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TheEvolutionoftheT2LScienceCurriculumOverthelastfouryears,theTeachtoLearnprogramcreated20NGSS-alignedscienceunitsingradesK-5duringoursummersessions.Truetoourplan,wepilotedtheunitsinNorthAdamsPublicSchools,andaskedandreceivedfeedbackfromoursciencefellowsandourparticipatingteachers.Thisfeedbackservedasastartingpointforourrevisionsoftheunits.Duringyear2(Summerof2015),werevisedunitsfromyear1(Summer/Fall2014)andcreatednewunitstopilot.Inyear3,werevisedunitsfromyears1and2andcreatednewunitsofcurricula,usingthesamemodelforyear4.Ourunderstandingofhowtocreaterichandrobustsciencecurriculumgrew,sobythesummerof2018,ourfinalsummerofcurriculumdevelopment,wehadcreatedfiveexemplarunitsandestablishedanexemplarunittemplatewhichisavailableintheT2LToolkit.Wemadeaconcertedefforttoupgradealltheexistingunitswithexemplarcomponents.Wewereabletodomuch,butnotall.So,asyouexploredifferentunits,youwillnoticethatsomecontainallelementsofourexemplarunits,whileotherscontainonlysome.Thefullyrealizedexemplarunitsarenotedonthecoverpage.Wedidreviseall20unitsandbroughtthemtoabaselineof“exemplar”byincludingtheLessons-At-A-GlanceandScienceTalkelements.

T2LCurriculumUnit

Grade4 Earth’s

Surface

ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedastheunitispilotedandfeedbackreceived. Page 1 of 132

TheEarth’sSurface

EarthScience/Grade4

Inthisunit,studentsinvestigatetheprocessesoferosionandweatheringthroughhands-oninvestigations.Theywillseehowtheseprocessesaffecttheformationoflandforms.Studentswillanalyzedifferenttypesofmapstolookforpatternsandwilldesignasolutiontomitigatetheeffectsofanearthquake.


UnitCreationandRevisionHistoryAuthorsTiffinieAlvarez,SecondaryEducationmajor,Englishmajor,MassachusettsCollegeofLiberalArts(Summer’18)KathyAtwood,Grade3Teacher,NorthAdamsPublicSchools(Summer‘14)JeanBacon,AdministratorforTeachingandLearning,NorthAdamsPublicSchools(Summer‘14)AminaDiop,Astrophysicsmajor,Mathematicsmajor,WilliamsCollege(Summer‘18)LaurenMangiardi,ElementaryEducationMajor,EnglishLiterature,MassachusettsCollegeofLiberalArts(Summer‘18)PriscillaMercado,Computersciencemajor,Englishmajor,WilliamsCollege(Summer‘18)StephanieNguyen,ElementaryEducationmajor,InterdisciplinaryStudiesmajor,MassachusettsCollegeofLiberalArts(Summer‘18)LindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchools(Summer‘14)MatthewRoychowdhury,Physicsmajor,WilliamsCollege(Summer‘18)TroySegala,BusinessAdministrationManagementmajor,MassachusettsCollegeofLiberalArts(Summer‘14)Revisions,Summer2015JessicaL.Wojcik,InterdisciplinaryStudiesmajor,Educationmajor,SocialWorkminor,MassachusettsCollegeofLiberalArtsGraceSullivan,EnglishandWomen’sStudiesmajor,WilliamsCollegeRevisions,Summer2016DiegoGarcia,ComputerSciencemajor,WilliamsCollegeAnnieGagnon,Biologymajor,MassachusettsCollegeofLiberalArtsProjectManager:LeslieRule,TeachtoLearn,MassachusettsCollegeofLiberalArts


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TableofContents

LessonsataGlance Page5UnitPlan Page8LessonFeatureKey Page12EssentialQuestionConceptMap Page13TieredVocabularyList Page16ScienceContentBackground Page18LessonPlans Lesson1:WhatisaPhysicalMap? Page31Lesson2:Mohs’HardnessScale Page39Lesson3:WhatisErosion? Page48Lesson4:WhatisaSoil?IsAllSoiltheSame? Page59Lesson5:FoolingwithFossils Page70Lesson6:EarthquakesandFaultLines Page78Lesson7:ProtectingAgainstNaturalDisasters Page91UnitResources CurriculumEmbeddedPerformance Page1035EInstructionalModelBackground Page107ScienceTalkandOracyinT2L Page108UnitActivityPlanner Page111NGSSAlignmentTable Page117ListofUnitResources Page121


LessonsataGlance

Independentonlinestudentresearch Technologyintegration YouTubeVideo

Outdooreducation Movement LabworkLesson CoreActivities Extensions AspectsofLesson1.WhatisaPhysicalMap?

• TypesofMaps• TreasureMaps• MapFeaturesReview• LandformReview• WordWarm-Up• PhysicalMapInvestigation• OnlineMaps• DailyPlanetEarthNewspaper

2.Mohs’HardnessScale

• PhysicalPropertiesofMinerals• DescribingMinerals• MohsHardnessScale• MineralObservationStations• MineralIdentification• TheMysteryRockExperiment• MineralAd


3.WhatisErosion? • WeatheringandErosionPowerPoint

• ErosionandAbrasionStations• WashingAwayLandforms• BerkshireLandforms• Mt.GreylockArticle

• PairedPassages

4.WhatisaSoil?IsAllSoiltheSame?

• SoilExploration• IMOWAChart• SoilDiscovery• SoilRecipe• SoilDrainageTest

• ConnectionstoMountGreylock

5.Fossils • Makeyourownfossil• FossilizationGame• FossilMap• Writeaboutyourfossil

• TriptoBerkshireMuseum

6.EarthquakesandFaultLines

• VolcanoDemonstration• RingofFireActivity• GrahamCrackerPlate

Tectonics

7.ProtectingAgainstNaturalDisasters

• GeoSquadStopsFredtheFloodVideo

• FloodsPowerPoint• “SafeHouses”reading• DisasterPreparednessGame• DinosaurExtinctionDebate• DisasterSurvivalComic

• FloodActivity


UnitPlan

Stage1DesiredResultsGradeLevelStandards

(4-ESS1-1)Identifyevidencefrompatternsinrockformationsandfossilsinrocklayerstosupportanexplanationforchangesinalandscapeovertime.[ClarificationStatement:Examplesofevidencefrompatternscouldincluderocklayerswithmarineshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachangefromlandtowaterovertime;and,acanyonwithdifferentrocklayersinthewallsandariverinthebottom,indicatingthatovertimearivercutthroughtherock.][AssessmentBoundary:Assessmentdoesnotincludespecificknowledgeofthemechanismofrockformationormemorizationofspecificrockformationsandlayers.Assessmentislimitedtorelativetime.](4-ESS2-1)Makeobservations

MeaningUNDERSTANDINGSStudentswillunderstandthat...

• Physicalmapsshowthelocationsofphysicalfeaturesonland,suchasmountains,rivers,andelevation.

• Local,regional,andglobalpatternsofrockformationsrevealchangesovertimeduetoforcessuchasearthquakes.Thepresenceandlocationofcertainfossiltypesindicatetheorderinwhichrocklayerswereformed.

• Thedevelopment,weathering(howitisbrokendownintosmallerpieces),anderoding(particlesaretransportedelsewhere)oflandformscanhelppeopleinferthehistoryofthecurrentlandscape.

• Rainfallhelpstoshapethelandandimpactthelivingthingsfoundinaregion.

• Liquidandsolidwater,wind,andlivingorganismsbreakrocks,soil,andsedimentsintosmallerparticlesandmovethemaround.

ESSENTIALQUESTIONS 1. Howcanweprotectagainstnatural

disasters?2. Whatcanrockstellusaboutthe

past?3. HowcanmapsmodelEarth’s

features?


and/ormeasurementstoprovideevidenceoftheeffectsofweatheringortherateoferosionbywater,ice,wind,orvegetation.[ClarificationStatement:Examplesofvariablestotestcouldincludeangleofslopeinthedownhillmovementofwater,amountofvegetation,speedofwind,relativerateofdeposition,cyclesoffreezingandthawingofwater,cyclesofheatingandcooling,andvolumeofwaterflow.][AssessmentBoundary:Assessmentislimitedtoasingleformofweatheringorerosion.](4-ESS2-2)AnalyzeandinterpretdatafrommapstodescribepatternsofEarth’sfeatures.[ClarificationStatement:MapscanincludetopographicmapsofEarth’slandandoceanfloor,aswellasmapsofthelocationsofmountains,continentalboundaries,volcanoes,andearthquakes.](4-ESS3-2)Generateandcomparemultiplesolutionstoreducethe

• Thelocationofmountainranges,deepoceantrenches,oceanfloorstructures,earthquakes,andvolcanoesoccurinpatterns.Mostearthquakesandvolcanoesoccurinbandsthatareoftenalongtheboundariesbetweencontinentsandoceans.

StudentLearningTargets“Ican”statements

1. Icanidentifyaphysicalmapanditscomponents.2. Icanreadmapsthatdepictmountainranges,trenches,activevolcanoes,and

earthquakes.3. Icanperformappropriateteststodeterminethehardness,color,luster,cleavage,and

streakofdifferentminerals.4. Icannotedifferencesbetweenrocksandminerals.5. Icanusepreviouslyrecordeddatatoidentifydifferentminerals.6. Icanobserveanddescribeexamplesofweatheringthroughfrostwedging,abrasion

andtreerootwedging.7. Icanobserveanddescribeexamplesoferosionthroughwind,water,andice.8. Icanexplainthedifferencebetween“weathering”,“erosion”,and“deposition”.9. Icanexplainhowsoilisformedthroughdecompositionandweathering.10. Icanillustratetheconnectionbetweensoilformation(e.g.ratiosoforganicmatterto

minerals)anditscolorandtexture.11. Icanidentifyanddescribethedifferencesbetweensoil,loam,andclay.12. Icanwriteastoryaboutthehistoryofmyfossil.13. Icanexplainthedifferencesbetweentypesoffossils.14. Icanexplainhowplatetectonicscreateearthquakesandmountains.15. Icandiscusshowvolcanoesareformedandtheeffectsoftheireruptionsonland.


impactsofnaturalEarthprocessesonhumans.*[ClarificationStatement:Examplesofsolutionscouldincludedesigninganearthquakeresistantbuildingandimprovingmonitoringofvolcanicactivity.][AssessmentBoundary:Assessmentislimitedtoearthquakes,floods,tsunamis,andvolcaniceruptions.]

16. Icanmodelhowearthquakes,mountains,andvolcanoesarecreated.17. Icandiscussthreetypesofnaturaldisastersincludingvolcaniceruptions,

earthquakes,andfloods.18. Icandiscusstheimpactsofnaturaldisastersandhowtoprotectagainstorlessenthe

effectsofthesenaturaldisasters.

Stage2–EvidenceEvaluativeCriteria AssessmentEvidenceScienceJournalsClassDiscussionsGrouppresentationsParticipation

PlanetEarthNewspaperJournalentriesClassdiscussionsPracticeMCASquestions

Stage3–LearningPlanLesson1:Inthislesson,studentswillreviewlandforms.Theywillthenbeintroducedtophysicalmaps,bothonlineandonpaper.Lesson2:Studentswilllearnaboutthethreemaincategoriesofrocksandthatrocksaremadefromcombinationsofminerals.TheywillperformMohs’hardnesstesttoidentifyvariousminerals,includingamysterymineral.Lesson3:StudentswilllearnaboutweatheringanderosionthroughaPowerPointandvariousactivities.TheywillanalyzepicturesofBerkshirecountylandformsandtheorizeastohowtheywereformed.


Lesson4:Studentswilllearnaboutthecomponentsandcharacteristicsofsoil.Then,theywillwriteasoilrecipefortheirnewspaperprojectanddoasoildrainagetestwithdifferenttypesofsoil.Lesson5:Studentswillengageingamesandactivitiestolearnaboutfossils.Theywillmaketheirownfossilsandthenwriteastoryaboutthefossiltheymade.Lesson6:Inthislesson,studentswilllearnaboutvolcanoesandearthquakes.Theywillbuildavolcanoandmodelearthquakesusinggrahamcrackersandcool-whip.TheywillthenmapearthquakesandvolcanoesontheRingofFiretoexploretheconnectionbetweenthetwophenomena.Lesson7:Inthefinallessonoftheunit,studentswilllearnaboutthethingstheyneedtosurvivefromnaturaldisasters,includingonesmentionedpreviouslysuchasvolcaniceruptionsandearthquakes.Thentheywillhaveadebateabouttheextinctionofthedinosaurs.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012


LessonFeatureKeyLessonsinthisunitincludeseveralfeaturestohelpinstructors.Itisaquickguidetohelpidentifyandunderstandthekeyfeatures.

Icons

Talkscienceicon:Lookforthisicontoletyouknowwhentousesomeofthetalksciencestrategies(foundintheunitresourcesofthisunit)

Anchorphenomenonicon:Indicatesatimewhenananchoringscientificphenomenonisintroducedorwhenanactivityconnectsbacktothisimportantidea.TextFormatting:[SP#:….]Anytimeyouseeasetofbracketslikethis,itindicatesthatstudentsshouldbeengagedinaspecificscienceorengineeringpractice.Underlinedtextinthelesson:Thisformattingindicatesimportantconnectionsbacktothecentralscientificconceptsandisusefultonotetheseconnectionsasaninstructor,aswellasforstudents.

CalloutsTeachingTip

Inthesecall-outboxes,you’llfindtipsforteachingstrategiesorbackgroundinformationonthetopic.

StudentThinkingAlertLookoutforcommonstudentanswers,waysinwhichstudentsmaythinkaboutaphenomenon,ortypicalmisconceptions.


EssentialQuestionConceptMaps


TieredVocabularyListTier1 Tier2 Tier3

Color

Soil

Clay

Loam

Sand

Continents

Hardness

Streak

Texture

Decomposition

Decaying

Landforms

Particles

Scale

Boundaries

Prehistoric

Earthquake

Fossil

Sedimentary

Igneous

Metamorphic

Mineral

Crystal

Luster

Cleavage

Frostwedging

Treerootwedging

Weathering

Trenches

CompassRose


Erosion

Flood

Redirect

Contain

Withstand

Barrier

FaultLines

TectonicPlates

Organic

Inorganic

Jurassic

Abrasion

Legend

Prevention

Extinction


ScienceContentBackground

Pleasereadthroughtheexplanationprovidedinthenextfewpagesandjotdownquestionsoruncertainties.Consultinternetresourcestoansweryourquestions,askcolleagues,andworktogetherasateamtogrowyourownunderstandingofthesciencecontentandthecentralphenomenainthisunit.Thisknowledgeprimesyoutobetterlistenandrespondtostudentideasinproductiveways.Pleasefeelfreetorevisitthisexplanationthroughouttheunittoreviseandimproveyourownunderstandingofthesciencecontent.

EssentialQuestions

1. Whatcanrockstellusaboutthepast?Rocksareanessentialgatewayintothepastforscientists.Theycontaininformationsuchasthedatesoftherockandthetypesoforganismsthatmaybelivingaroundorinsideofthem(preservedasfossils).TheEarth’scrustlayerscantellusaboutthedifferenttimeperiodsthatorganismslivedinandthetypesofactivitythatoccurred.

2. Howcanweprotectagainstnaturaldisasters?Therearemanywaysthatlivingorganismshelpprotectagainstnaturaldisasters.First,wemustdeterminehownaturaldisastersoccurtoconstructplansforprotectinglivingorganisms.Therearemanyprotectionmethodsagainstdisasterssuchasbarriers,falloutplans,andshelters.However,theprotectionmethodyouimplementdependsonthetypeofdisaster.


3. HowcanmapsmodelEarth’sfeatures?

Therearemanytypesofmapssuchastopographicmaps,physicalmaps,politicalmaps,etc.EachtypeofmapfocusesondifferentaspectsoftheEarth’ssurfacetomodeldifferentfeatures.Inthisunit,studentswillprimarilyusephysicalmapswhichshowthephysicalfeaturesoftheEarth.StudentswilllearntoidentifyEarth’sfeaturesonthemapandhowfeaturescanberepresentedinseveraldifferentways.Inaddition,studentswilllearnthatsincemapsarerepresentationsoftheworld,theyarenotabletorepresenteverything.Forthisreason,mapmakersutilizesymbolstoindicateEarth’sfeatures.

RationaleforOrderofContentSincethisunitfocusesontheEarth’ssurface,webeginthisunitwithareviewofthemappingaspectsfoundinthesecond-gradeunit,LandandWater.Similartothesecond-gradeunit,mappingwillserveasatooltohelpstudentslearnabouttheEarth’sfeatures.Fromavarietyofmapssuchastopographicalmaps,studentswillseehowEarth’ssurfaceiscomposedofmanycomponentssuchaslandforms.OncethestudentsgainanunderstandingoftheEarth’ssurfacefeatures,studentswilllearnaboutthefundamentalbuildingblocksoftheEarth’ssurface,mineralsandrocks.TheGeoSquad,agroupofanimatedrocks,willguidestudentsthroughMohs’HardnessScaleandthestudyofrocksandminerals.Bylearningabouttheformationofdifferenttypesofrocks,studentswilllearnhowlandformstheysawinthefirstlesson,WhatisaPhysicalMap?,werecreated.Furthermore,withthisknowledge,specificallyaboutsedimentaryrocks,studentswilldeveloptheirunderstandingthattheplanet’ssurfaceisshapedovertimebynaturalforces.Then,inthethirdlesson,WhatisErosion?,studentswilllearnabouterosionastheydiscoverthewaysrocksandmineralsarebrokendown.Thislessonwillexpanduponstudents’understandingofhownaturalforcessuchasweatheringshapeEarth’ssurface.Besidesthis,erosionwillteachstudentsthatrocksvarywithage,sostudentscancorrectanymisconceptionthatrocksareallthesameage.


Inthisway,studentswilllearnthattheEarth’scrustiscomposedofmultiplelayersandthetopmostlayersarenewerincomparisontothebottomlayers.Thisidea,alongwiththeprocessofcreatingEarth’slayers,willbecoveredinlessonfour.Inthislesson,studentswillapplyknowledgeoferosiontolearnhowrocksandmineralsarebrokendowntocreatesoil.Inthesecondhalfofthisunit,theanchoringphenomenoninvolvingfossilsanddinosaurs,willbemoreobvioustostudents.Inthefifthlesson,studentswilllearnaboutfossilsinmoredepth.Sincestudentslearnedaboutsoilcomponentsinthefourthlesson,theywillusethisknowledgetolearnhowsometimesthedecayingorganicmatterinsoiliscompressedunderlayersofsoil,turningthemintostoneorfossils.Thislessonwillalsoconnectbacktothedinosauranchoringphenomenonbecausedinosaurfossilswerealsocreatedinthisway.Fromthislesson,studentswillunderstandwhyarchaeologistsmustdigdeeptofinddinosaurfossils,sinceittakesyearsoferosiontocreatethelayersofsoiltoburythedinosaurcarcassesandturnthemintostone.Next,studentswilllearnabouttheouterlayeroftheEarth’ssurface,thecrust,inthesixthlesson.Specifically,studentswillbetaughtthatthecrustiscomposedoftectonicplatesthatareconstantlymoving.Duetothemovementoftectonicplates,naturaldisasterssuchasearthquakesandvolcaniceruptionsoccur.Basedonthisinformationabouttectonicplates,studentswillbeabletoconcludethattheplatemovementsthatcreatevolcanoescouldhavecausedthedinosaurs’extinction.Inadditiontonaturaldisasters,studentswillusetheirknowledgeofmetamorphicrockformationtolearnhowlandformssuchasmountainswereformedinthislesson.Finally,studentswillcoverseveralwaystolessentheeffectsofnaturaldisasters.Inthelastlesson,studentswilllearnthatsolutionsfornaturaldisastersvarydependingonthetypeofnaturaldisaster.Forinstance,floodchutescancontainfloodwaters,buttheycannotcontainthedamagecausedbyearthquakes.


