes, and earthquakes. (Topographical maps not required. Design and test an erosion prevention solution. Read scientific maps of mountain ranges, trenches, active volcanos, and earthquakes, climate and weather. (Topographical

maps not required.)



3 (1 per group) Geographic map of Mt. Greylock Bin

3 (1 per group) Rectangular clear plastic container Bin

15 cups (5 cups per group) Topsoil Bin

As needed Rocks (small to medium in size) Classroom Teacher

As needed Straws (cut down the middle) Bin

As needed Popsicle sticks Bin

1 per group Clean ketchup bottle Bin

As needed Water (fill ketchup bottles with) Classroom Teacher



AssessmentDesign an erosion prevention system from a site that is prone to water erosion on Mt. Greylock. Using different barriers such as trees, rocks, and drainage pipes create a situation that prevents the least amount of soil from washing away.Groups should come up with an oral presentation: Why did you build your erosion prevention system this way? Did it work well? (Optional: Take a picture of the after effect of testing the system and print it out to attach to the response.)


Procedure: Today we are going to look at a map of Mt. Greylock where a part of the mountain could be affected by water erosion. The map will give us an idea what the location looks like. From there we are going to get to build a model of the location and design an erosion prevention system for the mountain. The people of our surrounding towns cannot let the soil from the mountain wash down onto their house so its up to us to plan a way to prevent it from happening. A: Review erosion and water erosion and how it affects a landscape. Feel free to reference the information as well as the experiment done in Lesson 3. Talk about how different things, such as trees and rocks, prevent soil loss as well as how water travels and ability to be funneled (drainage). B: Make 3 workstations covered with newspaper to make for an easy clean up. Pile soil to form a slope inside each clear plastic container. The slope will be different depending on the container but should be steep enough to promote water flow. On each desk lay a small pile of rocks, straws cut down the middle, and popsicle sticks. C: Hand out a geographic map of Mt. Greylock and get students to inspect what they see. As they are now familiar with how to look at a map mark an x at the bottom of the mountain site and ask students what it would look like to look in the direction of the peak. From there they can position the model so they can position the model according to the map’s depiction of the mountain site. D: Describe how we use models to imitate what might happen on a larger scale. Explain to the students that we will pour water at the top of the mountain to simulate rainfall. Their job will be to work together in groups to place rocks, trees (popsicle sticks), and drainage pipes (straws) on Mt. Greylock to prevent soil erosion. Give students 10 minutes to design their erosion prevention system and then call for their attention. E: As they finish designing their systems, gather all the students to come over to the model at group 1. Have students explain how their layout may succeed or fail and get all the students to make a prediction what will happen. Pour water slowly on the top of the model for 5 seconds, and notice how much soil was taken away. Repeat this process for the other two models. F: Clean up and get students to wash hands.


G. Students write a paragraph about how item placement affected erosion prevention, as well as how different items worked better than others. Using what you learned from the unit describe three ways how erosion might have affected how Mt. Greylock looked over time. Collect journals.


1.cdn.edl.io web viewidentify the physical properties of minerals (hardness, ... discuss the word...

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