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Project GLADOakland Unified School District

Geology: The Ground We Stand on Is Always Changing(Level 4 CA)Idea Pages

I. Unit Theme The Earth’s surface is always changing due to both slow and rapid

processes. The Earth is made of mostly rock. Rocks can be classified into three groups: igneous, sedimentary, and

Metamorphic (& unusual rocks). The Rock Cycle: rocks are always changing. Rocks are found everywhere, including everyday items that we use. Cross-cultural theme: Rocks have been and are used by different

groups of people in different ways throughout history

II. Focus/Motivation Inquiry Chart Observation Charts Realia: Rocks samples and geology tools Big Book Chants/Poetry Super Scientist Awards Read aloud Field Trip: Geologist Hikes Guest Speaker: Park Docent

III. Closure Process all charts Poetry Conference – Portfolios Team Explorations Personal Explorations Learning Logs

Geology Level 4 CA 1Oakland Unified - Project G.L.A.D (09/06 JB)

IV. Concepts – Earth Science Description of a geologist Layers of the Earth Igneous, sedimentary, metamorphic rock The Rock Cycle Plate tectonics Weathering, erosion, deposition Volcanoes and earthquakes as geologic processes Water, wind, mudslides, landslides as forces of erosionCalifornia State Standards – Grade 4Earth Science

4.0 The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept:

a. Students know how to differentiate among igneous, sedimentary, and

metamorphic rocks by referring to their properties and methods of formation (the rock cycle).

b. Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties.

5.0 Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for understanding this concept:

a. Students know some changes in the earth are due to slow processes,

such as erosion, and some changes are due to rapid processes, such as

landslides, volcanic eruptions, and earthquakes. b. Students know natural processes, including freezing and thawing

and the growth of roots, cause rocks to break down into smaller pieces.

c. Students know moving water erodes landforms, reshaping the land by

taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).

Investigation and Experimentation 6.0 Scientific progress is made by asking meaningful questions and

conducting careful investigations. As a basis for understanding this

concept and addressing the content in the other three strands, students should develop their own questions and perform investigations.


a. Differentiate observation from inference (interpretation) and know

scientists' explanations come partly from what they observe and partly from how they interpret their observations.

c. Formulate and justify predictions based on cause-and-effect relationships.

f. Follow a set of written instructions for a scientific investigation.

V. Concepts – Social Studies California geographyCalifornia State Standards – Grade 4

4.1 Students demonstrate an understanding of the physical and human

geographic features that define places and regions in California. 3. Identify the state capital and describe the various regions of

California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.

VI. Vocabulary erosion subduction igneous coreweathering plates sedimentary crustdeposition geologist metamorphic fossilmantle geology crystal glaciermagmaarchessediment

mineraldeltafloodplain

glacierconversiondune

mass movementfaultcanyon

VII. English/Language Arts Skills Note-taking Expository Writing: topic sentence, supporting details, conclusion Writing dialogue Identifying main ideas in expository texts

California State Standards – Grade 4Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Word Recognition1.1 Read narrative and expository text aloud with grade-

appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.


Vocabulary and Concept Development1.2 Apply knowledge of word origins, derivations, synonyms,

antonyms, and idioms to determine the meaning of words and phrases.

1.3 Use knowledge of root words to determine the meaning of unknown

words within a passage.1.4 Know common roots and affixes derived from Greek and Latin

and use this knowledge to analyze the meaning of complex words (e.g., international).

1.5 Use a thesaurus to determine related words and concepts.2.0 Reading Comprehension

Vocabulary and Concept Development2.1 Identify structural patterns found in informational text (e.g.,

compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

Comprehension and Analysis of Grade-Level-Appropriate Text2.2 Use appropriate strategies when reading for different purposes

(e.g., full comprehension, location of information, personal enjoyment).

2.3 Make and confirm predictions about text by using prior knowledge and

ideas presented in the text itself, including illustrations, titles, topic

sentences, important words, and foreshadowing clues.2.4 Evaluate new information and hypotheses by testing them

against known information and ideas.

2.5 Compare and contrast information on the same topic after reading several passages or articles.

2.6 Distinguish between cause and effect and between fact and opinion in expository text.

3.0 Literary Response and AnalysisStructural Features of Literature3.1 Describe the structural differences of various imaginative forms

of literature, including fantasies, fables, myths, legends, and fairy tales.