AnchoringPhenomenonThelessonsinthisunit,especiallythelastthree,aretiedtogetherbythestoryofdinosaursandthemysteryoftheirextinction.Inlessons3and5,thestudentslearnabouthowdinosaurs’remainsformfossils.Inlesson6,thestudentsareintroducedtodisasterssuchasvolcanoesandearthquakesandthedisasters’possibleroleinwipingoutthedinosaurs.Inlesson7,theywillbepresentedwithevidenceofthedinosaurs’extinctionandhavetheopportunitytodebatepossibletheories.Therearestillsomemysteriessurroundingtheextinctionofthedinosaurs,butforthisunit,wechosethemostwidelyagreed-ontheoryastheanswertotheanchoringphenomenon.WeknowthatneartheendoftheMesozoicperiod,volcanoesintheDeccanTrapsstartedexploding.Consequently,theairwasfilledwithashandgreenhousegases.Then,manydinosaursbegantogoextinct,causingthenumberofdinosaurspeciestodecline.Aquartermillionyearslater,a6-milewideasteroidslammedintotheYucatanpeninsula,formingtheChicxulubCrater.Itcreated300-foot-widetsunamiwavesand10.0-magnitudeearthquakesacrosstheGulfofMexico,coveringtheareainrocks.Theexplosioncreatedanenormouscloudofdustthatenvelopedtheearth.Thedustthencooledintopiecesofburningglassthatraineddownfromtheskyandheateduptheatmosphere,causingforeststoburstintoflame.TheripplestheasteroidsentthroughtheEarthmayhaveevenpushedmagmatothesurfaceandcausedvolcanoestoexplodeevenfasterforthenext500,000years.ThesmokefromtheDeccanvolcanoes,theasteroid,andtheburningforestsblackenedtheworld’sskiesforyears,throwingtheplanetintotwilight.WithouttheSun’sraysshiningontheearth,plantsdiedoffandtheworld’stemperaturedroppeddramatically.Bythetimetheashclearedup,theatmospherewasfilledwithgreenhousegases,causingtheEarthtoexperiencedramaticclimatechangeduetoglobalwarming.Allthesenaturaldisastersweremorethanenoughtokillofflargeanimalsonlandandsea,butsmallanimalslikebirds,reptiles,andmammalsmanagedtosurvive.


KeyScienceIdeas• Mappinghas4components:title,key,compassrose,scale.• Thereareavarietyofmapssuchastopographicalmaps,physicalmaps,etc.• Thephysicalpropertiesofmineralsincludehardness,color,luster,cleavage,andstreak.• Rockscanbecomposedofoneormanyminerals.• Mohs’HardnessScalecanbeusedtoidentifydifferentminerals.• SoilistheupperlayeroftheEarth’ssurfaceandithasfivecomponents:Inorganicmatter,Microorganisms,Organic

matter,WaterandAir(IMOWA).• Someinorganicmattercomesfromnaturalprocessessuchasweathering,andotherssuchascoinsandbottlescome

frompollutioncreatedbyhumans.• Microorganismsaresmalllivingbeingsthatliveinthesoil.• Organicmatterrepresentslivingbeings,deadanimals,andplantsandmattercomingfromlivingorganisms.• Waterandairarefoundinthespacebetweensoilparticles.• Decompositionisabiologicalandphysicalbreakdownoforganicmattersuchasleaves,deadanimals,andplantsinto

simplerorganicmatter.• Soilisformedthroughtheprocessoferosionandweathering.• Erosionisageologicalprocessthroughwhichrocksarewornawayandcarriedtoanotherlocationbynaturalforces

suchaswindandwater.• Weatheringisaprocessbywhichrocksbreakdownintosmallerpieces.• Therearethreetypesofweathering:physicalweathering,biologicalweathering,andchemicalweathering.• Allsoilsarenotthesamebecausetheyhavedifferentcolors,texture,andwaterretentioncapacities.• Therearethreedifferentformsoffossilsinthisunit:bodyfossils,tracefossils,andmoldfossils.


• Fossilsarefoundinsedimentaryrock.Thisisbecausesedimentaryrockisthesoftestformofrock;itallowsthefossiltositintherockandhardenovermanyyearswithoutbeingcrushedbytheweight.

• Erosionisamajorreasonthatfossilscanformandthatweareabletodiscoverthem.Waterisfundamentaltofossilsforming,asitseepsintothefossilandhelpsturnittostoneovermillionsofyears.

• TheoutermostlayeroftheEarthiscalledthecrust,andthecrustisbrokenintopiecescalledtectonicplates.• Earthquakesoccurwhentwotectonicplatescollideorslideagainsteachother,andenergyisreleased.• Whentwoplatescollideandthelandshiftsupward,mountainsarecreated.• Whenplatescollide,andapieceofanoceanicplatebreaksoff,magmarisestothesurfaceandhardens,creatinga

volcano.

ExplanationMineralsandRocks

• Amineralisaninorganicsolidwithadefinitechemicalcompositionandacrystallinestructureformedbygeologicalandnaturallyoccurringprocesses.Arockisacombinationofoneormoreminerals.Theymayalsoincludeorganicremainsandmineraloidswhileothersarepredominantlycomposedofjustonemineral.Therearethreetypesofrocks:igneous,metamorphic, and sedimentary. Sedimentary rocks are formed from particles called sediment,which includes sand,shells, pebbles, andother fragmentsofmaterial.The sediment accumulates in layers andover a longperiodof timehardensintorock.Sedimentaryrockistypicallysoftandmaybreakapart/crumbleeasily.Sedimentaryrocksareusuallytheonlytypethatcontainsfossils.MetamorphicrocksareformedunderthesurfaceoftheEarthfromthechangethatoccursduetointenseheatandpressure.Igneousrocksareformedwhenmagmacoolsandhardens.


TheMohsHardnessScale• TheMohsHardness Test is used to identify amineral type. This test compares the resistance of amineral to being

scratchedbytenreferencemineralsknownastheMohsHardnessScale.Thetestisusefulbecausemostspecimensofagivenmineralareveryclosetothesamehardness,whichmakeshardnessareliablediagnosticproperty.Thescalegoesfrom1-10,with1beingthesoftestmineral.Thescale isas follows:Talc,gypsum,calcite, fluorite,apatite,orthoclase,quartz,topaz,corundum,diamond.

Soil,ErosionandWeathering

• SoilFormation:Soilisformedthroughtheprocessoferosionandweathering.Erosionisageologicalprocessthroughwhichrocksarewornawayandcarriedtoanotherlocationbynaturalforcessuchaswindandwater.Erosioncanalsocarry soil and sediments. Weathering is a geological process bywhich rocks break down into smaller pieces. Thedifferencebetweenweatheringanderosion is thaterosion involvesdisplacement. Thereare threedifferent typesofweathering:➢ PhysicalorMechanicalweatheringisduetophysicalforcesactingonrocks.Sometimesrainwaterwillsoak

intorockandthenfreeze,expandingasitdoes.Withenoughcyclesoffreezingandmelting,thewaterwillcreatelargecracksintherockandcausepiecestobreakoff.Italsooccurswhenmovingwaterrubsrocksagainsteachother, also causing tiny pieces to break off. The rubbing the rocks experience is very gentle and slow-paced,however,sotheyoftenlookmorelikethey’vebeensandeddownthanbrokenapart.

➢ Biological weathering is due to the presence of living organisms such as plants, bacteria and animals. Forexample,treesarealwayssendingoutrootstofindnutrientsandincreasetheirholdontheground;sometimesthoserootscanevenpassoverbarerock.Iftherootsdoendupfindingsoilafterstretchingoverarock,theywillgrowthickerandthicker,eventuallysqueezingtherocklikeaboaconstrictor.Underthatpressuretherockwill


crack.➢ Chemicalweatheringisduetochemicalprocessessuchasoxidationandacidification.Forexample,watercan

dissolvecertaintypesofsoftrock.Incaves,waterwilldripfromtheceiling,bringingwithitpiecesofdissolvedrock.Overtimetheseresidualpiecesofrockaddupandformstalactitesontheceilingandstalagmitesonthefloor.

• Erosionismainlyduetowindandwater.Inliquidform,watercancarryawaypiecesofrockwhilemovinginariver,flood,orwave.Insolidform,watermovesdirtandrockasaglacier.Glaciersarelargesheetsoficethatflowdownmountainsidesinthesamemannerasrivers,onlymuchmoreslowly.Glaciersareoftenagreatdeallargerthanrivers,andasaresulttheycancarveouthugepiecesofrockandlargequantitiesofgravelfromthemountainstheyrollover.Consequently,intheprocess,glaciersdecreasethemountains’heightandcarveoutlargevalleys.Berkshirevalleyisoneofthegreatestexamplesofglacialerosion.Theentirevalleywascarvedbyglaciers.BalanceRockintheBerkshiresisapieceofamountainthatwasleftbehindbyameltedglacier.

• Windoftenplaysanimportantroleinthelandscapesofdryareas.Windscarrylargequantitiesofsandanddustforthousandsofkilometers.Sometimesthewindscanblowawayfertilesoil,makingtheareadrierandhardertofarm.Thesandsthatwindscarrycanblastagainstrocksastheytravelintheair,scarringtheirsurfaceswithlinesandwearingthemaway.

• Soilisformedwhenrocksbreakdownthroughtheprocessofweatheringandthesmallerrockpiecesarecarriedawaybyair,wind,andgravityandaccumulateinaregion.Also,whenrocksbreakdown,theyreleasemineralswhichmakethesoilrich.Then,thesoilaccumulatesairandwaterwhichthenleadstothedevelopmentofmicroorganisms,plantsandanimals.Whensomeofthelivingbeingsdie,theyaredecomposedandturnedintosimplerorganicmatterthatenrichesthesoil.Tonote:thisprocessofsoilformationtakesaverylongtimetooccur.


ComponentsofSoil• Soil is theupper layerof theEarth’ssurface,madeupof fivedifferentelements: Inorganic,Microorganisms,Organic,

WaterandAir(IMOWA).Generally,“ideal”soilismadeupof45%inorganicmatter,25%air,25%waterand5%oforganicmatterandmicroorganisms.

• Inorganicmatter is a soil element that does not come from any livingmatter. This is usually the product of rockweatheringandoftenreferredtoasdirt.Someinorganicmaterialsincludesand,clay,siltandloam.Sandparticleshaveadiametersizebetween0.05to2mm,clayhasparticleswhosediametersizeisbetween0.002and0.05mmandfinallysiltparticleshaveadiametersizelessthan0.002mm.Loamisamixtureofsand,clayandsilt.Usually,loamcontainsanequal proportion of sand and silt and a small quantity of clay. Additionally, there are someother types of inorganicmaterialsthatdonotoriginatefromnaturalprocesses.Thesematerialsincludecoins,bottles,plasticbags.Theyfindtheirwayintothesoilduetopollutionbyhumans,whichultimatelycanharmthesoil.

• Microorganismsareextremelysmalllivingorganismsthatcanbeveryhardtoseewiththenakedeye.Soilistheirhabitatand some of the microorganisms contribute to the process of decomposition, which is a biological and physicalbreakdownoforganicmattersuchasleaves,deadanimalsandplantsintosimplerorganicmatter.

• Organicmatterismadeupofelementsthatarelivingorganismsorcomefromlivingorganisms.Organicmatterincludesplants,deadanimalsatvariousstagesofdecompositions,andmicroorganisms.

• WaterandAiraretheremainingcomponentsofsoilandtheyarenecessaryforthesurvivaloflivingorganisms.Theyarefoundinthespacebetweensoilparticles.

• Allsoilsarenot thesameandthesedifferencescanbeexplainedbythesoilcomposition.Wecanseethedifferencesbetweensoilsbylookingattheirtexture,colorandwaterretentioncapacity.

• TextureandWaterretentioncapacity:Soiltexturedependsonthesizeoftheparticlesthatmakeupthesoil.Thesizeoftheparticlesalsoaffectstheabilityofthesoiltoretainwater.Forinstance,sincesandhaslargeparticlesthatcannotbepackedtogetherperfectly,watermovesveryeasilybetweenthegaps.Clayhasvery fineparticlespackedtogether


whichmakesithardforwatertomove,henceclayretainswaterverywell.• Color:Thecolorofthesoildependsontheproportionofitsfiveconstituents.Forinstance,ablack-coloredsoilindicates

ahighcontentinorganicmatterwhereasayelloworredsoilindicatesahighcontentinironoroxidizedmaterials.• Soilisimportantbecauseitisahabitatforseveralanimals,plantsandmicroorganisms,astorageofnutrientsforliving

beings,andananchorforplants.Fossils

• Fossilstakemillionsofyearstoform.Thereareafewfactorsthatmustbepresenttomakeafossil.First,theorganismmustbeburiedquicklyafterdeath.Someofthemostcommonplacestofindfossilsareriverbedsoroceanfloorsbecausethemovementofthewaterhelpsburytheorganisminthebottomofitsdepthswherethefossilizationprocesscanbegin;fossilsarelargelyfoundinsedimentaryrock.OnceundergroundthefossiltakesinwaterandmineralsfromtheEarth,slowlyreplacingthetissueoftheorganismwithminerals.Again,thistakesaverylongtimetohappen.Compressionfromtheweightofthegroundabovehelpsthisprocess.Erosionisalargepartofwhyfossilsexistaswellaswhytheyarefound.Ifitweren’tforerosion,fossilswouldn’thavebeenburiedtobecomewhattheyare,andtheywouldn’thavebeenunburiedtobediscoveredbyhumanbeings.

• Therearediversetypesofexistingfossilsintheworld.Forthisunitwewillspecificallyfocusingonthreemainversions:body fossils, trace fossils, andmold fossils. These are the types of fossils archeologistsworkwith themost in theirprofession.➢ Bodyfossilsaretheremainsofadeadanimalorplantandarethemostcommonfoundfossilsintheworld.These

aredinosaurbones,petrifiedtrunks,shells,etc.Duringtheprocessoffossilizationhardtissuesuchasboneandbarkarefarmorelikelytobecomefossilsbecauseofthenatureoftheirmakeup.Softtissuetendstowearaway;whetherthatbefromerosion,water,wind,orotherorganismssuchasfungioralgaethateatthem.Organismsthatdonotwearawaymustthenbeburiedinsediment.Crustaceansandshellsthatliveontheoceanfloorare


muchmorereadilyfossilizedbecausetheyarealreadyinasediment.➢ Tracefossilsarestructurespreservedinsedimentthatrepresentstheorganism’sbiologicalanatomy.Theseare

thingslikefootprintsorburrows.Aseashellrollingalongtheoceanfloorisnotanexampleofatracefossilbecauseittellsnothingoftheorganism’sanatomy.Thebodilystructureandfunctionoftheanimalisthekeyaspectofatracefossil.Theyareveryseldomfoundwithabodyfossil,andtheyarehardtomatchbacktoananimal,thereforetheyareclassifiedbytheactivitytheyareperformingratherthantheanimaltheyreferto.

➢ Moldfossilsareexactlywhattheysoundlike,amoldofanorganism.Thismeansthatalifeformhadbeenlyinginthesediment longenoughforthesurroundingrocktoharden, leavingan impressionof theorganism,andtheorganismwearsaway,leavingonlythemoldofitsbody.Examplesincludeimpressionsofshellsorleavesimprintedonarock.

• Hereisalinktomoreinformationabouttheseaswellasothertypesoffossils:http://www.fossilmuseum.net/fossilrecord/fossilization/fossilization.htmEarthquakes,Faultlines,andVolcanoes

• Tobegin,teachersmustunderstandthattheEarthismadeofmanylayers,theoutermost layerofwhichiscalledthecrust.Thecrustisbrokenupintopiecesthatarecalledtectonicplates.Thislessoncoverstwotypesofboundariesthatoccurwhentectonicplatesinteractwitheachother.Theseboundariesarecalledtransformboundariesandconvergentboundaries.Atransformboundaryoccurswhentwotectonicplatesrubtogether.Asthepressurebuildsbetweentheplates, theyslipreleasing theenergy thatweperceiveasanearthquake.Aconvergentboundaryoccurswhentwotectonicplatescollidewitheachother.Asthetwoplatescollidetheyformmountainsbetweenthemasthelandshiftsupward.Thislessonalsocoversthecreationofvolcanoeswhichoccursatasubductionzone.Asubductionzoneoccurswhenadenseroceanicplateisthrustunderneathalessdensecontinentalplate.Apieceoftheoceanicplatebreaksoffandmeltsallowingformagmatocometothesurface.Thismagmahardensandformswhatweknowasavolcano.


ProtectingAgainstDisasters

• NaturaldisastersareanyEarthprocessesthatharmanddestroylivingcreaturesandthethingstheyneedtosurvive.Naturaldisasterscanhappenveryslowly,suchasmajordroughts,orveryquickly,suchasearthquakes.Thepriorityindealingwithnaturaldisastersistofindoutwhetherwecanpreventthemfromhappening.

• Thekeytopreventingdisastersistofigureoutwhatmakesthemhappen.Forexample,floodsoccurwhenthereismorewaterinanareathanthegroundcanabsorb.Wecansometimespreventthegroundfrombeingoverloadedwithwaterbygrowingplantsorsettingupraincatchersorfloodchutes.

• Humanscan’tpreventeveryfloodfromhappening,andtherearesometypesofnaturaldisasterswecan’tpreventatall.Somedisasterslike,earthquakes,andvolcaniceruptionswillhappennomatterwhathumansdo.That’swhyit’susefultobeabletofigureoutwhennaturaldisastersaremostliketohappen,sothatwecanstartmovingpeopleandvaluableobjectsoutofharm’swaywhilewestillhaveenoughtime.Ofcourse,noonecanfullypredictnaturaldisasters;justlikeaweatherforecast,thebestwecandoisfigureoutwhenthereisagoodchancethatanaturaldisasterwillhappen.

• Meteorologistscanoftentimesforecastblizzards,hurricanesandtornadoesandfigureoutthepathstheyaregoingtotakeoncetheyform.Volcanologists,whostudyvolcanoes,alsohavetoolsattheirdisposal.EruptionsoftenstartwhenmagmaisreleasedfromdeepwithintheEarthbyshiftingplates.Theseplatesalsosetoffsmallearthquakes.Bylisteningcarefullytotheseearthquakes,volcanologistssometimesrealizethatitsoundslikeenoughmagmahasrisentotriggeraneruption.Thebubblingmagmaalsoreleasesgasessuchascarbondioxideandsulfurdioxidethataredifferentfromthegasesthatthevolcanoreleaseswhenitisn’tgoingtoerupt.Bymeasuringthesegases,volcanologistscantellwhenavolcano’smagmaisrising.Lastly,asvolcanoesfillupwithgasandmagmatheyoftenstarttobulgeabitlikeaninflatingballoon.Byplacingsensorsonthevolcano,volcanologistscanmeasurethisbulge.

• VolcanologistssawwarningsignsliketheseonMt.PinatuboandMt.St.Helensweeksbeforetheyerupted,andboth


timeswarnedpeopleinthesurroundingareastoevacuate.Someestimatethattheseevacuationssavedtensofthousandsoflives.

• Byfar,earthquakesaretheworstunderstoodandthehardesttopredictofEarth-basednaturaldisasters.Thebestwecandoislookatthehistoryofcertainfaultlinestoseeiftheearthquakesinthatareafollowapattern.Seismologists(earthquakescientists)arealsoabletocalculateifafaultis“woundup”enoughtotriggerabigearthquake,butthatonlytellsusthatanearthquakecouldhappen,notthatitwillhappen.

• Lastly,therearecaseswherewecan’tpreventorpredictnaturaldisastersormightnotbeabletomoveeveryoneandeverythingtosafety.Inthatcase,wecaneitherredirectthedisaster,containit,orwithstandit.

• ThefloodchutesinNorthAdamsredirectfloodwatersintheHoosicRiverfromspillingontothestreetsinthetown.Redirectinglavaflowsiscomplicatedanddangerous,butithasbeendone,especiallyonslow-movinglava.In1982,peopleredirectedthelavacomingoutofMt.Etna,inSicily,bybuildinghugeEarthwallswithbulldozersasthelavacamein.Theyevencarvedoutchannelsfromthethicker(butstillveryhot!)lavaanddeepenedthembysettingoffexplosivesinsidethem.

• Reservoirscancontainfloodwatersbytrappingthem,sotheydon’tgettosensitiveareas.ThecityofHoustonhaslarge,low-lyingareasfilledwithtreesandgrassthataredrymostofthetime,butfillupwithwaterduringfloods.In1971inIceland,peoplewereevenabletocontainlavabyconstantlysprayingitwithcoldseawater.Thelavahardenedintoathickwallthatkeptthenewer,moltenlavabehinditfromcominganycloser.

• Lastly,wecanbuildthestructureswewanttoprotectsothattheycanwithstanddisasters.Dikesandseawallswithstandstormsandfloodsandprotecteverythingbehindthem.Peoplewholiveinearthquake-proneareascanfirmlyattachheavyobjectsoffurnitureintheirhomestothewallsandground,sotheywon’ttipover;theycanalsoreinforcethewallsoftheirhouseswithplasticmesh,bamboo,andshatter-proofglasswindowssotheyarehardertobreak.


Sometimesthebestwaytowithstandanearthquakeisnottostaystillbuttogowiththeflow;themostmodernearthquake-resistantskyscrapersarebuiltonspringsandballbearingssothattheyswaywithanearthquake,insteadofgettingtornapartbytheshaking.

Mapping

• Inthislesson,studentswillreviewmapfeaturesandhowtoreadamap.Inthelaterlessonsofthisunit,mapswillbeusedtocommunicateinformationabouttheplacementof fossilsontheEarth’ssurface. Inaddition,studentswillusemapsas tools to learnhow theplacementof tectonicplates canpredictnaturaldisasters, suchas in the ringof fire.Therefore,tolearnaboutnaturaldisastersandfossils,studentsmustfirstlearnaboutmapreading.Althoughmappingisnot integraltothesciencetaught inthis lesson, it isatoolandmodelusedfor learning.Thus,teachersneedtoteachmappingasanothermethodforlearning.


Lesson1:WhatisaPhysicalMap?

LESSONBACKGROUND

Inthislesson,studentswillreviewmapfeaturesandhowtoreadamap.Inthelaterlessons,mapswillbeusedtocommunicateinformationabouttheplacementoffossilsontheEarth’ssurface.Inaddition,studentswillusemapsastoolstolearnabouttheplacementoftectonicplatesandhowthatcancausenaturaldisasters.Tolearnaboutnaturaldisastersandfossils,studentsmustfirstlearnaboutmapreading.Althoughmappingisnotintegraltothesciencetaughtinthislesson,itisatoolandmodelusedforlearning.Thus,teachersneedtoteachmappingasanothermethodforlearning.ScienceContentBackgroundSincemapsareessentialinthisunit,teachersshouldunderstandthedifferenttypesofmaps.Specifically,physicalmapsandtopographicmaps.Unlikepoliticalmapswhichdepictstateboundaries,physicalmapsdepictlandformssuchasmountainsanddeserts.Similarly,topographicmapsshowlandformsandoceanbodies.However,unlikephysicalmapswhichshowlandformsasflat,topographicmapsuserelieftoshowtheelevationsoftheland.Forinstance,mountainrangesontopographicmapsareshownwithconcentriclinesthatshowtheelevationgain.Furthermore,teachersshouldunderstandthatsincemapsarerepresentationsoftheland,theyonlyfocusoncertainaspectsoftheland.Tohelpmakereadingamapeasier,symbolsarealsoused.Forthisreason,teachersneedtokeepinmindthatmapsdonotshoweverythinginanarea.OverviewoftheLessonStudentswillreviewmapfeaturesandlandformsbylookingatavarietyofmapsanddoingatreasurehunt.Then,theywillinvestigatedistincttypesofmapstonotesimilaritiesanddifferencesbetweenthemaps.StudentswillalsouseGoogleEarthto


exploreonlinemappingoptions.Finally,fortheirDailyPlanetEarthNewspaper,studentswillcreateaphysicalmapofMassachusetts.FocusandSpiralStandard(s)FocusStandard:4-ESS2-2.AnalyzeandinterpretmapsofEarth’smountainranges,deepoceantrenches,volcanoes,andearthquakeepicenterstodescribepatternsofthesefeaturesandtheirlocationsrelativetoboundariesbetweencontinentsandoceans.SpiralStandard:2-ESS2-2.Maptheshapesandtypesoflandformsandbodiesofwaterinanarea.ClarificationStatements:

• Examplesoftypesoflandformscanincludehills,valleys,riverbanks,anddunes.• Examplesofwaterbodiescanincludestreams,ponds,bays,andrivers.• Quantitativescalinginmodelsorcontourmappingisnotexpected.

SpiralStandard:6.MS-ESS2-3.Analyzeandinterpretmapsshowingthedistributionoffossilsandrocks,continentalshapes,andseafloorstructurestoprovideevidencethatEarth’splateshavemovedgreatdistances,collided,andspreadapart.ClarificationStatement:

• Mapsmayshowsimilaritiesofrockandfossiltypesondifferentcontinents,theshapesofthecontinents(includingcontinentalshelves),andthelocationsofoceanstructures(suchasridges,fracturezones,andtrenches),similartoWegener’svisuals.

StateAssessmentBoundary:• Mechanismsforplatemotionorpaleomagneticanomaliesinoceanicandcontinentalcrustarenotexpectedinstate

assessment.


SpiralStandard:7.MS-ESS2-2.ConstructanexplanationbasedonevidenceforhowEarth’ssurfacehaschangedoverscalesthatrangefromlocaltoglobalsize.ClarificationStatements:

• Examplesofprocessesoccurringoverlargespatialscalesincludeplatemotion,formationofmountainsandoceanbasins,andiceages.

• Examplesofchangesoccurringoversmall,localspatialscalesincludeearthquakesandseasoningweatheringanderosion.

SpiralStandard:8.MS-ESS2-1.UseamodeltoillustratethatenergyfromEarth’sinteriordrivesconvectionsthatcyclesEarth’scrust,leadingtomelting,crystallization,weathering,anddeformationoflargerockformations,includinggenerationofoceanseaflooratridges,submergenceofoceanseafloorattrenches,mountainbuilding,andactivevolcanicchains.ClarificationStatement:

• Theemphasisisonlarge-scalecyclingresultingfromplatetectonics.W.4.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.NGSSAlignmentScience/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)SP2:DevelopingandusingmodelsSP4:Analyzingandinterpretingdata

ESS2.B:PlateTectonicsandLarge-ScaleSystemInteractionsThelocationsofmountainranges,deepoceantrenches,oceanfloorstructures,earthquakes,and

Patterns:Patternscanbeusedasevidencetosupportanexplanation.(4-ESS2-2)


volcanoesoccurinpatterns.Mostearthquakesandvolcanoesoccurinbandsthatareoftenalongtheboundariesbetweencontinentsorneartheiredges.MapscanhelplocatethedifferentlandandwaterfeaturesareasofEarth.(4-ESS2-2)

LearningTargetsIcanidentifyaphysicalmapanditscomponents.Icanreadmapsthatdepictmountainranges,trenches,activevolcanoes,andearthquakes.AssessmentStudentswillcreateaphysicalmapofMassachusettsfortheirDailyPlanetEarthNewspaper.

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabularyTier1:ContinentsTier2:Scale,BoundariesTier3:Legend,Trenches,Compassrose

RESOURCESANDMATERIALS


Quantity Item Source

1map Politicalmap Bin

1map Roadmap Bin

1map Attractionmap Bin

1map Topographicalmap Bin

1map Physicalmap Bin

1map Weathermap Bin

1perstudent Laptop/iPad ClassroomTeacher

1perstudent MapFeaturesWorksheet CMCWebsite

1perstudent GoogleEarthWorksheet CMCWebsite

1perstudent BlankTemplateofMassachusetts CMCWebsite

**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILS


LessonOpening/Activator

1. TypesofMaps:Beforethestudentscomeintotheclassroom,displaythedifferenttypesofmapsavailableontablesaroundtheclassroom.Then,askthestudentstogoaroundtheroomtonotethesimilaritiesanddifferencesbetweenmaps.Next,havethestudentsreturntotheirseatsforaclassdiscussion.Theyshouldrecognizethatnotallmapsarethesame.Differentmapsareneededtorepresentdifferentthings.Askthestudentstodeterminewhatisuniqueabouteachmapandwhatmakessomeofthemapssimilar.Theteachershouldwritethesesimilaritiesanddifferencesontheboard.Also,askthestudentstolookforpatternsonthemaps.(SP4:Analyzingandinterpretingdata)

2. TreasureHunt:Theteachersshouldbesuretohidethe“treasure”beforethestartofthisactivity.Theteachercan

decidewhattohideas“treasure”.Thentakethestudentsoutsideandsplitthemupintogroupsofthreeorfour.Thenumberofstudentsinyourclasswilldeterminethenumberoftreasuresyoumusthide.Teachersshouldsearchcreateasimplemapoftheplayground/outdoorareathestudentswillbeexploringforthisactivity.Thestudentswillthenbegivenmapsandtoldthatthereistreasureontheplaygroundthattheymustfindusingthemap.Givethem10-15minutestotryandachievethistask.Askthestudentstocounttheirpacesastheygofromlocationtolocationontheplayground,withsomeonerecordingthenumbersastheygo;thiswillgivestudentsagraspofscalewhenitisdiscussed.Thisisagreatformativeassessmenttoseeifthestudentsrememberhowtoreadamapfromtheirsecond-grademappingskills.Iftheteacherdeemsitnecessary,assignrolestostudentsfortheactivity:havesomeonedirectthegroupbasedonthemap,someonecanbethediggerforthetreasure,someonecancountoutpaces,etc.Theteacherorsciencefellowmayhelpifthestudentsarehavingdifficultyreadingthemap.(SP2:Developingandusingmodels)


DuringtheLesson

1. MapFeaturesReview:Studentswillreviewthefeaturesofamapusingthe“mapfeatures”worksheet.Thefeaturesarekey,title,scale,andcompass.Eachpicturecontainsamapfeaturehighlightedinaredbox.Studentsneedtomatchthehighlightedfeaturewiththeappropriateword.Tonote:studentsdidnotlearnaboutscaleinsecondgrade.Therefore,theteacherorsciencefellowshouldusethetreasurehunttoexplaintheconceptofscale.

2. Now,askthestudentshowtheymeasuredthedistancesbetweenlocationsontheirtreasuremaps.Theanswershouldbethenumberofpacestheytook.Tellthestudentsthatthenumberofpacestheyrecordedonthetreasurehuntisthescaleusedonthetreasuremap.Scaleallowsindividualstomeasurethedistancebetweentwolocations.Then,askafewgroupsofstudentstosharethenumberofpacestheywrotedownontheirmaps.Whenstudentsnoticethatthenumberofpacesvariedwitheachgroup,askthemwhytheythinkthisis.Besuretoexplainhowrealmapsmeasurescaleinmetersorotherunitsforthesakeofaccuracyandconsistency.

3. LandformReview:Tellthestudentsthatamapcanrepresentvariouscomponentsoftheworld;someofthesecomponentsincludelandforms.Sincestudentsstudiedlandformsingrade2,theteachershouldbesuretoreviewthevarioustypesoflandforms.Theteachercanaskstudentsaboutanytypesoflandformstheyrememberandsomeoftheircharacteristics.Then,watchthevideo“WhatareLandforms?”Afterthestudentswatchthevideo,theteachercanaskthestudentstocompletethelistontheboard,usingtheinformationprovidedinthevideo.Hereisalinktothevideo:

a. https://www.youtube.com/watch?v=v48SV4zU9AkThevideocanbestoppedat2:00sincetherestofitisaquiz.

4. PhysicalMapInvestigationa. Presentaflatmapandatopographicalmaptothestudents


b. Askthemtorespondtothequestion“Whatdobothmapshaveincommon(landforms,bodiesofwater)?c. Then,dividethestudentsintogroupsandletthegroupsobservethetwomapsandnotethedifferences

betweenthem.AskthemtorecordtheirfindingsintheirsciencejournalsbymakingaVenndiagram.d. Then,gatherthestudentsandaskthemtosharetheirfindingswiththeclass.Theteachershouldmakeagiant

Venndiagramontheboardsothatstudentscanseethedifferencesandsimilaritiesbetweenthemaps.

5. OnlineMaps:GiveeachstudentadeviceandhavethemexploreGoogleEarthsotheycanlookatpicturesoftheEarth,startinginNorthAdams,thenhavethemcompletetheGoogleEarthworksheet.

6. Forthislesson,studentswillcreateaphysicalmapofMassachusetts.AblanktemplateofMassachusettswillbeprovidedfortheclassroomteachertocopyandhandouttostudents.(SP2:Developingandusingmodels)

a. Thereareseveralitemsthatabasicmapincludes.Talktothestudentsaboutwhatamaphas,includingatitle,alegend,acompassrose,boundaries,color,labelsetc.Alltheseitemsshouldbeincludedinthemapsthestudentscreate.

b. Studentsshouldcreatealegendfortheirmaps.Thelegendmayincludecolorsandshapes.Forexample,theAppalachianMountainsrunthroughthewesternpartofMassachusetts.Thestudentsmaywanttodrawatriangletoindicateamountainintheirlegend.Then,drawafewtrianglesalongtheleftsideofMassachusettstorepresentthemountainrange.ThestudentsmayopttodrawatrianglethatisadifferentcolorandsizethentheresttorepresentMt.Greylock,thetallestmountaininMassachusetts.OntherightsideofMassachusetts,thestudentsmaywanttocolortheborderbluetorepresenttheAtlanticOcean.

AssessmentStudentswillcreateaphysicalmapofMassachusetts.


Lesson2:Mohs’HardnessScaleLESSONBACKGROUNDThislessonismeanttobeanintroductiontothecompositionoftheEarth’ssurface.Thetopicsintroducedinthislessonincludeminerals,rocks,andtheMohsHardnessScale.Thislessonismeanttolaythefoundationforthetopicsoferosionandweathering,whichareimportanttounderstandhowtheEarth’ssurfacechanges.ScienceContentBackgroundMineralsandRocksAmineralisaninorganicsolidwithadefinitechemicalcompositionandacrystallinestructureformedbygeologicalandnaturallyoccurringprocesses.Arockisacombinationofoneormoremineralsbutmayalsoincludeorganicremainsandmineraloids.Somerocksarepredominantlycomposedofjustonemineral.Therearethreetypesofrocks:igneous,metamorphic,andsedimentary.Sedimentaryrocksareformedfromparticlescalledsediment,whichincludesand,shells,pebbles,andotherfragmentsofmaterial.Thesedimentaccumulatesinlayersandoveralongperiodoftimesolidifiesintorock.Sedimentaryrockistypicallysoftandmaybreakapart/crumbleeasily.Sedimentaryrocksareusuallytheonlytypethatcontainsfossils.MetamorphicrocksareformedunderthesurfaceoftheEarthfromthechange(metamorphosis)thatoccursduetointenseheatandpressure.Therocksthatresultfromtheseprocessesmayhaveshinycrystals,formedbymineralsgrowingslowlyovertime.Igneousrocksareformedwhenmagmacoolsandhardens.MagmaiscomposedofmoltenrockandisstoredintheEarth'scrust.Lavaismagmathatreachesthesurfaceofourplanetthroughavolcanovent.Whenlavacoolsveryquickly,nocrystalsformandtherocklooksshinyandglasslike.Sometimesgasbubblesaretrappedintherock,leavingtheappearanceoftinyholes/spacesintherock.


TheMohsHardnessScaleTheMohsHardnessTestisusedtoidentifyamineral.Thetestisusefulbecausemostspecimensofagivenmineralareveryclosetothesamehardness,whichmakeshardnessareliablediagnosticproperty.Thescalegoesfrom1-10,with1beingthesoftestmineral(talc).Fromsoftesttohardest,thescaleisasfollows:Talc,gypsum,calcite,fluorite,apatite,orthoclase,quartz,topaz,corundum,diamond.OverviewoftheLessonStudentswillusetheMohsHardnessScaletoperformtestsonacollectionofminerals.Theteachershouldcarefullyreadoverthelessonbeforeteachingthislessoninordertogainabetterunderstandingoftheconceptstheywillneedtoexplaintothestudents.StudentswillbecreatingachartaboutthemysterymineralsanddesignanadfortheirDailyPlanetEarthNewspaperproject.FocusandSpiralStandardsFocusStandard:4-ESS1-1.Identifyevidencefrompatternsinrockformationsandfossilsinrocklayerstosupportanexplanationforchangesinalandscapeovertime.ClarificationStatement:

• Examplesofevidencefrompatternscouldincluderocklayerswithmarineshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachangefromlandtowaterovertime;and,acanyonwithdifferentrocklayersinthewallsandariverinthebottom,indicatingthatovertimearivercutthroughtherock.


StateAssessmentBoundary:• Assessmentdoesnotincludespecificknowledgeofthemechanismofrockformationormemorizationofspecificrock

formationsandlayers.• Assessmentislimitedtorelativetime.

SpiralStandard:3-LS4-1.Usefossilstodescribetypesoforganismsandtheirenvironmentsthatexistedlongagoandcomparethosetolivingorganismsandtheirenvironments.RecognizethatmostkindsofplantsandanimalsthatoncelivedonEartharenolongerfoundanywhere.ClarificationStatement:

• Comparisonsshouldfocusonphysicalorobservablefeatures.StateAssessmentBoundary:

• Identificationofspecificfossilsorspecificpresent-dayplantsandanimals,dynamicprocesses,orgeneticsarenotexpectedinstateassessment.

SpiralStandard:6-MS-ESS1-4.Analyzeandinterpretrocklayersandindexfossilstodeterminetherelativeagesofrockformationsthatresultfromprocessesoccurringoverlongperiodsoftime.ClarificationStatements:

• Analysisincludeslawsofsuperpositionandcrosscuttingrelationshipslimitedtominordisplacementfaultsthatoffsetlayers.

• Processesthatoccuroverlongperiodsoftimeincludechangesinrocktypesthroughweathering,erosion,heat,andpressure.

StateAssessmentBoundary:• Stratasequencesthathavebeenreorderedoroverturned,namesofspecificperiodsorepochsandeventswithinthem,

ortheidentificationandnamingofmineralsorrocktypesarenotexpectedinstateassessment.SpiralStandard:6-MS-ESS2-3.Analyzeandinterpretmapsshowingthedistributionoffossilsandrocks,continentalshapes,


andseafloorstructurestoprovideevidencethatEarth’splateshavemovedgreatdistances,collided,andspreadapart.ClarificationStatement:

• Mapsmayshowsimilaritiesofrockandfossiltypesondifferentcontinents,theshapesofthecontinents(includingcontinentalshelves),andthelocationsofoceanstructures(suchasridges,fracturezones,andwedges),similartoWegener’svisuals.

• StateAssessmentBoundary:Mechanismsforplatemotionorpaleomagneticanomaliesinoceanicandcontinentalcrustarenotexpectedinstateassessment.

LearningTargetsIcanperformappropriateteststodeterminethehardness,color,luster,cleavage,andstreakofdifferentminerals.Icannotedifferencesbetweenrocksandminerals.Icanusepreviouslyrecordeddatatoidentifydifferentminerals.Assessments

● Studentswillcreateachartoftheirobservationsofdifferentminerals.● Studentswillusealistofcharacteristicsgiventothemtoidentifythemysterymineralsquartzandlimestone.● Aspartoftheportfolionewspaperproject,studentswillbecomeanexpertononeofthemineralstheyobservedand

createanadvertisementforthismineral.

TargetedAcademicVocabularyTier1:colorTier2:organic,hardness,streakTier3:mineral,crystal,luster,cleavage,igneousrocks,sedimentaryrocks,metamorphicrocks


RESOURCESANDMATERIALSQuantity Item Source

1perstudent HandLens Bin

5Whiteand5Blackplates(1pergroup)

Streakplates Bin

5pergroup Penny Bin

5pergroup Nail Bin

1boxperclass MineralKit-Includes15mineralsamples Bin

1perpair/group Limestonesample Bin

1perpair/group Quartzsample Bin

1perstudent ScienceJournal ClassroomTeacher

RockCleavageVideohttps://www.youtube.com/watch?v=zAOTfSWjw0Q&list=PLsAWD8mKKE95eF864ryLNK8SXJfJ-EsWh&index=1

CMCWebsite


1piece ChartPaper ClassroomTeacher

1 “HowtoDescribeLuster”Board Bin

1perstudent RocksandMineralsComparisonChart Binder

1perstudent MineralObservationChart Binder

1perstudent MCASquestion Binder

1 MineralsandRocksPowerPoint CMCWebsite

1perstudent GeoSquadComic Binder

1perstudent DailyPlanetEarthMineralAdvertisementTemplate CMCWebsite**Itemsinboldshouldbereturnedforusenextyear**LESSONDETAILSLessonOpening/Activator

1. TheEarthismadeupofmanydifferenttypesofminerals;somearemorecommonthanothers.Today,we’regoingtogoonamysterymineralhunttolearnmoreaboutwhatmineralsareandhowtoidentifythem.Besuretoexplainthedifferencebetweenrocksandminerals.Rocksaregroupsofdifferentmineralsthatformtogether.Therefore,mineralsmakeuprocks.