Narrative Analysis of Grade-Level-Appropriate Text3.2 Identify the main events of the plot, their causes, and the

influence of each event on future actions.3.3 Use knowledge of the situation and setting and of a character's

traits and motivations to determine the causes for that character's actions.


3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).

3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

Writing1.0 Writing Strategies

Organization and Focus1.1 Select a focus, an organizational structure, and a point of view

based upon purpose, audience, length, and format requirements.1.2 Create multiple-paragraph compositions.1.3 Use traditional structures for conveying information (e.g.,

chronological order, cause and effect, similarity and difference, and posing and answering a question).

Penmanship1.4 Write fluidly and legibly in cursive or joined italic. Research and Technology1.5 Quote or paraphrase information sources, citing them

appropriately.1.6 Locate information in reference texts by using organizational

features (e.g., prefaces, appendixes).1.7 Use various reference materials (e.g., dictionary, thesaurus, card

catalog, encyclopedia, online information) as an aid to writing.1.8 Understand the organization of almanacs, newspapers, and

periodicals and how to use those print materials.Evaluation and Revision1.10 Edit and revise selected drafts to improve coherence and

progression by adding, deleting, consolidating, and rearranging text.

2.0 Writing Applications2.1 Write narratives2.2 Write responses to literature2.3 Write information reports2.4 Write summaries that contain the main ideas of the reading selection

and the most significant details.

Written and Oral English Language Conventions1.0 Written and Oral English Language Conventions

Sentence Structure1.1 Use simple and compound sentences in writing and speaking.1.2 Combine short, related sentences with appositives, participial

phrases, adjectives, ad-verbs, and prepositional phrases.


Grammar1.3 Identify and use regular and irregular verbs, adverbs,

prepositions, and coordinating conjunctions in writing and speaking.

Punctuation 1.4 Use parentheses, commas in direct quotations, and apostrophes in the

possessive case of nouns and in contractions.1.5 Use underlining, quotation marks, or italics to identify titles of

documents. Capitalization1.6 Capitalize names of magazines, newspapers, works of art,

musical compositions, organizations, and the first word in quotations when appropriate.

Spelling1.7 Spell correctly roots, inflections, suffixes and prefixes, and

syllable constructions.

Listening and Speaking1.0 Listening and Speaking Strategies

Comprehension1.1 Ask thoughtful questions and respond to relevant questions with

appropriate elaboration in oral settings.1.2 Summarize major ideas and supporting evidence presented in

spoken messages and formal presentations.1.3 Identify how language usages (e.g., sayings, expressions) reflect

regions and cultures.1.4 Give precise directions and instructions.Organization and Delivery of Oral Communication1.6 Use traditional structures for conveying information (e.g., cause

and effect, similarity and difference, and posing and answering a question).

1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.

1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.

1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.

2.0 Speaking Applications 2.1 Make narrative presentations2.2 Make informational presentations2.3 Recite brief poems (i.e., two or three stanzas), soliloquies, or

dramatic dialogues, using clear diction, tempo, volume, and phrasing.


California English Language Development Standards

Listening and Speaking Beginning

o Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).

o Answer simple questions with one- to two-word responses.o Retell familiar stories and participate in short

conversations by using appropriate gestures, expressions, and illustrative objects.

o Independently use common social greetings and simple repetitive phrases (e.g., “May I go and play?”).

Early Intermediateo Begin to be understood when speaking but may have some

inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she).

o Ask and answer questions by using phrases or simple sentences.

o Restate and execute multiple-step oral directions.o Orally identify the main points of simple conversations and

stories that are read aloud by using phrases or simple sentences.

o Orally communicate basic needs (e.g., “May I get a drink of water?”).

o Recite familiar rhymes, songs, and simple stories.

Intermediateo Ask and answer instructional questions with some

supporting elements (e.g., “Is it your turn to go to the computer lab?”).

o Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

o Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns).

o Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.


o Retell stories and talk about school-related activities by using expanded vocabulary, descriptive words, and paraphrasing.

Early Advancedo Listen attentively to more complex stories and information

on new topics across content areas and identify the main points and supporting details.

o Summarize major ideas and retell stories in greater detail by including the characters, setting, and plot.

o Make oneself understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation but may make random errors.

o Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.

o Recognize appropriate ways of speaking that vary according to the purpose, audience, and subject matter.

o Ask and answer instructional questions with more extensive supporting elements (e.g., “Which part of the story was the most important?”).

o Use simple figurative language and idiomatic expressions (e.g., “It’s raining cats and dogs”) to communicate ideas to a variety of audiences.