2. PresenttheMineralsandRocksPowerPointandthenshowtheMightyMineralsAnimation(includedinthePowerPoint).ThisismeanttobeanintroductiontotheGeoSquadcharacters:Izzy,Maggie,andSpencer.Then,showtheGeoSquadcomictostudents(thisisalsoincludedinthePowerPoint)havethestudentsfollowalong.Note:Theteacher


willneedtomakecopiesoftheGeoSquadcomicsothatthestudentscanreadalong.3. Belowisachartthatcomparesmineralsandrocks.Theclassroomteachershouldmakecopiesofthistohandoutto

studentstopasteintheirsciencejournals.DuringtheLesson

1. PhysicalPropertiesofMinerals:Belowarethephysicalpropertiesofamineral:a. Describethefollowingterms,whileusingpart2ofthePowerPointasavisual.b. Colorissimplywhatcolorthemineralis.Studentswillidentifythisthroughobservation.c. Lusterishowshinyordullsomethingisandcanbeclassifiedusingthosewords.Lustercanalsobedescribedas

pearly,greasy/oily,earthy/dull,orwaxy.Studentstestlusterbyobservingtherocksanddescribingthewayitappearsinthelight.Examplesoflusterareprovidedontheboardthatsays“HowtoDescribeLuster”whichisincludedinthebin.

d. Cleavageishowthemineralbreaksintopieces.Somemineralsbreakupintochunksorsmallcubeswhileothersbreakupintosmallthinsheets.Cleavagecanbeobservedbylookingatthenumberofflat/curvedsidesonamineralandtheanglebetweenthem.Besuretotaketimetoexplainthisconcept,itmightbehelpfultoshowthefollowingvideohttps://www.youtube.com/watch?v=zAOTfSWjw0Q&list=PLsAWD8mKKE95eF864ryLNK8SXJfJ-EsWh&index=1

e. Streakisthecolorofpowderwhendraggedacrossanon-weatheredsurface.Inthistest,studentsscrapethemineralacrossablackstreakplateandawhitestreakplatetoseeifanycolorisleftontheplate.Forexample,whenwewritewithapencil,we’recreatingastreakfromthegraphite.

2. DescribingMinerals:Beforethehands-onactivity,theteachershouldtalktothestudentsabouteachmethodofdescribingamineral.Useexamplesorexplainthathardnessistheabilitytoscratchthesurfaceofthemineral.

a. Hardnesscanbetestedwithyourfingernail,apenny,andasteelnail.b. Ifthefingernailcanscratchit,thatmeansithasahardnesslessthan2.c. Ifyoucanscratchthemineralwithapennybutnotafingernailit’smostlikelya3.d. Ifyoucanscratchitwithasteelnailbutnotapennyitmostlikelywillbebetween3and5.

3. MohsHardnessScale:TalkabouttheMohsHardnessScaleandhowtoreadthescale.TheMohsHardnessScalewas


developedtocomparethehardnessofcertainminerals.Thescalegoesfrom1to10where1isthesoftestmineral(orveryeasytoscratch)and10isthehardest(orverydifficulttoscratch).Anexampleofa1wouldbegraphite.Anexampleofa9and10wouldberubiesanddiamonds.Understandingthehardnessofamineralisimportantbecauseithelpspeopledeterminewhatthatmineralcouldbeusedforwhetheritbejewelry,carving,storage,etc.It’salsoveryhelpfulwhenidentifyingminerals.

a. UsethesampleMCASquestiontoshowstudentshowtheyshouldinterprettheMohsScale.Note:Memorizingthenumbersandmineralsisnotimportant,ratherthekidsshouldunderstandhowtointerpretthescaleandwhatthenumbersmean.i. ThecorrectanswerisA.apatitebecauseitisbetweenthefluorite(4)andquartz(7).Ifthemineral

scratchesfluoritethanitisatleasta4orhigher.Ifitdoesnotscratchquartzthanitcannotbeabovea7.Theonlymineralfromthelistofoptionsthatisbetween4and7isapatite.

4. MineralObservationStations:Dividestudentsintofivegroupsandgiveeachstudentamineralobservationcharttorecordinformationateachstation.Ateachofthefivestationssetupthreeminerals(fromthemineralkit)alongwithstreakplates,anail,andapenny.Givethestudentstimetoobserveonemineralateachofthestations.[ScientificPractice4AnalyzingandInterpretingData]Oncethestudentshavemadeandrecordedtheirobservations,comebacktogetherasaclassanddiscusswhattheysaw.Askthestudents:Whatdidyoufind?Weretheresometeststhatwereeasiertoperformthanothers?Whatwasdifficultaboutthisexperiment?**Ifthereisatimeconstraintthelessoncanbedividedintotwopartsbeginninghere.**

5. TheMysteryRockExperiment:Thisactivitycanbedonewithapartneroringroups.Givethestudentsasampleofquartzandlimestonewithouttellingthemwhattheyare.Havethestudentsidentifywhichmineraliswhichbyperformingthetests.Afterthisactivityiscompleteandthestudentshaveidentifiedthemineralsprovidesomebackgroundabouteachmineral,descriptionsaregivenbelow:

a. QuartzisthemostabundantmineralonEarth.Itisoftenahard(hardness=7onMohs),whiteorcolorlessmineralthatismadeofsilicondioxide.Althoughitismostoftenwhiteorcolorless,quartzcanalsobefoundinavarietyofenvironmentsandcolors.Itisfoundinigneous,metamorphic,andsedimentaryrocks.Typically,quartzisusedasgemstonesinjewelrybecauseitishardandcolorful.

b. Limestoneisasedimentaryrockcomposedofcalciumcarbonate.Limestoneisimpactedduetopressure.Itis


veryhard,andthetexturecanbeverysmoothorcoarse.Themostcommonuseoflimestoneisforconstructionandarchitecture.ThepyramidsofGizaaremadeoflimestone.Itmayalsobeusedascountertopsandforbuildingfireplaces.

6. MineralAd:Studentswillnowcreateadsonthecomputersthatwillbeaddedtotheir“DailyPlanetEarth”newspapers.Theadswillbebasedononemineraltheyobservedfromthelesson.Remindthestudentsthatthepurposeoftheadvertisementistomakethemineralappealing,sothatthereaderswillwanttobuyit.Eachadvertisementshouldexplicitlystatethemineraltypeandincludesomeofthemineral’squalities.Furthermore,studentsshouldincludeatleastoneimageoftheirmineral.Somequalitiesthatstudentscanincludeintheiradsare:• Luster• Color• Hardness• Shape• Size• Uses• Crystalstructure

***Studentswillcreatetheiradvertisementsandcopyandpastetheirimagesintothenewspapertemplate.Assessments

● Studentswillcreateachartoftheirobservationsofdifferentminerals.● Studentswillusealistofcharacteristicsgiventothemtoidentifythemysterymineralsquartzandlimestone.● Aspartoftheportfolionewspaperproject,studentswillbecomeanexpertononeofthemineralstheyobservedand

createanadvertisementforthismineral.


Lesson3:WhatisErosion?

BACKGROUNDThislessonintroducestheconceptsofweatheringanderosioninpreparationforlessons4and5.Studentswilllearnabouthowrocksarebrokendownandmoveduntiltheyturnintosoil,andwillhaveabriefintroductiontofossils.ScienceContentBackgroundWeatheringanderosionareimportantprocessesthatgraduallyweardowndirtandleadtotheproductionofsoil.Weatheringbreaksrocksintosmallerandsmallerpiecesbutleavestheminplace,whereaserosionbreaksdownrocksbycarryingthemawayfromtheiroriginallocations.Weatheringanderosioncanworktogethertomakerocksdisappear;forexample,manyrocksareweatheredintosmallchunks,andthenthosechunksareerodedawayandbrokenintoevensmallerpiecesastheyarebeingmoved.Waterandlivingthingslikeplantsandmicroorganismsarethemaindriversofweathering.Themaindriversoferosionarewaterandwind.WateristhemaincauseoferosiononEarth,whetherit’sinliquidorsolidform.Inliquidform,watercancarryawaypiecesofrockwhilemovinginariver,flood,orwave.Insolidform,itmovesdirtandrockasaglacier.Weatheringanderosionturnrocks,aswellasentirelandformsmadefromrocks,intogravel,andsandyandclay-likedirt.Plants,microorganisms,andanimalslikewormsusethisdirtandchangeitintodark,fertilesoil;inotherwords,theyactasadecomposerintheirsoilhabitat.Becauseallthesoil,sand,andgravelintheworldwasatonetimeapartofarock,dirttypesaredifferentbasedonwhichmineralswereintherockstheycamefrom.


FocusandSpiralStandard(s)FocusStandard:4-ESS1-1.Identifyevidencefrompatternsinrockformationsandfossilsinrocklayerstosupportanexplanationforchangesinalandscapeovertime.ClarificationStatement:





SpiralStandard:6.MS-ESS1-4.Analyzeandinterpretrocklayersandindexfossilstodeterminetherelativeagesofrockformationsthatresultfromprocessesoccurringoverlongperiodsoftime.ClarificationStatements:





ortheidentificationandnamingofmineralsorrocktypesarenotexpectedinstateassessment.SpiralStandard:6.MS-ESS2-3.Analyzeandinterpretmapsshowingthedistributionoffossilsandrocks,continentalshapes,andseafloorstructurestoprovideevidencethatEarth’splateshavemovedgreatdistances,collided,andspreadapart.ClarificationStatement:



assessment.FocusStandard:4-ESS2-1.Makeobservationsandcollectdatatoprovideevidencethatrocks,soils,andsedimentsarebrokenintosmallerpiecesthroughmechanicalweatheringandmovedaroundthrougherosion.ClarificationStatements:

• Mechanicalweatheringprocessescanincludefrostwedging,abrasion,andtreerootwedging.Erosioncanincludemovementbyblowingwind,flowingwater,andmovingice.

StateAssessmentBoundary:• Chemicalprocessesarenotexpectedinstateassessment.

SpiralStandard:2-ESS2-4.ObservehowblowingwindandflowingwatercanmoveEarthmaterialsfromoneplacetoanotherandchangetheshapeofalandform.ClarificationStatement:


• Examplesoftypesoflandformscanincludehills,valleys,riverbanks,anddunes.SpiralStandard:7.MS-ESS2-2.ConstructanexplanationbasedonevidenceforhowEarth’ssurfacehaschangedoverscalesthatrangefromlocaltoglobalinsize.ClarificationStatements:


• Examplesofprocessesoccurringoversmall,localspatialscalesincludeearthquakesandseasoningweatheringanderosion.

Science/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)

● PlanningandCarryingOutInvestigations

● Planningandcarryingoutinvestigationstoanswerquestionsortestsolutionstoproblemsin3–5buildsonK–2experiencesandprogressestoincludeinvestigationsthatcontrolvariablesandprovideevidencetosupportexplanationsordesignsolutions.

● Makeobservationsand/ormeasurementstoproducedatato

ESS2.A:EarthMaterialsandSystemsRainfallhelpstoshapethelandandaffectsthetypesoflivingthingsfoundinaregion.Water,ice,wind,livingorganisms,andgravitybreakrocks,soils,andsedimentsintosmallerparticlesandmovethemaround.(4-ESS2-1)ESS2.E:BiogeologyLivingthingsaffectthephysicalcharacteristicsoftheirregions.(4-ESS2-1)

CauseandEffectCauseandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange.(4-ESS2-1), (4-ESS1-1)


serveasthebasisforevidenceforanexplanationofaphenomenon.(4-ESS2-1)

LearningTargets

1. Icanobserveanddescribeexamplesofweatheringthroughfrostwedging,abrasionandtreerootwedging.2. Icanobserveanddescribeexamplesoferosionthroughwind,water,andice.3. Icanexplainthedifferencebetween“weathering”,“erosion”,and“deposition”.

AssessmentStudentswillcreateanarticleabouterosiononMt.Greylockfortheir“DailyPlanetEarthNewspaper.”StudentswilltypeuptheirarticlesandincludeimagesoftheeffectsoferosiononMt.Greylock.Intheirarticles,studentsshouldfirstdescribeMt.Greylock,specifically,theminerals/rockswhichmakeupMt.Greylock(theylearnedinlesson2thatitiscomposedofquartzandlimestone)Thestudentsshouldalsowriteabouttheerosionprocessbasedonwhattheylearnedinthelesson.Studentswilltypetheirarticlesandcopyandpastetheirinformationintothenewspapertemplate.WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary

Tier3:frostwedging,abrasion,treerootwedging,erosion,weathering,deposition


RESOURCESANDMATERIALS


1perclassroom Computer+projector ClassroomTeacher

1perclassroom Weathering&ErosionPowerPoint CMCWebsite

1perclassroom ActivityStationSetup(Rock&Roll,andSweptAway:HandsonNaturep.253-254(eachofthesestationsrequirenumerousmaterials,besuretousecornmealforthesweptawaystationratherthanrice)

Binder

What’sStrongEnoughtoMakeaCanyon?https://tinyurl.com/ybzlhu2g) CMCWebsite

1pergroup Stickytack Bin

2(1perSplashstation;1perSweptstation)

Bakingpan Bin

1perSplashstation Tablespoon Bin

2perstudent 3oz.Dixiecups Bin

1perstudent Spoon Bin


1pergroup Paperplateandplasticplate Bin

Asneeded Cinnamon Bin

Asneeded Salt Bin

1pergroup 2binderclips Bin

1pergroup 2plasticcups Bin

1pergroup 1plasticcondimentcontainer Bin

1pergroup Ruler ClassroomTeacher

1setperclassroom LaminatedImagesofBerkshireLandforms Bin

Asneeded Water ClassroomTeacher

2perRockstation Clean,sealableplasticcontainer Bin

3handfuls(2perRockstation;1perSweptstation)

Stones Bin

1perclassroom Smallbagofcornmeal Bin

1handfulperSweptstation Blocksofwood Bin


1perstudent Straws Bin

1perstudent “PreparingforDisaster”reading Binder

1perstudent “WatchforSteadyRocks”reading Binder

1perstudent PairedTextQuestionsWorksheet Binder

10 Smallplasticdinosaurs Bin**Itemsinboldshouldbereturnedforusenextyear**LessonPrepThenightbefore,placepiecesofsandandgravelinanicetray,fillitwithwater,andfreezethe“gravelicecubes”fortheglacierdemo.GatherthematerialsusedintheRock&RollactivityandtheBlownAwayactivityandreviewtheCanyonactivity(availableathttps://tinyurl.com/ybzlhu2g)andputtogetherthedripsticks.LESSONDETAILSLessonOpening/ActivatorUsetheWeatheringandErosionPowerPointtoguidethisdiscussion.

1. ShowthefirstimageinthePowerPoint(rootwedging)andaskforvolunteerstoguesswhatishappeninginthepicture.Toguidethestudents,askprobingquestions:Whyaretheobjectsinthispicturewheretheyare?Doyouthinkanythingisbeingmoved,pushed,orchangedinsomeway,evenifitishappeningslowly?Whatisdoingthemovingandchanginginthispicture?Whatdoyouthinkthisimagelookedlikeinthepast?Whatdoyouthinkitwilllooklikeinthefutureifthesameactionkeepshappening?

2. AttheendofthePowerPoint,takesometimetoclarifythedifferencebetween


weathering,erosionanddeposition.(Weatheringbreaksrocksintosmallerpiecesbutleavestheminplace;erosionmovesthesesmallpieces,aswellassoil,awayfromoneplace;depositionpilesupthosepiecesinadifferentlocation.)ThePowerPointalsoasksabouttheendresultsofweatheringanderosion;thestudentsshouldunderstandthatwhenrocksgetbrokenupintosmallenoughpiecesandcarriedaway,theybecomesoil,sand,anddirt.

DuringtheLesson

1. ErosionandAbrasionStationsa. Thefollowingtwostationsshouldbesetupoutside,ifpossible.Breaktheclassintotwogroups.Using“Handson

Nature,”setuptwoactivitystations:Rock&Roll(weatheringbyabrasion)andSweptAway(erosionbywind).InSweptAway,substitutedrycornmealfortherice.Theinstructionscanbefoundonpages253-254of“HandsonNature.”[SP2:UsingModels].Itwouldbeidealtohaveoneadultateachstation.Dividethestudentsintogroupsandhavethemspendaround10-15minutesateachstation.

2. WashingAwayLandforms

a. Setupthematerialsforthe:“What’sStrongenoughtoMakeaCanyon?”lesson,availableathttps://tinyurl.com/ybzlhu2g,using6or8cupsofcornmealinsteadof4.However,insteadofplacingadripstickoverthecornmealland,theteacherwillplaceagravelcubeonthecornmeal.Astheicecubemelts,itwillslidedownthecornmeal,creatingatiny“valley”andleavingbehindlittlepiecesofgravel.Havethestudentswatchtheicecubeforalittlewhileandaskthemifthismodelremindsthemofanytypeoferosiontheyhavelearned.Guidethestudentsintounderstandingthatthismodelresemblesthemovementofglaciers.

b. Breakeachofthegroupsoftwoorthreeandcompletethecornmealactivity.Insteadofhavingeverygroupmakeaflatpieceofland,however,assignsomegroupstosculptamountain,somegroupstobuildavalley,somegroupstomakeacrater,andsomegroupstomakeaflatplainasspecifiedbytheactivity.TheteacherandScienceFellowcangoaroundhelpingthestudentsasneededinsculptingtheirlandformsusingspoonsandcups.Findthreegroupsandaskthemtohideoneplasticdinosaurintheircornmealland.


c. (LetthestudentsvoiceandsharetheirideasusingtheA/Btalkingprotocol).Attheendoftheactivity,haveeachgroupvisitastationthathadadifferentlandformfromtheirown.Asaclass,discusshowsimilaritiesanddifferencesinthewaydifferentlandformseroded.Askthestudentsifanyofthemnoticedthedinosaursinsidetheland.Tellthemthattheserepresentthefossils,whicharetheancientbonesofthedinosaursthathavebeenburiedovertime.Askthestudentsiftheythinkerosionhelpsuslearnaboutthepastandhow.

3. BerkshireLandforms

a. SplitthestudentsintogroupsandpassouttheimagesofBerkshirelandforms.Havethemlookovertheimagesandmakenotesintheirsciencejournalsofwheretheyseeerosioninthepictures.Thestudentsshouldexchangecardswithanothergrouponcethey’vehadafewminutestolookovertheimages.

LessonClosingTelleachgrouptoturnovertheirimageandfigureoutwhethertheirlandformwasmetamorphicorsedimentary.Then,makeachartontheboarddividingtherocksinto“Maggie”rocksand“Spencer”rocks,andhavestudentsaddtheirlandformstothechart.Remindthestudentsthatsedimentaryrocksoftencomefromtheoceanfloor,andmetamorphicrocksoftencomefrommountains.OptionalExtension

1.PairedPassagesActivitya. ThisisanoptionalactivitythatmaybecompletedwhentheScienceFellowsarenotpresent.


b. Inthisexercise,studentswillreadtwopassagesandthencompareandcontrastthetexts.Afterreadingthetexts,thestudentswillthencompletethePairedTextQuestionsworksheet,whichtestsforcomprehension.Thetextsforthislessonare“WatchforSteadyRocks”and“PreparingforaDisaster”(locatedinthebinder).

AssessmentStudentswillcreateanarticleabouterosiononMt.Greylockfortheir“DailyPlanetEarthNewspaper.”StudentswilltypeuptheirarticlesandincludeimagesoftheeffectsoferosiononMt.Greylock.Intheirarticles,studentsshouldfirstdescribeMt.Greylock,specifically,theminerals/rockswhichmakeupMt.Greylock(theylearnedinlesson2thatitiscomposedofquartzandlimestone)Thestudentsshouldalsowriteabouttheerosionprocessbasedonwhattheylearnedinthelesson.Studentswilltypetheirarticlesandcopyandpastetheirinformationintothenewspapertemplate.


Lesson4:WhatisaSoil?IsAllSoiltheSame?LessonBackgroundThislessonisfocusedonthetypesofsoil,soilcompositionandthecharacteristicsofsoil.ItiscriticalforthestudentstounderstandthatsoilisanimportantcomponentofthesurfaceoftheEarth.Learningmoreaboutsoilwillallowstudentstodeepentheirunderstandingoftheprocessesoferosion,weatheringanddepositionsincesoilisformedthroughthoseprocesses.ScienceContentBackgroundSoilistheupperlayeroftheEarthsurfacemadeupoffivedifferentelements:Inorganic,Microorganisms,Organic,WaterandAir (IMOWA). Generally, “ideal” soil ismade up of 45% inorganicmatter, 25% air, 25%water and 5%organicmatter andmicroorganisms.

OverviewoftheLessonThestudentswilllearnthecomponentsofsoilbyfirstobservingsoiloutside.StudentswillparticipateinadiscussionaboutsoilcompositionandwillusetheIMOWAcharttoguidethisdiscussion.Thestudentswilllearnthecharacteristicsofsoilandwillexplorethemusingthesoildrainagetest.FortheDailyPlanetEarthnewspaper,studentswillbecreatingarecipeforsoil.FocusandSpiralStandardsFocusStandard:4-ESS1-1.Identifyevidencefrompatternsinrockformationsandfossilsinrocklayerstosupportanexplanationforchangesinalandscapeovertime.ClarificationStatement:

• Examplesofevidencefrompatternscouldincluderocklayerswithmarineshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachangefromlandtowaterovertime;and,acanyonwithdifferentrocklayersinthe


wallsandariverinthebottom,indicatingthatovertimearivercutthroughtherock.StateAssessmentBoundary:

• Assessmentdoesnotincludespecificknowledgeofthemechanismofrockformationormemorizationofspecificrockformationsandlayers.Assessmentislimitedtorelativetime.




SpiralStandard:6.MS-ESS1-4.Analyzeandinterpretrocklayersandindexfossilstodeterminetherelativeagesofrockformationsthatresultfromprocessesoccurringoverlongperiodsoftime.ClarificationStatements:




ortheidentificationandnamingofmineralsorrocktypesarenotexpectedinstateassessment.





assessment.LearningTargetsIcanexplainhowsoilisformedthroughdecompositionandweathering.Icanillustratetheconnectionbetweensoilformation(e.g.ratiosoforganicmattertominerals)anditscolorandtexture.Icanidentifyanddescribethedifferencesbetweensoil,loam,andclay.NGSSAlignmentScience/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)

PlanningandCarryingoutInvestigations:Planningandcarryingoutinvestigationstoanswerquestionsortestsolutionstoproblemsin3–5buildsonK–2experiencesandprogressestoincludeinvestigationsthatcontrol

ESS2.E:BiogeologyLivingthingsaffectthephysicalcharacteristicsoftheirregions.(4-ESS2-1)

Patterns can be used as evidence tosupportanexplanation. (4-ESS1-1), (4-ESS2-2)


variablesandprovideevidencetosupportexplanationsordesignsolutions.Makeobservationsand/ormeasurementstoproducedatatoserveasthebasisforevidenceforanexplanationofaphenomenon.(4-ESS2-1)Assessment

● Studentswillbeassessedontheirknowledgeofhowsoilisformedthroughthe“soilrecipe”activity.● Toassesstheirknowledgeoforganicandinorganicmaterialaswellasitsconnectiontosoilformation,reviewscience

journals.Studentsshouldbecreatingan“IMOWA”chartandwritingasentenceortwoabouttheirobservationsofthesoilsamplethattheyareexploring.

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary

Tier1:soil,clay,loam,sandTier2:texture,particlesTier3:decomposition,decaying,organic,inorganic



2cupsperstudent

SoilfromDecayingMatter Bin

1perstudent Woodenskewers Bin

Asneededtocoverdesks

Newspaper ClassroomTeacher


2perclass Sieve Bin


1piece Chartpaper ClassroomTeacher

15(3pergroup)

SodaBottles(funnel,planter,screen) Bin

15cups(3cupspergroup)

Sand Bin

15cups(3cups Pottingsoil Bin


pergroup)


Clay Bin


5(1pergroup)

Measuringcup Bin

1 SpencerPowerPoint CMCWebsite

1 DailyPlanetEarthSoilRecipeTemplate CMCWebsite

1 IMOWAChart Binder**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/Activator

1. SoilExploration:Dividethestudentsinsmallgroupsandsharewiththemthattheywillbestudyingthecompositionofthesoiloutontheplayground.Tellthemthattheyneedtorecordthedifferentelementstheyseeinthesoil.Givethestudents10-20minutestoexploresoiloutonandaroundtheplaygroundandthen,bringthestudentsbacktotheclassandaskthemsharetheirfindingswiththeclass.RemindthestudentsthatthesurfaceoftheEarthholdslotsofsoilandthatSpencerthesedimentaryrockfromthe


GeoSquadwillbetellingthemmoreaboutsoiltoday.GothroughtheSpencerSedimentaryPowerPointonsoilwiththestudents.

DuringtheLessonIMOWAChart

2. Afterthesoilexploration,introducethestudentstotheIMOWAchart.Beforeyoubegin,distributetheIMOWAworksheet.Besuretoclarifythemeaningoforganic,inorganic,microorganismanddecompositionwiththeclass.

a. Inorganicmaterialsarefoundinsoilandoftenaccountforabouthalfofthesoil’smakeup.Mostofthetimethisinorganicmaterialtakestheformofsand,silt,orclay.Wesometimesrefertothispartasthesoil“dirt.”Inorganicreferstosomethingthatdoesnotcomefromlivingmatter,suchasamineral.Explaintothestudentsthatsometimeswefindotherinorganicmaterialsinsoilsuchascoins,trash,paperwrappersfromfood,etc.TheseareNOTessentialitemsforcreatingsoil(andshouldn’tevenbeinthesoil)butsometimesthesethingsfindtheirwayintosoil.Thesearestillinorganicmaterialsbecausetheydonotcomefromlivingmatter.Tellthestudentsthatcoins,bottles,plasticbagsfindtheirwayintothesoilbecauseofpollutionandtheymayharmthesoilandtheorganismslivinginit.Mostoftheinorganicmattercomesfromtheweatheringanderosionofrocks.Someweatheringmayoccurrightwherethesoilforms,someoftheinorganicmattermaycomefromweatheringofotherrocklocationsnearby.

b. Organicmaterialcomesfromlivingmatter.Thisistheotherhalfofthesoil’smakeup.Manytimes,theorganicmaterialisintheformofplantandanimalresidue(forexample,manure,leavesthatfellofftrees,oranimalsthathavedied).Explainthatthemoreorganicmaterialinthesoil,the“richer”thesoilis(andthebetteritisforfarmingbecauseorganicmatterstoreslotsofnutrients).Todeterminetherichnessofsoil,wewillobservethe


colorandtextureofthematerial.Isthesoildarkincolorandsoft/smoothtothetouch?Ifyes,thenthissoilhasmoreorganicmaterialthaninorganicmaterial.Ifthesoilislighterincolor,drier,androughthenitisnotasrichandprobablyhaslessorganicmaterial.

c. Tinylivingthingscalledmicroorganismsarefoundinthesoil.Mostofthetime,youwon’tbeabletoseethemicroorganisms,whicharetypicallyintheformoffungusorbacteria.

d. Optional:AskstudentstoclassifytheelementstheyfoundinthesoilduringthesoilexplorationactivityusingtheIMOWAchart.Then,askafewofthemtosharetheirclassification.

3. Decompositionreferstotheprocessofdecayingorrotting.Asorganicmaterialismixedintosoilovertime,thosematerialsbegintodecayorrot.Afteralongtime,thematerialsarebrokendownsofinelythatyoudonotnoticetheminthesoil.

4. Explaintothestudentsthattherearedifferenttypesofsoilandthesedifferencescanbeduetothesoiltexture,colorandwaterretentioncapacity.Someexamplesofsoilare:sand,loam,clayandsilt.

a. Soilcolor:Thetypesofrockandorganicmatterthatarebrokendownresultindifferentsoilcolors.

b. Soiltexture:Theoriginalmaterialandtheextenttowhichtheoriginalmaterialhasbrokendown.Sandismadeupofsmallrockbits;clayismadeupoffinerrockbits;loamismadeupoflargerbitsofrockandorganicmaterial.

c. Waterretention:Becausesandhaslargerrockparticles,itcannotbepackedtogethertightlyandthereislotsofspaceinbetweengrainsofsand;waterisabletodrainthroughthesespaces.Clayismadeupoffineparticles


thatfittogethertightly,withlittleairspace;therefore,itretainswaterwell.Loamhasalittlespaceinbetweenparticles;itisabletoretainwater,butnotasmuchasclay.

5. (Classdiscussion)SoilDiscoveryNote:Teachersneedtocomposesoilforthestudentstoobserveandsortthrough,itisimportanttogetagoodvarietyofmaterialsinthesoilsothatstudentsareabletogeneratealotofitemsontheir“IMOWA”charts.Itmaybehelpfultoaddinorganichuman-producedmaterialsaswellsuchasrubberbands,pencils,penniesorotherobjectsthatyoumayhaveintheclassroom,sokidsareabletonotethedifferencebetweenorganicandinorganicmaterial.Youcouldalsoaddnaturally-formingorganicmaterialssuchasrocksandminerals.

a. Layoutanewspaperortarpandgetstudentstorecordtheirpredictionaboutwhattheythinkisgoingtobeinthesoil,havethemwritetheirideasintheirsciencejournal.Aftertheyrecordafewthoughts,pourasampleofsoilontothenewspaperforthestudentstolook.Studentswilluseskewerstomoveparticlesaroundandtrytoseparatethesoilintopilesofsimilarparticles.Studentswillusethelensestoexaminefinerpiecesofthesoil.Asievecouldbeusedtoseparatesandfromfinersoilforstudentstoinspect.Havethestudentsfeelthesoilbetweentheirfingerssotheyareabletoexaminetexture.Studentswillrecordwhattheydiscoveredinthesoilsamplewithafewsentencesintheirsciencejournals.Thestudentsshouldseparatetheirfindingsintoanew“IMOWA”chartsotheycangraspthedifferencesbetweenthefourtypesofmaterials.Askstudentsiftheycanmakeaclaimastowhetherthereismoreinorganicororganicmaterialandaskthemtoprovidereasoningandevidencefortheirclaim.[SP7Engaginginargumentfromevidence]

6. SoilRecipeforNewspaperProject:Studentswillnowwriteasoilrecipefortheir“DailyPlanetEarth”Newspaper.First,studentsshouldfillintheingredients’columnwhichshouldincludesand,smallrocks,deadleaves,orotheritems


studentsobservedintheirsoilsample.Studentsmayalsoincludebacteria,microorganisms,andmacroorganismslikewormsintheiringredients’list,butit’snotrequired.Next,studentswillwritethesoilrecipe’ssteps.

7. Therecipestepsare:a. Breakdownrocksintopieces.b. Then,breakdownotherorganicmaterial(deadleaves,flowers,bugs,etc.)c. Next,mixtheingredientsforalongperiodoftimetomimictheprocessofweatheringanderosion.(Theamount

ofstirringtimecanbedecidedbythestudent.)

***Studentswilltypetheirrecipesandcopyandpastetheirimagesintothenewspapertemplate.

4. SoilDrainageTest(thiscanbedoneinsmallgroupsorasaclass)[SP3-carryingoutaninvestigation]

a. Inthisactivity,studentswillexplorethecharacteristicsofthreetypesofsoili.e.color,textureandwaterretentioncapacity.

b. Inthebin,therearethreesodabottles,cutintwopieces:oneisfunnel-shaped,theotherlookslikeaplanter.Coverthetipwiththescreen(tightenwitharubberband)andplacethefunneltip-downintotheplanter.(Itmayhelptodothisexperimentovernewspaperforeasycleanup.)

c. Fillonefunnelwithdrysand,onewithloam(pottingsoil),andonewithclay.Taketimetoobserveanddescribeeachtypeofsoil,payingspecialattentiontocolorandtexture.Askthestudentstodrawadiagramoftheapparatusintheirsciencejournalsandwritedownwhichsoiltheythinkwillholdthemostwater


d. Studentsmaysharetheirhypothesiswiththeclass.

e. Slowlypour1cupofwaterintoeachfunnel.Watchasthewaterfiltersthroughthesoilandintothebottomoftheplanter.

f. Nexthavestudentsdrawadiagramwiththeresultsoftheexperiment.Anexampleofwhattheentryshouldincludeisbelow.

g. Askwhichsoilwouldbebestforplants.Why?Assessment

● Studentswillbeassessedontheirknowledgeofhowsoilisformedthroughthe“soilrecipe”activity.● Toassesstheirknowledgeoforganicandinorganicmaterialaswellasitsconnectiontosoilformation,reviewscience

journals.Studentsshouldbecreatingan“IMOWA”chartandwritingasentenceortwoabouttheirobservationsofthesoilsamplethattheyareexploring.

ExtensionConnectionstoMountGreylockAskthestudents,howweatheringanderosionimpactthesoilonMt.Greylock?Howdoesthesoilmovefromthetopofthemountaintothebottom?Doesthesoilchangeorlookdifferentovertimeduetoweatheringanderosion?


Lesson5:FoolingwithFossilsLESSONBACKGROUND

Studentsmustfirstlearnwhatafossilis.Fossilsprovideavaluablerecordofplantandanimallifeaswellasenvironmentalconditionsfrommillions,evenbillionsofyearsago.Remainsandtracesofancientlifearepreservedinrocksasfossils.ThefossilrecordisanaturaldocumentationoftheevolutionandhistoryoflifeonEarth.Itisimportanttonotethattherearemanydifferenttypesoffossils,butforthisunitwearefocusingonbodyfossils,tracefossils,andmoldfossils.ScienceContentBackgroundFossilstakemillionsofyearstoformastheyareembeddedintothesedimentaryrockthatisformedinthecrustoftheearth.Therearethreetypesoffossilsthatwewillbelearningabout:bodyfossils,tracefossils,andmoldfossils.Bodyfossilsarefossilsoftheactualorganismsthemselvesfoundintheearth;theseareorganismssuchasdinosaurbonesorpetrifiedwood.Tracefossilsareimpressionsoffossilsthatrepresenttoanatomyoftheorganism.ItisNOTacastoftheorganismitself,butinsteadrelatestohowitliveditslife;thesearefindingssuchasfootprints,burrows,oreggnests.Theyshowhowtheorganismmovedandwentaboutdailylife.Amoldfossilisafossilthatisanimpressionormoldoftheorganismitself.Theorganismlayinthesedimentforlongenoughthattherockaroundithardened,creatinganimpressionoftheorganism.Theorganismwasthenimpactedbyanotherfactorsuchaserosionandweathering,oranotherorganismthatateitaway,sothatallthatisleftisamoldoftheoriginallivingbeing.Thesearethethreemaintypesoffossilsthatarcheologistsworkwithintheirworkandwhatwewillbelookingattoday.


OverviewoftheLessonStudentswillbemakingtheirownfossilsafterlearningaboutthethreedifferenttypesoffossils.Finally,studentswillbeaddingtotheirnewspaperportfolioswithanarticleaboutthefossilthattheymadeduringclass.NGSSAlignmentTableScience/EngineeringPractice(SEP) DisciplinaryCoreIdeas(DCI) CrossCuttingConcepts(CCC)

(4-ESS2-1) Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Analyze and interpret data to make sense of phenomena using logical reasoning.

ESS1.C: The History of Planet Earth

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.

Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2-1), (4-ESS3-2)


FocusandSpiralStandards:FocusStandard:4-ESS1-1.Identifyevidencefrompatternsinrockformationsandfossilsinrocklayerstosupportanexplanationforchangesinalandscapeovertime.ClarificationStatement:


• AssessmentBoundary:• Assessmentdoesnotincludespecificknowledgeofthemechanismofrockformationormemorizationofspecificrock

formationsandlayers.Assessmentislimitedtorelativetime.SpiralStandard:3-LS4-1.Analyzeandinterpretdatafromfossilstoprovideevidenceoftheorganismsandtheenvironmentsinwhichtheylivedlongago.ClarificationStatement:

• Examplesofdatacouldincludetype,size,anddistributionsoffossilorganisms.Examplesoffossilsandenvironmentscouldincludemarinefossilsfoundondryland,tropicalplantfossilsfoundinArcticareas,andfossilsofextinctorganisms.

AssessmentBoundary:• Assessmentdoesnotincludeidentificationofspecificfossilsorpresentplantsandanimals.Assessmentislimitedto

majorfossiltypesandrelativeages.SpiralStandard:6.MS-ESS1-4.Analyzeandinterpretrocklayersandindexfossilstodeterminetherelativeagesofrockformationsthatresultfromprocessesoccurringoverlongperiodsoftime.ClarificationStatements:





ortheidentificationandnamingofmineralsorrocktypesarenotexpectedinstateassessment.SpiralStandard:6.MS-ESS2-3.Analyzeandinterpretmapsshowingthedistributionoffossilsandrocks,continentalshapes,andseafloorstructurestoprovideevidencethatEarth’splateshavemovedgreatdistances,collided,andspreadapart.ClarificationStatement:



assessment.LearningTargets:Icanwriteastoryaboutthehistoryofmyfossil.Icanexplainthedifferencesbetweentypesoffossils.


AssessmentStudentswillwriteastoryaboutthefossiltheymadeinclasstoday.Thestoryshouldincludefactsaboutthefossilsuchaswhattypeoffossil,whereitcamefrom,andwhattimeperioditformed.Encouragethestudentstotellthestoryoftheirfossil.TargetAcademicLanguage:Tier2:PrehistoricTier3:Jurassic,Fossil

RESOURCESANDMATERIALSQuantity Items Source

6(twoofeachtype) Differenttypesoffossils Bin

1bag WholeWheatFlour Bin

2containers Salt Bin

1 Measuringcup(thatcanmeasureatleast1cup)

Bin

Variousitemstopressintosaltdoughtomakefossils

ClassroomTeacher/Outdoors


1perstudent FossilHandout Binder(teachertomakecopies)

FossilPowerPoint CMCWebsite

DailyPlanetEarthFossilArticleTemplate CMCWebsite

Laptops/iPads ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**


Studentswillbelookingatmoldsofmodelfossilsthattheteacherwillpassaround.Thestudentsareencouragedtotouchandfeelthesemodels,guessingwhattheyareastheypassthemaround.Theteacherwillleadadiscussionaboutwhattheyaretouchingandrevealthattheyarefossilsfrommillionsofyearsago.ThentheywillgooverthefossilPowerPointaboutthethreedifferenttypesoffossilsfoundinthisunit.


DuringtheLesson:1. Makeyourownfossil:Studentswillbemakingtheirownfossilstodayfromsaltdough.

Thiswillneedtobemadeinadvancebytheteacher,thedirectionscanbefoundhere:https://www.makelifelovely.com/diy-dinosaur-fossils-with-salt-dough/Giveeachstudentaballofsaltdough.Thenhavethestudentsgooutsideandsearchforvariousnaturalitemstheycanpressintotheirsaltdoughtomakeafossil.

2. FossilMap:StudentswillnowbelookingatamapwiththeteacheroffossilsfoundallovertheworldbutshouldfocusspecificallyontheUnitedStatesanditregions.Theteachershoulddemonstratehowtousethewebsite,sostudentscanexploreitontheirowninsmallgroups.Pointoutdifferentregionsofthecountryandthendividethegroupsuptolookateach.Thiswillcoincidewiththeirsocialstudieswork.Thiswilltakepreparationwithunderstandingandfamiliarizingyourselfwiththewebsite.

a. https://paleobiodb.org/navigator/3. FossilStory:Studentswillnowwriteastoryaboutthefossilthattheyhavemade.They

willbepretendtheyarearchaeologiststellingtheworldabouttheamazingfossilthattheyhavejustdiscovered.Theirarticleshouldincludewhattheirfossilisandwhattype,wheretheyfoundit,howoldtheythinkitis,whattimeperiodit’sfrom,andhowitformed.Thiswillbeincludedasanarticleintheirnewspaperportfolio.

Extension:TakeafieldtriptotheBerkshiremuseum!IntheMuseumstudentscandigfordinosaurbonesandlookatrealfossilsintheprehistoricexhibits.


OtherResource:Hereisawebsitethatlistsallthestatesandthefamousfossilsthathavebeenfoundinthem:https://www.fossilera.com/pages/state-fossilsLessonClosingStudentswhowanttopresenttheirfossilshouldbegiventheopportunitytodoso.Theteachershoulddoafinalreviewofthetypesoffossils.

AssessmentStudentswillwriteastoryaboutthefossiltheymadeinclasstoday.Thestoryshouldincludefactsaboutthefossilsuchaswhattypeoffossil,whereitcamefrom,andwhattimeperioditformed.Encouragethestudentstotellthestoryoftheirfossil.