Advancedo Listen attentively to stories and information on topics;

identify the main points and supporting details.o Demonstrate an understanding of idiomatic expressions

(e.g., “It’s pouring outside”) by responding to such expressions and using them appropriately.

o Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others.

o Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience, and subject matter.

o Identify the main ideas and points of view and distinguish facts from fiction in broadcast and print media.

o Speak clearly and comprehensibly by using standard English grammatical forms, sounds, intonation, pitch, and modulation.

Reading Word Analysis


Beginningo Recognize English phonemes that correspond to

phonemes students already hear and produce while reading aloud.

o Recognize sound/symbol relationships in one’s own writing.

Early Intermediateo While reading aloud, recognize and produce English

phonemes that do not correspond to phonemes students already hear and produce (e.g., a in cat and final consonants).

o Recognize common English morphemes in phrases and simple sentences (e.g., basic syllabication rules and phonics).

Intermediateo Pronounce most English phonemes correctly while

reading aloud.o Use common English morphemes in oral and silent

reading. Early Advanced

o Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas.

Advancedo Apply knowledge of word relationships, such as roots and

affixes, to derive meaning from literature and texts in content areas.

Fluency and Systematic Vocabulary Development Beginning

o Read aloud simple words (e.g., nouns and adjectives) in stories or games.

o Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play).

o Demonstrate comprehension of simple vocabulary with an appropriate action.

o Retell simple stories by using drawings, words, or phrases.

o Produce simple vocabulary (single words or short phrases) to communicate basic needs in social and academic settings (e.g., locations, greetings, classroom objects).

Early Intermediate


o Apply knowledge of content-related vocabulary to discussions and reading.

o Read simple vocabulary, phrases, and sentences independently.

o Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in simple sentences.

o Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting some errors when speaking or reading aloud.

o Read aloud with some pacing, intonation, and expression one’s own writing of narrative and expository texts.

Intermediateo Crate a simple dictionary of frequently used words.o Use knowledge of English morphemes, phonics, and

syntax to decode and interpret the meaning of unfamiliar words in text.

o Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

o Read grade-appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression.

o Use content-related vocabulary in discussions and reading.

o Recognize some common root words and affixes when they are attached to known vocabulary (e.g., speak, speaker).

Early Advancedo Use knowledge of English morphemes, phonics, and

syntax to decode and interpret the meaning of unfamiliar words.

o Recognize that some words have multiple meanings (e.g., present/gift, present/time) in literature and texts in content areas.

o Use some common root words and affixes when they are attached to known vocabulary (e.g., educate, education).

o Use a standard dictionary to find the meaning of known vocabulary.

o Recognize simple analogies (e.g., “fly like a bird”) and metaphors used in literature and texts in content areas.

o Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.


o Recognize some common idioms (e.g., “scared silly”) in discussions and reading.

o Read aloud with appropriate pacing, intonation, and expression increasingly complex narrative and expository texts.

Advancedo Apply knowledge of common root words and affixes when

they are attached to known vocabulary.o Recognize that some words have multiple meanings and

apply this knowledge consistently.o Apply knowledge of academic and social vocabulary to

achieve independent reading.o Use common idioms, some analogies, and metaphors in

discussion and reading.o Use a standard dictionary to determine the meaning of

unknown words.o Read aloud with appropriate pacing, intonation, and

expression narrative and expository texts.Reading Comprehension

Beginningo Respond orally to stories read aloud by giving one- or

two-word responses (e.g., “brown bear”) to factual comprehension questions.

o Orally identify the relationship between simple text read aloud and one’s own experience by using key words and/or phrases.

o Understand and follow simple one-step directions for classroom activities.

o Identify, using key words or pictures, the basic sequence of events in stories read aloud.

o Identify, using key words and/or phrases, the main idea in a story read aloud.

o Point out text features, such as the title, table of contents, and chapter headings.

Early Intermediateo Read and listen to simple stories and demonstrate

understanding by using simple sentences to respond to explicit detailed questions (e.g., “The bear is brown”).

o Read and orally identify relationships between written text and one’s own experience by using simple sentences.

o Understand follow simple two-step directions for classroom activities.

o Orally identify, using simple sentences, the basic sequence of events in text that one reads.


o Read text and orally identify the main ideas by using simple sentences and drawing inferences about the text.

o Read and identify basic text features such as the title, table of contents, and chapter headings.

o Orally identify examples of fact and opinion in familiar texts read aloud.