Lesson6:EarthquakesandFaultLines

LESSONBACKGROUND

Thislessoncoverstheeffectsoftectonicplatemovementincludingthecreationofvolcanoesandmountains.Majoractivitiesinthislessonincludesahands-oninvestigationofplatemovementaswellasaresearchprojectontheringoffire.

ScienceContentBackgroundThislessonisgroundedheavilyinplatetectonicsandtheeffectsofplatemovement,soteacherswillneedtounderstandanddemonstratetheseeffects.Tobegin,teachersmustunderstandthattheEarthismadeofmanylayers,theoutermostlayeroftheEarthiscalledthecrust.Thecrustisbrokenupintopiecesthatarecalledtectonicplates.Thislessoncoverstwotypesofboundariesthatoccurwhentectonicplatesinteractwitheachother.Theseboundariesarecalledtransformboundariesandconvergentboundaries.Atransformboundaryoccurswhentwotectonicplatesrubtogether.Asthepressurebuildsbetweentheplates,theyslipreleasingtheenergythatweperceiveasanearthquake.Aconvergentboundaryoccurswhentwotectonicplatescollidewitheachother.Asthetwoplatescollidetheyformmountainsbetweenthemasthelandshiftsupward.Thislessonalsocoversthecreationofvolcanoeswhichoccursatasubductionzone.Asubductionzoneoccurswhenadenseroceanicplateisthrustunderneathalessdensecontinentalplate.Apieceoftheoceanicplatebreaksoffandmeltsallowingformagmatocometothesurface.Thismagmahardensandformswhatweknowasavolcano.


OverviewoftheLessonStudentswilllearnabouttheformationofvolcanoes,mountains,andearthquakesbyparticipatinginaseriesofexperimentsthatdemonstratetheeffectsofplatetectonics.FortheDailyPlanetEarthproject,studentswillbecreatinganewsarticleaboutanaturaldisasterthattheyresearch.FocusandSpiralStandardsFocusStandard:4-ESS2-2.AnalyzeandinterpretdatafrommapstodescribepatternsofEarth’sfeatures.[ClarificationStatement:MapscanincludetopographicmapsofEarth’slandandoceanfloor,aswellasmapsofthelocationsofmountains,continentalboundaries,volcanoes,andearthquakes.SpiralStandard:2-ESS2-2.Maptheshapesandtypesoflandformsandbodiesofwaterinanarea.ClarificationStatements:

• Examplesoftypesoflandformscanincludehills,valleys,riverbanks,anddunes.• Examplesofwaterbodiescanincludestreams,ponds,bays,andrivers.• Quantitativescalinginmodelsorcontourmappingisnotexpected.





assessment.SpiralStandard:7.MS-ESS2-2.ConstructanexplanationbasedonevidenceforhowEarth’ssurfacehaschangedoverscalesthatrangefromlocaltoglobalinsize.ClarificationStatements:


• Examplesofchangesoccurringoversmall,localspatialscalesincludeearthquakesandseasonalweatheringanderosion.

SpiralStandard:8.MS-ESS2-1.UseamodeltoillustratethatenergyfromEarth’sinteriordrivesconventionsthatcyclesEarth’scrust,leadingtomelting,crystallization,weathering,anddeformationoflargerockformations,includinggenerationofoceanseaflooratridges,submergenceofoceanseafloorattrenches,mountainbuilding,andactivevolcanicchains.


ClarificationStatement:

• Theemphasisisonlarge-scalecyclingresultingfromplatetectonics.

NGSSAlignment


AnalyzingandInterpretingDataAnalyzingdatain3–5buildsonK–2experiencesandprogressestointroducingquantitativeapproachestocollectingdataandconductingmultipletrialsofqualitativeobservations.Whenpossibleandfeasible,digitaltoolsshouldbeused.Analyzeandinterpretdatatomakesenseofphenomenausinglogicalreasoning.(4-ESS2-2)

ESS2.B:PlateTectonicsandLarge-ScaleSystemInteractions Thelocationsofmountainranges,deepoceantrenches,oceanfloorstructures,earthquakes,andvolcanoesoccurinpatterns.Mostearthquakesandvolcanoesoccurinbandsthatareoftenalongtheboundariesbetweencontinentsandoceans.Majormountainchainsforminsidecontinentsorneartheiredges.MapscanhelplocatethedifferentlandandwaterfeaturesareasofEarth.(4-ESS2-2)

Patterns Patternscanbeusedasevidencetosupportanexplanation.(4-ESS1-1),(4-ESS2-2)


LearningTargets

1. Icanexplainhowplatetectonicscreateearthquakesandmountains.2. Icandiscusshowvolcanoesareformedandtheeffectsoftheireruptionsonland.3. Icanmodelhowearthquakes,mountains,andvolcanoesarecreated.

AssessmentStudentswillcreatea“NaturalDisaster”newsarticlefortheirPlanetEarthNewspaper

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)

TargetedAcademicLanguage/KeyVocabularyTier2:EarthquakeTier3:TectonicPlates,Faultline



4packages Modelingclay/PlayDoh Bin

1 Smallplasticcup Bin

1tablespoon Flour Bin

2tablespoons Bakingsoda Bin

⅓cup Vinegar Bin

14”square TissuePaper Bin

1roll Papertowels(forcleanup) ClassroomTeacher

1perstudent Scissors ClassroomTeacher


1 Largerectangularplasticbin Bin



Projector ClassroomTeacher

1perstudent Plasticplates Bin

2boxes GrahamCrackers Bin

3-4containers CoolWhip ContactSueBeauchamp

2 PlasticBowls Bin

DailyPlanetEarthNaturalDisasterArticleTemplate CMCWebsite

IzzyandMaggieGeosquadComic Binder(teachertomakecopiesforstudents)

HowtoDrawtheGeosquadInstructions CMCWebsite




Havetheteacherprojectanimageofavolcanoandaskthestudentswhattheyalreadyknowaboutvolcanoesandearthquakes.Explainthattheywillbelearningaboutvolcanoesandearthquakestoday.DuringtheLesson

1. VolcanoSimulationa. Inordertolearnaboutnaturaldisastersandhowtocreateaplantolessentheireffects,weneedtoknowwhat

happensduringnaturaldisasters.Onetypeofnaturaldisasterisavolcaniceruption.Therearemanyvolcanoes,andoneofthemostfamousisMountSt.HelensinWashingtonStatewhichlasteruptedin2008.Today,wearegoingtosimulateavolcanoerupting.TheScienceFellowsorclassroomteachershouldguidethisexperimentinfrontoftheclass.Beforebeginningtheexperiment,havestudentsdrawa“before”diagramofwhatthevolcanolookslike.Oncetheexperimentiscomplete,askthestudentstodrawan“after”diagramofthevolcanoandhavethestudentswriteasentenceortwoaboutwhathappenedduringtheexperiment.[SP:Patterns]


b. TheScienceFelloworclassroomteacherwillneedtomakeamodelofavolcanooutofmodelingclayandplaceitintheplasticbinthatisprovided.Thebinwillhelppreventamess.Tocreatethevolcano,shapetheclayaroundtheplasticcupintoaconewiththepointasthetop.Themouthofthecupshouldbeatthetopofthevolcano.

c. OncethemodelvolcanoiscompletetheScienceFellowwillneedtopour2tablespoonsofbakingsodaand1tablespoonofflourintothecenterofa4-inchsquarepieceoftissuepaper.Wrapthetissuepaperaroundthebakingsodaandflourandtwistbothends.ItshouldlookaTootsierollwrappedupwhenitisfinished.

d. Placethemixtureinthecupinthevolcanomodel.

e. Tomakethevolcano“erupt,”pourinhalfoftherequiredamountofvinegar(thisisabout⅙ofacup).Makesuretostepbackalittle,sothemixturedoesnotgetinyoureyesoronyourclothes.Whenthefoamingstops,addtheremainingamountofvinegar(about⅙ofacup).

f. Talktothestudentsandaskthemwhathappened.Whenvolcanoeseruptandthelavacoolsdown,itbuildsthemountainup.Askthestudentswhatkindofrocksareformedfromthecoolingmagma.Thestudentsshouldanswerigneousrocksbasedonwhattheylearnedinpreviouslessons.

g. Therearemanyvolcanoesallovertheworld,especiallylocatedintheringoffire.TheringoffireisanareainthePacificOceanwherethereisacontinuousseriesofoceantrenches,volcanoes,andtectonicplatemovements.


Notonlyaretherevolcaniceruptionsbutalsothereareseveralearthquakesthatoccurhereduetotectonicplatemovement.

2. RingofFireMappingActivity:a. AssigneachstudenttolookupeitheravolcanooramajorearthquakefromtheRingofFireandfinditslocation

onthemapandoneinterestingfactaboutthephenomena.Interestingfactscaninclude:Howmanytimeshasthevolcanoerupted?Whenisthelasttimeiterupted?Howtallisit?Inthecaseofearthquakes,howfarawaywastheearthquakefelt?Theteachermaywanttowritethesepromptsontheboard.TheSmithsonianInstitute’swebsite(https://volcano.si.edu/search_volcano.cfm)isthebestwebsitetogotoforthoseresearchingvolcanoes,butstudentscanalsolookthemupongooglemapstofigureouttheirlocation.

b. Volcanoes:i. Mt.Erebusii. Mt.Taranakiiii. WhiteIslandiv. WestMatav. Mt.Merapivi. Mt.Pinatubovii. Mt.Fujiviii. SarychevPeakix. Makushin


x. Mt.Edzizaxi. Mt.St.Helensxii. VolcandeFuegoxiii. Sangayxiv. Llaimaxv. Mt.Hudson

c. Earthquakes:i. 1960Valdiviaearthquakeii. 1906SanFranciscoearthquakeiii. 2011Tohokuearthquakeiv. 1999Ambrymearthquakev. 2010Christchurchearthquake

3. Havetheteacherprojectaworldmapatthefrontoftheclassroom(withawhiteboardorchalkboardbehindtheprojectionifpossible)andaskthestudentstocomeupandpointtothelocationoftheirearthquake/volcano(ifpossiblehavethemmakeadotontheboardofwheretheirearthquake/volcanoislocated).Oncethedotshavebeenmadeontheboard,askthestudentsifthecollectionofvolcanoesandearthquakesformsanyparticularshape.Ifstudentsarehavingahardtimevisualizingtheshape,theteachershouldguidethemtotheconclusionthatthecollectionofdotsshouldformaring,whichiscalledtheRingofFire.


FunFact:Theringoffirehas452volcanoesandincludes75%ofalloftheworld’svolcanoes,aswellasmostoftheworld’searthquakes!

a. Askthestudentstothinkaboutwhysomanyvolcanoesandearthquakesareclusteredalongthisring.Havethestudentsdoathink-pair-share.Youmayaskprobingquestionstoguidetheirthinking:WhatdoallthespotsalongtheRingofFirehaveincommon?Whymightearthquakesandvolcanoesoccurinsimilarplaces?

b. Afterthestudentshaveofferedtheirideas,havethestudentsreadthecomicaboutplatesubductionwithIzzyandMaggieandengageinadiscussionaboutwhattheylearnedfromthecomic.

4. GrahamCrackerPlateTectonics/EarthquakeActivity:Explaintothestudentsthattheearth’ssurfaceismadeupoflayersandthecrustoftheEarthismadeupoftectonicplates.Astheplatesmoveandcollidewitheachothertheycancausemountainstoformorearthquakestooccur.Handoutthreegrahamcrackerstoeachstudentaswellasaplatewithcoolwhip.Studentsshouldbreakallthegrahamcrackersinhalfinordertoconducttheirexplorations.TellthestudentstheywillbeusingthegrahamcrackerstolearnabouthowdifferentboundariescanaffecttheEarthindifferentways.

5. EarthquakeCreation:Explaintostudentsthatanearthquakeoccurswhentwotectonicplatesgrindpasteachother.Havethestudentstaketwocrackerhalvesandgentlyslidetheiredgesagainstoneanother.Askthestudentstopayattentiontohowthecrackersfeelandthesoundstheymake.Havethestudentsdothisafewtimes.Explainthatearthquakesarecausedwhentheplatescollideandscratchtogether.Asthepressurebetweentheplatesbuilds,the


platesslipreleasingenergythatwefeelasanearthquake.

6. MountainCreation:Explaintostudentsthatamountainiscreatedwhentwoplatesmovetowardseachother.Whentwoplatesmovetowardeachothertheycancollideandformmountains.Askthestudentstaketwocrackerhalvesandtodiponeendofeachgrahamcrackerinwater,theadultscancarryaroundabowlofwatersothestudentscandiptheircrackersfromtheirseat.Havestudentsplacethecrackerswiththesoggysidesfacingeachotherandaskthemtogentlypushthecrackerstogether.Thecrackersshouldfoldontopofeachother,formingmountains.

7. VolcanoCreation:Explaintostudentsthatavolcanoiscreatedwhenadenseroceanicplateisthrustunderalessdensecontinentalplate.Astheoceanicplatebreaksaway,hotmagmaoozesupandhardenscreatingvolcanicmountains.Studentswilldemonstratethecreationofvolcanoesusingagrahamcracker(brokeninhalf)andaplatewithdollopofcoolwhip.Thestudentsshouldrestthetwohalvesofthegrahamcrackerontopofthecoolwhipandslideonehalfovertheother.Astheyapplypressure,partofonecrackershouldbreakoffandthecoolwhip(themagma)belowthecrackershouldcomeupontothesurface,formingthevolcanoes.

AssessmentStudentswillcreatea“NaturalDisaster”newsarticlefortheirPlanetEarthNewspaper


Lesson7:ProtectingAgainstNaturalDisasters

LESSONBACKGROUND

ThislessontiestogethereverythingstudentshavebeenlearningaboutdifferentEarthprocesses.ScienceContentBackgroundNaturaldisastersareanyEarthprocessesthatharmanddestroylivingcreaturesandthethingstheyneedtosurvive.Naturaldisasterscanhappenveryslowly,suchasmajordroughts,orveryquickly,suchasearthquakes.Thefirstpriorityindealingwithnaturaldisastersistofindoutwhetherwecanpreventthemfromhappening.Thekeytopreventingdisastersistofigureoutwhatmakesthemhappen.Forexample,floodsoccurwhenthegroundcannotabsorbenoughwater.Wecansometimespreventthegroundfrombeingoverloadedwithwaterbygrowingplantsorsettingupraincatchers.Wecan’tpreventallnaturaldisasters,soit’susefultobeabletofigureoutwhennaturaldisastersaremostlikelytohappen,sothatwecanstartmovingpeopleandvaluableobjectsoutofharmswaywhilewestillhaveenoughtime.Ofcourse,noonecanactuallypredictnaturaldisasters;justlikeaweatherforecast,thebestwecandoisfigureoutwhenthereisagoodchancethatanaturaldisasterwillhappen.Lastly,therearecaseswherewecan’tpreventorpredictnaturaldisastersormightnotbeabletomoveeveryoneandeverythingtosafety.Inthatcase,wecaneitherredirectthedisaster,containit,orwithstandit.OverviewoftheLessonInthislesson,studentswilllearnaboutnaturaldisasters.Theywillthinkaboutpotentialwaystoprotectthemselvesagainstnaturaldisastersorwaystolessentheeffectsbyexperimentingwithvolcanoes,earthquakes,andfloods.FortheDailyPlanet


Earthnewspaperportfolioprojectstudentswillbecreatinga“HowtoSurvivea[naturaldisaster]”guideandcomic.FocusandSpiralStandardsFocusStandard:4-ESS3-2.Evaluatedifferentsolutionstoreducetheimpactsofanaturaleventsuchasanearthquake,blizzard,orfloodonhumans.*ClarificationStatement:

• Examplesofsolutionscouldincludeanearthquake-resistantbuildingoraconstructedwetlandtomitigateflooding.SpiralStandard:3-ESS3-1.Evaluatethemeritofadesignsolutionthatreducestheimpactsofaweather-relatedhazard.ClarificationStatement:

• Examplesofdesignsolutionstoaweather-relatedhazardcouldincludeabarriertopreventflooding,awind-resistantroofandalightningrod.

SpiralStandard:7.MS-ESS3-2.Obtainandcommunicateinformationonhowdatafrompastgeologiceventsareanalyzedforpatternsandusedtoforecastthelocationandlikelihoodoffuturecatastrophicevents.ClarificationStatements:

• Geologiceventsincludeearthquakes,volcaniceruptions,floods,andlandslides.• Examplesofdatatypicallyanalyzedcanincludethelocations,magnitudes,andfrequenciesofnaturalhazards.

StateAssessmentBoundary:• Activeanalysisofdataorforecastingisnotexpectedinstateassessment.



ConstructingExplanationsandDesigningSolutions

Constructingexplanationsanddesigningsolutionsin3–5buildsonK–2experiencesandprogressestotheuseofevidenceinconstructingexplanationsthatspecifyvariablesthatdescribeandpredictphenomenaandindesigningmultiplesolutionstodesignproblems.

● Identifytheevidencethatsupportsparticularpointsinanexplanation.(4-ESS1-1)

● Generateandcomparemultiplesolutionstoaproblembasedonhowwelltheymeetthecriteriaandconstraintsofthedesignsolution.(4-ESS3-2)

ESS3.B:NaturalHazardsAvarietyofhazardsresultfromnaturalprocesses(e.g.,earthquakes,tsunamis,volcaniceruptions).Humanscannoteliminatethehazardsbutcantakestepstoreducetheirimpacts.(4-ESS3-2)(Note:ThisDisciplinaryCoreIdeacanalsobefoundin3.WC.)ETS1.B:DesigningSolutionstoEngineeringProblemsTestingasolutioninvolvesinvestigatinghowwellitperformsunderarangeoflikelyconditions.(secondaryto4-ESS3-2)

InfluenceofEngineering,Technology,andScienceonSociety

andtheNaturalWorldEngineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,todecreaseknownrisks,andtomeetsocietaldemands.(4-ESS3-2)

LearningTargetsIcandiscussthreetypesofnaturaldisastersincludingvolcaniceruptions,earthquakes,andfloods.Icandiscusstheimpactsofnaturaldisastersandhowtoprotectagainstorlessentheeffectsofthesenaturaldisasters.


AssessmentCreatea“HowtoSurvivea[naturaldisaster]”articleforPlanetEarthNewspaper.Eachstudentwillchooseonenaturaldisaster(flood,volcano,orearthquake)towriteabout.WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary

Tier2:Flood,Redirect,Contain,Withstand,BarrierTier3:Prevention,Extinction


1perstudent “SafeHouses”Article(2pages) Binder




1 Largebinorbucket Bin


1perstudent Sciencejournal ClassroomTeacher

1 FloodsinNorthAdamsPowerPoint CMCWebsite

1 DinosaurExtinctionPowerpoint CMCWebsite



1container Legos Bin

6 AluminumPans Bin

12boxes JelloMix Bin

30perstudent Minimarshmallows Bin

30perstudent Toothpicks Bin

2boxes Popsiclesticks Bin

Asneeded Buildingblocks ClassroomTeacher

Asneeded Tape ClassroomTeacher

1roll String Bin

2boxes Plasticspoons Bin


1pergroup Paperplate Bin

1pergroup BrassFastener Bin

1pergroup Paperclip Bin

2pergroup Cups Bin

Asneeded Glue ClassroomTeacher

1perstudent GeosquadFloodComic Binder

1perstudent BlankComicTemplates CMCWebsite

1perstudent DailyPlanetEarthHowtoSurviveaNaturalDisasterArticleTemplate CMCWebsite

GeosquadFloodVideo CMCWebsite**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorShowstudentstheGeoSquadFloodVideo.Afterthevideo,explaintostudentsthatEarthprocessescanharmanddamagelife,includingpeopleandthestructurestheybuild,arecallednaturaldisasters.AskstudentstothinkabouttheEarthprocessesthey’velearnedaboutthisunit,andwhetheranyofthemcouldbeconsiderednaturaldisasters.Asstudentstosharetheirandcreatealistontheboard.


DuringtheLesson

1. Sharewiththestudentsthattherearethreemainwaystoprotectagainstanaturaldisaster:redirectingthedanger,containingit,orwithstandingit.Dividetheboardintothreesections,onelabeled“Redirect”,one“Contain”andone“Withstand”.Theteachershouldgooverthevocabularywords(redirect,contain,withstand)withthestudentsbyfirstaskingthemtothinkoftheirowndefinitionsandsharethemwiththeclass.Herearedefinitionsforthewords:

a. Redirect:tochangeorguideanobjectorforcetoanotherarea.b. Contain:toholdasubstanceorobjectc. Withstand:toholdoutagainst,resist,orendure

2. Floods:ExplainthatNorthAdamshasahistoryoffloods,projecttheFloodsinNorthAdamsPowerPointontheboard.a. BuildingaTown:Buildasmalltownandthensimulateaflood.Havethestudentscometothefronttableofthe

classroom.Usingsoilorclay,createabaseforthetowninalargebinorbucket.Ifthereisenoughsoil,buildamountaininthecornerofthebintorepresentMountGreylock.Havepairsofstudentseachcreateasmallbuilding,person,orplanttoputinthetownusingLegos.Oncethetownisassembled,getagallonotsoofwaterandpouritintothebin.Pourthewaterstartingatthetopofthemountain.

b. Askthestudentstotalkdescribewhattheysee.Besuretointroducetheconceptoffloodingandexplainthatiswhattheyarewatchinghappennow.

c. Askstudentstothink-pair-shareideasforhowtopreventfloods.Asthestudentsshareouttheirideas,havetheclassorganizetheideasbasedonwhethertheirplanswouldinvolveredirection,containment,orwithstanding.

2. “SafeHouses”:HandouttheNationalGeographicarticle“SafeHouses”byChrisCarroll.Callonastudenttoreadthetitleandintroductoryparagraph.Explainthatthisarticlewillbeaboutearthquake-proofbuildingsandhomes.Callonadifferentstudenttoreadeachparagraph,pausingbetweeneachtosummarizeconceptsanddefinevocabulary.Atthe


endofthearticle,askstudentswhattypeofpreventionmethodwasmentionedinthearticle.Theanswershouldbewithstanding.[SP8:obtaininginformation]

***Thislessoncanbebrokenupatthispointiftherearetimelimitations***

3. DisasterPreparednessGame:Thisactivityisadaptedfrom:https://www.teachengineering.org/activities/view/cub_natdis_lesson03_activity1

a. Thisactivitywillneedtobepreparedadayinadvance.Theteacherwillhavetomakejellotofill6aluminumpansthedaybefore.Inthislesson,theclasswillbesplitupintosmallgroupsof3-4students.Sinceclasssizeschange,theteachermayhavetoincreaseordecreasethenumberofaluminumpans.Foreachaluminumpanfullofjello,theteacherwillhavetoalsomakeahousebeforehand.Tocreatethesehouses,theteachershould

connect12toothpickswith8marshmallowstomakeacubeshapedhouse.Pleaseseetheimagebelowforanexample.b. Forthisactivity,tellthestudentsthattheywillbeliketheGeoSquadbecausetheywillsavetheirtownfromnaturaldisasters.Thestudentswillsavethetownbyusingthetoolsfromtheirtoolboxes.Tellthestudentsthatthetoothpick-marshmallowhouseinthealuminumpanwillrepresentallthebuildingsinthetown.c. Beforebeginningtheactivity,dividethestudentsintogroupsandgiveeachgroupapaperplate,abrassfastener,andapapercliptocreatetheirspinners.Forthetoolbox(itemsthestudentscanuseinthisactivity),studentswillbegivenabasketfullofmaterialssuchaspopsiclesticks,toothpicks,plasticspoons,buildingblocks,marshmallows,string,tape,

cardboard,etc.Itisagoodideatolayoutanassortmentofitemsontablesaroundtheroomsothateachgrouphastheirownmaterialstoworkwith.Theteachercanaddadditionalitemsfromtheclassroomifthey’dliketo.


Eachgroupwillalsobegiventwoplasticcups.Thefirstcupwillbefilledwithwaterandbelabeledasfloodwaters.Theothercupwillbefilledwithglueandbelabeledaslava.Finally,eachgroupwillbegivenatrayofjellowithahouserestingontopofthejello.

d. Tobegintheactivity,theteachershouldaskthestudentstonamethenaturaldisasterstheylearnedaboutinthis

unit.(Theanswershouldbefloods,volcanoeruptions,andearthquakes).Theteachershouldwritethesedisastersonthewhiteboard.Then,theteachershouldtellthestudentstodrawlinesontheirpaperplatestodividetheirspinnersinto3equalsections(triangularshaped).Onesectionshouldsayfloods,thenextshouldsayvolcaniceruptionsandthelastshouldsayearthquakes.Then,thestudentsshouldinsertthebrassfastenerinthemiddleofthepaperplate.Next,thestudentsshouldputoneendofthepapercliparoundthebrassfastener.Finally,thestudentsshouldfoldbacktheendsoftheirbrassfastenertoensureitstaysattachedtothepaperplate.Lookatthepicturebelowforanexampleofwhatthespinnershouldlooklike.

1. Toplaythegame,thestudentsshouldspinthespinnertolandonanaturaldisaster.


2. Oncestudentslandonanaturaldisaster,theymustdecidewhethertoredirect,contain,orwithstandthisnaturaldisaster,usingthetoolsfromtheirtoolbox.Theteachershouldtellthestudentstorefertothewhiteboardwithexamplesofpreventionmethodsandthearticletheyreadiftheyneedhelp.

3. Thestudentsshouldcreatetheirsolutionsandthentestitoutbyexecutingthenaturaldisaster.Belowisabriefdescriptionofwhattheactivitywilllooklike:

a. Forfloods,therearemanyoptionsforstudents.Theycanusetheplasticspoonstodigfloodchutes(redirecttheflood)orreservoirs(containthefloods).Theycanalsobuildleveesorothertypesofbarrierswithpopsiclesticksorothermaterialstoredirectthefloodwaters.Then,thestudentswillpourthecupofwatertotestwhetherornottheirhousewillbeflooded.

b. Forvolcaniceruptions,thestudentscanusetheplasticspoonstodigchannelstoredirectthelava.Theycanalsobuildtrenchestocontainthelava.Then,studentswilltestwhetherornottheirhouseisburneddownbypouringtheliquidglue(itrepresentslava)ontheiraluminumtray.

c. Forearthquakes,thestudentsshouldusethematerialsfromthetoolboxtoreinforcetheirhouse.Then,thestudentsshouldtestthehouse’ssturdinessbyshakingthetrayofjello.Theinstabilityofthejellomimicsthemovementofthelandduringearthquakes.

d. Aftereachdisaster,thestudentsshouldwriteaboutitintheirsciencejournals.i. Typeofdisaster(flood,volcanoeruption,orearthquake):ii. Preventionmethod(redirect,contain,orwithstand):iii. Descriptionofpreventionmethod(materialsusedandhowtheybuiltit):iv. Didthesolutionwork(yesorno)?v. Waystoimprovetheirsolution:

e. Thestudentsshouldcontinuespinningthespinneruntiltheycompleteall3disasters.


LessonClosing1. Askstudentstobrainstormideasabouttheextinctionofthedinosaurs.ThenprojecttheDinosaurExtinction

PowerPointontheboard,allowingstudentvolunteerstoreadeachslideoutloud.2. Thenaskstudentstochooseatheoryfromthepowerpointthatresonateswiththem.Creategroupsbasedonwhatthe

studentschooseandgivethemipadstofurtherresearchthetheorytheychoose(youshouldhavefourgroups).Instructthestudentstolookforfactsabouttheirtheory,encouragethemtousethelinksprovidedonthepowerpoint.

3. Onceallthestudentshavefinishedtheirresearch(thisshouldtakenomorethan10-20minutes),tellthestudentstheyaregoingtohaveadebate.Ifpossible,thedebateshouldtakeplaceoutdoors.Pickastudentvolunteerstandinfrontoftheclassandgiveonereasontheothersshouldbelievetheirtheory.Then,pickastudentvolunteerfromadifferentgrouptorespond.Allowthedebatetocarryonwitheachgroupmakingastatementandallowtheothergroupstorespond.

AssessmentForthisassessment,thestudentswillhavetwooptions.Thestudentscaneitherwritea“HowtoSurvive[anaturaldisaster]”articlefortheir“DailyPlanetEarth”Newspaperandmakeacomic,orjustmakeacomicstrip.Eachstudentwillchooseonenaturaldisaster(flood,volcano,orearthquake)towriteabout.Thearticle“SafeHouses”isalsoagreatresourceforideas.Note:Comictemplatesshouldbeprintedbeforehand.Therewillbethreedifferenttemplatesavailable.Pleaseprintoutenoughcopiesofeachtemplate.Tellstudentsthattodaytheywillbecomicstripwritersandexplainthatcomicbooksaremadeupofcomicstrips.Theywillbewritingashortscenedepictinganaturaldisasterandhowtopreventit.Studentscanworkindependentlyorinpairs.Thecomicstripmustcontain:

• Atleastonecharacterthatwillleadthereadersthroughtheplot.


• Oneofthefollowingnaturaldisasters,andanexplanationofthedisasterthatdemonstratesthestudents’understanding:➢ Earthquake➢ Volcano➢ Floods

• Onewaytopreventthedisasterormitigatedamagetothesurroundingarea


CurriculumEmbeddedPerformanceAssessmentStandard(s)CoveredbythisAssessment:[2016]4-ESS1-1.Useevidencefromagivenlandscapethatincludessimplelandformsandrocklayerstosupportaclaimabouttheroleoferosionordepositionintheformationofthelandscapeoverlongperiodsoftime.[ClarificationStatements:Examplesofevidenceandclaimscouldincluderocklayerswithshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachangefromdepositiononlandtodepositioninwaterovertime;andacanyonwithrocklayersinthewallsandariverinthebottom,indicatingthatarivererodedtherockovertime.Examplesofsimplelandformscanincludevalleys,hills,mountains,plains,andcanyons.Focusshouldbeonrelativetime.][StateAssessmentBoundary:Specificdetailsofthemechanismsofrockformationorspecificrockformationsandlayersarenotexpectedinstateassessment.]

[2016]4-ESS2-2.AnalyzeandinterpretmapsofEarth’smountainranges,deepoceantrenches,volcanoes,andearthquakeepicenterstodescribepatternsofthesefeaturesandtheirlocationsrelativetoboundariesbetweencontinentsandoceans.StudentLearningTargets

1. Identifywhataphysicalmapisandwhatitconsistsof.2. Readscientificmapsofmountainranges,trenches,activevolcanoes,andearthquakes.(Topographicalmapsnotrequired.)3. Designandtestanerosionpreventionsolution.4. Readscientificmapsofmountainranges,trenches,activevolcanoes,andearthquakes,climateandweather.



3(1pergroup) GeographicmapofMt.Greylock Bin

3(1pergroup) Rectangularclearplasticcontainer Bin


Topsoil Bin

Asneeded Rocks(smalltomediuminsize) ClassroomTeacher

Asneeded Straws(cutdownthemiddle) Bin

Asneeded Popsiclesticks Bin

1pergroup Cleanketchupbottle Bin

Asneeded Water(tofillketchupbottleswith) ClassroomTeacher




Assessment

● DesignanerosionpreventionsystemforasitethatispronetowatererosiononMt.Greylock.Usedifferentbarrierssuchastrees,rocks,anddrainagepipestocreateasituationthatpreventstheleastamountofsoilfromwashingaway.

● Groupsshouldcomeupwithanoralpresentationwhichtouchesonthefollowingquestions:Whydidyoubuildyour

erosionpreventionsystemthisway?Diditworkwell?Procedure:ExplaintostudentsthattheyaregoingtobuildanerosionsystemtoprotectapartofMountGreylockthatcouldbeimpactedbywatererosion.Letthestudentsknowthatthepeopleinthesurroundingtownscannotletthesoilfromthemountainwashdownontotheirhousesoit’suptothemtoplanawaytopreventitfromhappening.

1. Reviewerosionandwatererosionandhowitaffectsalandscape.FeelfreetoreferencetheexperimentdoneinLesson

3.Talkabouthowdifferentthings,suchastreesandrockspreventsoillossaswellashowwatertravelsandcanbefunneled(drainage).

2. Setupthreeworkstationscoveredwithnewspapertomakeforaneasycleanup.Pilesoiltoformaslopeinsideeach

clearplasticcontainer.Theslopewillbedifferentdependingonthecontainerbutshouldbesteepenoughtopromotewaterflow.Oneachdesklayasmallpileofrocks,strawscutdownthemiddle,andpopsiclesticks.

3. HandoutageographicmapofMt.Greylockandhavestudentsreviewthem.Thestudentsshouldpositiontheirmodels

accordingtothemap’sdepictionofthemountainsite.


4. Describehowweusemodelstoimitatewhatmighthappenonalargerscale.Explaintothestudentsthatwewillpourwateratthetopofthemountaintosimulaterainfall.Theirjobwillbetoworktogetheringroupstoplacerocks,trees(popsiclesticks),anddrainagepipes(straws)onMt.Greylocktopreventsoilerosion.Givestudents15-30minutestodesigntheirerosionpreventionsystemandthencallfortheirattention.

5. Astheyfinishdesigningtheirsystems,gatherallthestudentstocomeovertooneofthegroupsmodels.Havestudents

explainhowtheirlayoutmaysucceedorfailandgetallthestudentstomakeapredictionwhatwillhappen.Pourwaterslowlyonthetopofthemodelfor5secondsandnoticehowmuchsoilwastakenaway.Repeatthisprocessfortheothergroupsmodels

6. Havestudentswriteaparagraphabouthowitemplacementaffectederosionprevention,aswellashowdifferentitems

workedbetterthanothers.AskthestudentstodescribethreewayshowerosionmighthaveaffectedMt.Greylockovertime.


5EInstructionalModelBackgroundThisinstructionalmodelexistsasasetofphasesforscienceinstructionthatstartswithstudents’priorknowledgeinordertoreconstructanewknowledgewithdeeperunderstanding.TheEngagementphaseisfirst,inwhichteachersandstudentsbegintomulloverquestions,priorknowledgeandunderstanding,andpotentialfrustrationstheymighthavewithatopic.Thisphaseismeanttobeinformal–thisisthestartofthelesson.ThesecondstepinvolvesExploringphenomena,whichactsasanintroductiontothelargerconceptsthatengagesstudentsinahands-onapproach.Afterexploration,Explanationofscientificconceptsbegins.Tofurtherstudentunderstanding,Elaborationisnext,inwhichstudentsarepresentedwithevenmorechallengingactivitiesandproblems.FollowingthelearningprocesscomesEvaluation,asdeemednecessarybylearninggoalsanddefinedachievements.Themodelisbasedonscientificresearchabouthowchildrenlearnandismeanttobefollowedchronologically,althoughsomestepsmayberepeated.


ScienceTalkandOracyinT2LUnits Sciencetalkismuchmorethantalkingaboutscience.Inlinewiththescienceandengineeringpractices,studentsareexpectedtomakeaclaimthatcanbesupportedbyscientificevidence.TheMASTEStandards(andtheNGSS)valuetheimportanceofengaginginanargumentfromevidence.NGSSdefineshowthispracticetakesformintherealworld:“Inscience,reasoningandargumentareessentialforidentifyingthestrengthsandweaknessesofalineofreasoningandforfindingthebestexplanationforanaturalphenomenon.Scientistsmustdefendtheirexplanations,formulateevidencebasedonasolidfoundationofdata,examinetheirownunderstandinginlightoftheevidenceandcommentsofferedbyothers,andcollaboratewithpeersinsearchingforthebestexplanationforthephenomenonbeinginvestigated.”Studentsareaskedtoparticipateinarticulateandsensibleconversationsinwhichtheyareabletocommunicatetheirideaseffectively,listentoothers tounderstand, clarify andelaborate ideas, and reflectupon theirunderstanding.These formsof talk canbedevelopedusingscaffoldssuchastheA/BTalkprotocol(below)andstrategies forclassdiscussions(fromtheTalkSciencePrimer, linkbelow).Oracy isdevelopedinthephysical,linguistic,cognitive,andsocial-emotionalrealms;eachoftheserealmscanbeexpandeduponovertimeinorderto develop a thoughtful speaker. Being able to display appropriate body language, use proper tone and grammar, be thoughtful andconsideratethinkers,andallowspaceforotherthoughtsandopinionsareallimportantfacetsoforacytoworkonandthroughwithstudents.Incorporatingtheappropriatescaffoldingisanimportantaspectoffosteringtheseskills.Techniquesforteachingeffectivesciencetalkoftenincludemodeling,discussionguidelines,sentence-starters,andgeneratingroles,whilegraduallyputtingmoreresponsibilityonstudentstoowntheirthinkingandlearning.Partofcreatingasafeschoolenvironmentforstudentsisallowingthemaspacethatiscomfortableenoughforthemtoexpressideasandaskquestions,whilebeingvalidatedfortheirthoughtsandquestions;studentsshouldbefeelcomfortableandconfidentwhenspeakingandlisteningforunderstanding.Effectivetalkisanimportantpartofbeinganactive,intelligentmemberofacommunityandsociety.Successfuldevelopmentinoracyisimportantforfutureemployabilityandgeneralwell-beingofadults.Thefollowingresourcesshouldbehelpfulexamplesofhowtoemployeffectiveuseofprogressiveoracyandsciencetalkinyourclassrooms.

● OracyintheClassroom:https://www.edutopia.org/practice/oracy-classroom-strategies-effective-talk● ScienceTalkPrimer:https://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf


● A/BTalkProtocolAdaptedfromhttps://ambitiousscienceteaching.org/ab-partner-talk-protocol/

1.ShareyourideasPartnerA● Ithink_______happenedbecause…● Evidencethatsupportsmyideais…● Theactivitywedidwith_______helpsme

knowmoreabout_______because…● OnethingI’mwonderingaboutis…

2.ListentoUnderstandPartnerB● Iheardyousay_______.Whatmakesyouthinkthat?

● Iheardyousay_______.Whatif_______?● Canyouexplainthepartabout_______again?● Whatdoyoumeanwhenyousay_______?

3.ClarifyandelaboratePartnerA

Answerpartner’squestionsoraskforclarificationinordertounderstandaquestion.

4.Repeatsteps2&3untilallquestionsareanswered

5.Switchrolesandrepeatsteps1-4

6.Reflectonyourunderstandinginwriting● Myideaabout_______changedwhenmypartnersaid

_______.● Iwilladd_______tomyideaabout_______because…● Istillhavequestionsabout…● Imaybeabletoanswermyquestion(s)ifIcould

investigate_______.


UnitActivityPlanner

Activity LearningTargets ScienceConnectionto

PhenomenaMAStandards

Lesson1Activity1:OnlineMapsActivity2:DailyPlanetEarthNewspaper

• Icanidentifyaphysicalmapanditscomponents.

• Icanreadmapsthatdepictmountainranges,trenches,activevolcanoes,andearthquakes.

Studentswillusemapstonotepatternsintheearth’ssurface.Specifically,howearthquakeproneareashavevolcanoesandmountains.Mapswillhelpstudentslearnthatlandformsarenotrandomlyformed.

FocusStandard:[2016]4-ESS2-2.AnalyzeandinterpretmapsofEarth’smountainranges,deepoceantrenches,volcanoes,andearthquakeepicenterstodescribepatternsofthesefeaturesandtheirlocationsrelativetoboundariesbetweencontinentsandoceans.

Lesson2Activity1:PhysicalPropertiesofMineralsActivity2:MohsHardnessScaleActivity3:MineralObservationStationsActivity4:Mineral

• Icanperformappropriateteststodeterminethehardness,color,luster,cleavage,andstreakofdifferentminerals.

• Icannotedifferencesbetweenrocksandminerals.

• Icanusepreviously

Studentswilllearnabouttheformationofrockswhichmakeuptheearth’ssurface.Forinstance,fromvolcaniceruptions,igneousrocksform.Inaddition,thepressureandheatfromtheshiftingoftectonicplatesduring

FocusStandard:(4-ESS1-1)Identifyevidencefrompatternsinrockformationsandfossilsinrocklayerstosupportanexplanationforchangesinalandscapeovertime.ClarificationStatement:Examplesofevidencefrompatternscouldincluderocklayerswithmarineshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachange


IdentificationActivity5:TheMysteryRockExperimentActivity6:MineralAd

recordeddatatoidentifydifferentminerals.

earthquakesformmetamorphicrocks.Otherrockssuchassedimentaryrockstakeawhiletoform,sinceittakesyearsoferosiontocreatethelayersofparticleswhichcomposetheserocks.

fromlandtowaterovertime;and,acanyonwithdifferentrocklayersinthewallsandariverinthebottom,indicatingthatovertimearivercutthroughtherock.][AssessmentBoundary:Assessmentdoesnotincludespecificknowledgeofthemechanismofrockformationormemorizationofspecificrockformationsandlayers.Assessmentislimitedtorelativetime.]

Lesson3Activity1:WeatheringandErosionActivity2:ErosionandAbrasionStationsActivity3:WashingAwayLandformsActivity4:BerkshireLandformsActivity5:Mt.GreylockArticle

• Icanobserveanddescribeexamplesofweatheringthroughfrostwedging,abrasionandtreerootwedging.

• Icanobserveanddescribeexamplesoferosionthroughwind,water,andice.

• Icanexplainthedifferencebetween“weathering”and“erosion”.

Studentswilllearnhownaturalphenomenonsuchasthemeltingofglaciers,wind,floods,andothertypesoferosionandweatheringcreatelandformssuchassanddunesandvalleys.

(4-ESS1-1)Identifyevidencefrompatternsinrockformationsandfossilsinrocklayerstosupportanexplanationforchangesinalandscapeovertime.[ClarificationStatement:Examplesofevidencefrompatternscouldincluderocklayerswithmarineshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachangefromlandtowaterovertime;and,acanyonwithdifferentrocklayersinthewallsandariverinthebottom,indicatingthatovertimearivercutthroughthe


rock.]4-ESS2-1.Makeobservationsandcollectdatatoprovideevidencethatrocks,soils,andsedimentsarebrokenintosmallerpiecesthroughmechanicalweatheringandmovedaroundthrougherosion.[ClarificationStatements:Mechanicalweatheringprocessescanincludefrostwedging,abrasion,andtreerootwedging.Erosioncanincludemovementbyblowingwind,flowingwater,andmovingice.][StateAssessmentBoundary:Chemicalprocessesarenotexpectedinstateassessment.]

Lesson4Activity1:SoilExplorationActivity2:IMOWAChartActivity3:SoilDiscovery

• Icanexplainhowsoilisformedthroughdecompositionandweathering.

• Icanillustratetheconnectionbetweensoilformation(e.g.ratiosoforganicmattertominerals)anditscolorandtexture.

Inthislesson,studentswilllearntheeffectsofweatheringanderosion.Specifically,howweatheringanderosionbreakdownrocksintosmallerparticlestocreatesoil.Studentswillalsolearnhownatural


Activity4:SoilRecipeActivity5:SoilDrainageTest

• Icanidentifyanddescribethedifferencesbetweensoil,loam,andclay.

processessuchasthedecompositionofplantandanimalmattercreatesoil.Inthisway,studentswilllearnhowsoiltypeplaysahugefactorinnaturaldisasters.Soilsuchassandcannotholdalotofwater,soitismoresusceptibletoflooding.

Lesson5Activity1:MakeyourownfossilActivity2:FossilizationGameActivity3:FossilMapActivity4:Writeaboutyourfossil

• Icanmakewriteastoryaboutmyfossilandthelifethatitlived.

• Icanexplainthedifferencesbetweentypesoffossils.

Studentswilllearnaboutwhathappenedtotheremainsofthedinosaurs.Thedinosaursbecamefossilsafteryearsoferosion.Asaresult,theywereburiedinthesedimentaryrockwhichmakesuptheearth’scrust.Inthisway,studentslearnhowfossilsareembeddedintheearth’ssurface.

(4-ESS1-1)Identifyevidencefrompatternsinrockformationsandfossilsinrocklayerstosupportanexplanationforchangesinalandscapeovertime.[ClarificationStatement:Examplesofevidencefrompatternscouldincluderocklayerswithmarineshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachangefromlandtowaterovertime;and,acanyonwithdifferentrocklayersinthewallsandariverinthebottom,indicating


thatovertimearivercutthroughtherock.][AssessmentBoundary:Assessmentdoesnotincludespecificknowledgeofthemechanismofrockformationormemorizationofspecificrockformationsandlayers.Assessmentislimitedtorelativetime.]

Lesson6Activity1:VolcanoSimulationActivity2:RingofFireMappingActivity3:GrahamCrackerPlateTectonics/Earthquake

• Icanexplainhowplatetectonicscreateearthquakesandmountains.

• Icandiscusshowvolcanoesareformedandtheeffectsoftheireruptionsonland.

• Icanmodelhowearthquakes,mountains,andvolcanoesarecreated.

Inthislesson,studentswilllearnhowplatemovementscausenaturaldisasterssuchasearthquakesandvolcaniceruptions.Thetectonicplatesalsoformlandformssuchasmountains.

4-ESS2-2.(4-ESS2-2)AnalyzeandinterpretdatafrommapstodescribepatternsofEarth’sfeatures.[ClarificationStatement:MapscanincludetopographicmapsofEarth’slandandoceanfloor,aswellasmapsofthelocationsofmountains,continentalboundaries,volcanoes,andearthquakes.


Lesson7Activity1:FloodsActivity2:“SafeHouses”Activity3:DisasterPreparednessGame

• Icandiscussthreetypesofnaturaldisastersincludingvolcaniceruptions,earthquakes,andfloods.

• Icandiscusstheimpactsofnaturaldisastersandhowtoprotectagainstorlessentheeffectsofthesenaturaldisasters.

Studentswilllearnaboutthedamagescausedbynaturaldisastersandpreventionmethods.

[2016]4-ESS3-2.Evaluatedifferentsolutionstoreducetheimpactsofanaturaleventsuchasanearthquake,blizzard,orfloodonhumans.*[ClarificationStatement:Examplesofsolutionscouldincludeanearthquake-resistantbuildingoraconstructedwetlandtomitigateflooding.]


NGSSAlignmentTableStudents who demonstrate understanding can: (4-ESS1-1)Identifyevidencefrompatternsinrockformationsandfossilsinrocklayerstosupportanexplanationforchangesinalandscapeovertime.[ClarificationStatement:Examplesofevidencefrompatternscouldincluderocklayerswithma-rineshellfossilsaboverocklayerswithplantfossilsandnoshells,indicatingachangefromlandtowaterovertime;and,acanyonwithdifferentrocklayersinthewallsandariverinthebottom,indicatingthatovertimearivercutthroughtherock.][AssessmentBoundary:Assessmentdoesnotincludespecificknowledgeofthemechanismofrockformationormemorizationofspecificrockfor-mationsandlayers.Assessmentislimitedtorelativetime.] (4-ESS2-1)Makeobservationsand/ormeasurementstoprovideevidenceoftheeffectsofweatheringortherateoferosionbywater,ice,wind,orvegetation.[ClarificationStatement:Examplesofvariablestotestcouldincludeangleofslopeinthedownhillmovementofwater,amountofvegetation,speedofwind,relativerateofdeposition,cyclesoffreezingandthawingofwater,cyclesofheatingandcooling,andvolumeofwaterflow.][AssessmentBoundary:Assessmentislimitedtoasingleformofweatheringorerosion.] (4-ESS2-2)AnalyzeandinterpretdatafrommapstodescribepatternsofEarth’sfeatures.[ClarificationStatement:MapscanincludetopographicmapsofEarth’slandandoceanfloor,aswellasmapsofthelocationsofmountains,continentalboundaries,volca-noes,andearthquakes.] (4-ESS3-2)GenerateandcomparemultiplesolutionstoreducetheimpactsofnaturalEarthprocessesonhumans.*[Clarifica-tionStatement:Examplesofsolutionscouldincludedesigninganearthquakeresistantbuildingandimprovingmonitoringofvolcanicactivity.][AssessmentBoundary:Assessmentislimitedtoearthquakes,floods,tsunamis,andvolcaniceruptions.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

ScienceandEngineeringPracticesPlanningandCarryingOutInvestiga-

tions

DisciplinaryCoreIdeasESS1.C:TheHistoryofPlanetEarth

Local,regional,andglobalpatternsofrockformationsrevealchangesovertimedue

CrosscuttingConceptsPatterns:Patternscanbeusedasevi-dencetosupportanexplanation.(4-

ESS1-1),(4-ESS2-2)


Planningandcarryingoutinvestiga-tionstoanswerquestionsortestsolu-tionstoproblemsin3–5buildsonK–2experiencesandprogressestoincludeinvestigationsthatcontrolvariables

andprovideevidencetosupportexpla-nationsordesignsolutions.

Makeobservationsand/ormeasure-mentstoproducedatatoserveasthebasisforevidenceforanexplanationof

aphenomenon.(4-ESS2-1)AnalyzingandInterpretingData

Analyzingdatain3–5buildsonK–2ex-periencesandprogressestointroduc-ingquantitativeapproachestocollect-ingdataandconductingmultipletrialsofqualitativeobservations.Whenpos-sibleandfeasible,digitaltoolsshould

beused.Analyzeandinterpretdatatomakesenseofphenomenausinglogicalrea-

soning.(4-ESS2-2)ConstructingExplanationsandDe-

signingSolutions

toEarthforces,suchasearthquakes.Thepresenceandlocationofcertainfossil

typesindicatetheorderinwhichrocklay-erswereformed.(4-ESS1-1)

ESS2.A:EarthMaterialsandSystemsRainfallhelpstoshapethelandandaffectsthetypesoflivingthingsfoundinaregion.Water,ice,wind,livingorganisms,andgravitybreakrocks,soils,andsedimentsintosmallerparticlesandmovethem

around.(4-ESS2-1)ESS2.B:PlateTectonicsandLarge-

ScaleSystemInteractionsThelocationsofmountainranges,deepoceantrenches,oceanfloorstructures,earthquakes,andvolcanoesoccurinpat-terns.Mostearthquakesandvolcanoesoc-

curinbandsthatareoftenalongtheboundariesbetweencontinentsand

oceans.Majormountainchainsformin-sidecontinentsorneartheiredges.Mapscanhelplocatethedifferentlandandwa-terfeaturesareasofEarth.(4-ESS2-2)

ESS2.E:BiogeologyLivingthingsaffectthephysicalcharac-teristicsoftheirregions.(4-ESS2-1)

CauseandEffectCauseandeffectrelationshipsarerou-tinelyidentified,tested,andusedtoex-plainchange.(4-ESS2-1),(4-ESS3-2)-----------------------------------------------ConnectionstoEngineering,Tech-nology,andApplicationsofScienceInfluenceofEngineering,Technology,andScienceonSocietyandtheNatural

WorldEngineersimproveexistingtechnolo-giesordevelopnewonestoincreasetheirbenefits,todecreaseknownrisks,andtomeetsocietaldemands.(4-ESS3-

2)ConnectionstoNatureofScience

ScientificKnowledgeAssumesanOrderandConsistencyinNaturalSystems

Scienceassumesconsistentpatternsinnaturalsystems.(4-ESS1-1)


Constructingexplanationsanddesign-ingsolutionsin3–5buildsonK–2ex-periencesandprogressestotheuseofevidenceinconstructingexplanationsthatspecifyvariablesthatdescribeandpredictphenomenaandindesigningmultiplesolutionstodesignproblems.Identifytheevidencethatsupportspar-ticularpointsinanexplanation.(4-

ESS1-1)Generateandcomparemultiplesolu-tionstoaproblembasedonhowwelltheymeetthecriteriaandconstraintsofthedesignsolution.(4-ESS3-2)

ESS3.B:NaturalHazardsAvarietyofhazardsresultfromnaturalprocesses(e.g.,earthquakes,tsunamis,

volcaniceruptions).Humanscannotelimi-natethehazardsbutcantakestepstore-ducetheirimpacts.(4-ESS3-2)(Note:ThisDisciplinaryCoreIdeacanalsobefoundin

3.WC.)ETS1.B:DesigningSolutionstoEngi-

neeringProblemsTestingasolutioninvolvesinvestigatinghowwellitperformsunderarangeof

likelyconditions.(secondaryto4-ESS3-2

ConnectionstootherDCIsinthirdgrade:4.ETS1.C(4-ESS3-2)

ArticulationofDCIsacrossgrade-levels::K.ETS1.A(4-ESS3-2);2.ESS1.C(4-ESS1-1),(4-ESS2-1);2.ESS2.A(4-ESS2-1);2.ESS2.B(4-ESS2-2);2.ESS2.C(4-ESS2-2);2.ETS1.B(4-ESS3-2);2.ETS1.C(4-ESS3-2);3.LS4.A(4-ESS1-1);5.ESS2.A(4-ESS2-1);5.ESS2.C(4-ESS2-2);MS.LS4.A(4-ESS1-1);MS.ESS1.C(4-ESS1-1),(4-ESS2-2);MS.ESS2.A(4-ESS1-1),(4-ESS2-2),(4-ESS3-2);MS.ESS2.B(4-ESS1-1),(4-ESS2-2);MS.ESS3.B(4-ESS3-2);MS.ETS1.B(4-ESS3-2)

CommonCoreStateStandardsConnections:ELA/Literacy—


RI.4.1Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.(4-ESS3-2)RI.4.7Interpretinformationpresentedvisually,orally,orquantitatively(e.g.,incharts,graphs,diagrams,timelines,animations,orinteractiveelementsonWebpages)andexplainhowtheinformationcontributestoanunderstandingofthetextinwhichitappears.(4-ESS2-2)RI.4.9Integrateinformationfromtwotextsonthesametopicinordertowriteorspeakaboutthesubjectknowledgeably.(4-ESS3-2)W.4.7Conductshortresearchprojectsthatbuildknowledgethroughinvestigationofdifferentaspectsofatopic.(4-ESS1-1),(4-ESS2-1)W.4.8Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;takenotesandcate-gorizeinformationandprovidealistofsources.(4-ESS1-1),(4-ESS2-1)W.4.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.(4-ESS1-1)Mathematics–MP.2Reasonabstractlyandquantitatively.(4-ESS1-1),(4-ESS2-1),(4-ESS3-2)MP.4Modelwithmathematics.(4-ESS1-1),(4-ESS2-1),(4-ESS3-2)MP.5Useappropriatetoolsstrategically.(4-ESS2-1)4.MD.A.1Knowrelativesizesofmeasurementunitswithinonesystemofunitsincludingkm,m,cm;kg,g;lb,oz.;l,ml;hr,min,sec.Withinasinglesystemofmeasurement,expressmeasurementsinalargerunitintermsofasmallerunit.Recordmeasurementequiv-alentsinatwo-columntable.(4-ESS1-1),(4-ESS2-1)4.MD.A.2Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquidvolumes,massesofobjects,andmoney,includingproblemsinvolvingsimplefractionsordecimals,andproblemsthatrequireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit.Representmeasurementquantitiesusingdiagramssuchasnumberlinediagramsthatfeatureameasurementscale.(4-ESS2-1),(4-ESS2-2)


ListofUnitResourcesLesson1


1map Politicalmap Bin

1map Roadmap Bin

1map Attractionmap Bin

1map Topographicalmap Bin

1map Physicalmap Bin

1map Weathermap Bin


1perstudent MapFeaturesWorksheet CMCWebsite

1perstudent GoogleEarthWorksheet CMCWebsite

1perstudent BlankTemplateofMassachusetts CMCWebsiteLesson2




5Whiteand5Blackplates(1pergroup)

Streakplates Bin

5pergroup Penny Bin

5pergroup Nail Bin

1boxperclass MineralKit-Includes15mineralsamples Bin

1perpair/group Limestonesample Bin

1perpair/group Quartzsample Bin


RockCleavageVideohttps://www.youtube.com/watch?v=zAOTfSWjw0Q&list=PLsAWD8mKKE95eF864ryLNK8SXJfJ-EsWh&index=1

CMCWebsite

1piece ChartPaper ClassroomTeacher

1 “HowtoDescribeLuster”Board Bin


1perstudent RocksandMineralsComparisonChart Binder

1perstudent MineralObservationChart Binder

1perstudent MCASquestion Binder

1 MineralsandRocksPowerPoint CMCWebsite

1perstudent GeoSquadComic Binder

1perstudent DailyPlanetEarthMineralAdvertisementTemplate CMCWebsiteLesson3


1perclassroom Computer+projector ClassroomTeacher

1perclassroom Weathering&ErosionPowerPoint CMCWebsite

1perclassroom ActivityStationSetup(Rock&Roll,andSweptAway:HandsonNaturep.253-254(eachofthesestationsrequirenumerousmaterials,besuretousecornmealforthesweptawaystationratherthanrice)

Binder


What’sStrongEnoughtoMakeaCanyon?https://tinyurl.com/ybzlhu2g) CMCWebsite

1pergroup Stickytack Bin

2(1perSplashstation;1perSweptstation)

Bakingpan Bin

1perSplashstation Tablespoon Bin

2perstudent 3oz.Dixiecups Bin

1perstudent Spoon Bin

1pergroup Paperplateandplasticplate Bin

Asneeded Cinnamon Bin

Asneeded Salt Bin

1pergroup 2binderclips Bin

1pergroup 2plasticcups Bin

1pergroup 1plasticcondimentcontainer Bin

1pergroup Ruler ClassroomTeacher

1setperclassroom LaminatedImagesofBerkshireLandforms Bin



2perRockstation Clean,sealableplasticcontainer Bin

3handfuls(2perRockstation;1perSweptstation)

Stones Bin

1perclassroom Smallbagofcornmeal Bin

1handfulperSweptstation Blocksofwood Bin

1perstudent Straws Bin

1perstudent “PreparingforDisaster”reading Binder

1perstudent “WatchforSteadyRocks”reading Binder

1perstudent PairedTextQuestionsWorksheet Binder

10 Smallplasticdinosaurs BinLesson4



2cupsperstudent

SoilfromDecayingMatter Bin

1perstudent Woodenskewers Bin

Asneededtocoverdesks

Newspaper ClassroomTeacher


2perclass Sieve Bin


1piece Chartpaper ClassroomTeacher

15(3pergroup)

SodaBottles(funnel,planter,screen) Bin


Sand Bin


Pottingsoil Bin



Clay Bin


5(1pergroup)

Measuringcup Bin

1 SpencerPowerPoint CMCWebsite

1 DailyPlanetEarthSoilRecipeTemplate CMCWebsite

1 IMOWAChart BinderLesson5

Quantity Items Source

6(twoofeachtype) Differenttypesoffossils Bin

1bag WholeWheatFlour Bin

2containers Salt Bin

1 Measuringcup(thatcanmeasureatleast1cup)

Bin


Variousitemstopressintosaltdoughtomakefossils

ClassroomTeacher/Outdoors

1perstudent FossilHandout Binder(teachertomakecopies)

FossilPowerPoint CMCWebsite

DailyPlanetEarthFossilArticleTemplate CMCWebsite

Laptops/iPads ClassroomTeacherLesson6



1 Smallplasticcup Bin

1tablespoon Flour Bin

2tablespoons Bakingsoda Bin


⅓cup Vinegar Bin

14”square TissuePaper Bin



1 Largerectangularplasticbin Bin




1perstudent Plasticplates Bin

2boxes GrahamCrackers Bin

3-4containers CoolWhip ContactSueBeauchamp


2 PlasticBowls Bin

DailyPlanetEarthNaturalDisasterArticleTemplate CMCWebsite

IzzyandMaggieGeosquadComic Binder(teachertomakecopiesforstudents)

HowtoDrawtheGeosquadInstructions CMCWebsite

Lesson7


1perstudent “SafeHouses”Article(2pages) Binder




1 Largebinorbucket Bin


1 FloodsinNorthAdamsPowerPoint CMCWebsite


1 DinosaurExtinctionPowerpoint CMCWebsite



1container Legos Bin

6 AluminumPans Bin

12boxes JelloMix Bin

30perstudent Minimarshmallows Bin

30perstudent Toothpicks Bin

2boxes Popsiclesticks Bin

Asneeded Buildingblocks ClassroomTeacher

Asneeded Tape ClassroomTeacher

1roll String Bin

2boxes Plasticspoons Bin

1pergroup Paperplate Bin

1pergroup BrassFastener Bin


1pergroup Paperclip Bin

2pergroup Cups Bin

Asneeded Glue ClassroomTeacher

1perstudent GeosquadFloodComic Binder

1perstudent BlankComicTemplates CMCWebsite

1perstudent DailyPlanetEarthHowtoSurviveaNaturalDisasterArticleTemplate CMCWebsite

GeosquadFloodVideo CMCWebsite

CEPA


3(1pergroup) GeographicmapofMt.Greylock Bin

3(1pergroup) Rectangularclearplasticcontainer Bin


Topsoil Bin

Asneeded Rocks(smalltomediuminsize) ClassroomTeacher


Asneeded Straws(cutdownthemiddle) Bin

Asneeded Popsiclesticks Bin

1pergroup Cleanketchupbottle Bin

Asneeded Water(tofillketchupbottleswith) ClassroomTeacher


main | welcome to mcla - earth’s surface...student learning targets “i can” statements 1. i...

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