Intermediateo Use detailed sentences to respond orally to

comprehension questions about text (e.g., “The brown bear lives with his family in the forest”).

o Read text and identify features, such as the title, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts.

o Read text and use detailed sentences to identify orally the main ideas and use them to make predictions and support them with details.

o Read and use more detailed sentences to describe orally the relationships between text and one’s own experiences.

o Understand and follow some multiple-step directions for classroom-related activities.

o Read literature and content area texts and orally identify examples of fact and opinion and cause and effect.

Early Advancedo Describe the main ideas and supporting details of a text.o Generate and respond to comprehension questions

related to the text.o Describe relationships between the text and one’s

personal experience.o Locate text features, such as format, diagrams, charts,

glossaries, and indexes, and identify the functions.o Use the text (such as the ideas presented, illustrations,

titles) to draw conclusions and make inferences.o Distinguish explicit examples of facts, opinions, inference,

and cause and effect in texts.o Identify some significant structural (organizational)

patterns in text, such as sequential or chronological order and cause and effect.

Advancedo Use the text (such as the ideas, illustrations, titles) to

draw inferences and conclusions and make generalizations.

o Describe main ideas and supporting details, including supporting evidence.


o Use text features, such as format, diagrams, charts, glossaries, indexes, and the like, to locate and draw information from text.

o Identify significant structural (organizational) patterns in text, such as compare and contrast, sequential and chronological order, and cause and effect.

o Distinguish fact from opinion and inference and cause from effect in text.

Literary Response and Analysis Beginning

o Listen to a story and respond orally in one or two words to factual comprehension questions.

o Identify orally different characters and settings in simple literary texts by using words or phrases.

o Distinguish between fiction and nonfiction by giving one-or two-word oral responses.

o Create pictures, lists, charts, and tables to identify the characteristics of fairy tales, folktales, myths, and legends.

Early Intermediateo Respond orally to factual comprehension questions about

brief literary texts by answering in simple sentences.o Read literary texts and orally identify the main events of

the plot by using simple sentences.o Recite simple poems.o Describe orally in simple sentences the setting of a

literary work.o Distinguish orally between poetry, drama, and short

stories by using simple sentences.o Describe orally in simple sentences a character in a

literary selection according to his or her actions. Intermediate

o Use expanded vocabulary and descriptive words in paraphrasing oral and written responses to texts.

o Apply knowledge of language to derive meaning from literary texts and comprehend them.

Early Advancedo Identify and describe figurative language (e.g., similes,

metaphors, and personification).o Distinguish between literary connotations and symbols

from culture to culture.o Read a literary selection and orally identify metaphors

and similes.o Identify the motives of characters in a work of fiction.o Recognize and describe themes stated directly in a text.


o Read a literary selection and orally identify the speaker or narrator by using simple sentences.

o Read a literary selection and orally identify the main conflict in the plot and its resolution.

o Recognize the difference between the first-person and third-person points of view in a literary text.

Advancedo Describe the major characteristics of poetry, drama,

fiction, and nonfiction.o Identify various techniques to influence readers’

perspectives and evaluate the author’s use of the techniques.

o Recognize and describe themes stated directly or implied in literary texts.

o Compare and contrast the motives of characters in a work of fiction.

WritingStrategies and Applications

Beginningo Write the English alphabet legibly.o Label key parts of common objects.o Create simple sentences or phrases with some assistance.o Use models to write short narratives.o During group writing activities, write brief narratives and

stories by using a few standard grammatical forms. Early Intermediate

o Write short narrative stories that include elements of setting and characters.

o Write simple sentences and use drawings, pictures, lists, charts, and tables to respond to familiar literature.

o Follow a model given by the teacher to independently write a short paragraph of at least four sentences.

o Write an increasing number of words and simple sentences appropriate for language arts and other content areas (e.g., math, science, history-social science).

o Follow a model to write a friendly letter.o Produce independent writing that is understood when read

but may include inconsistent use of standard grammatical forms.

Intermediateo Narrate with some detail a sequence of events.o Produce independent writing that is understood when read

but may include inconsistent use of standard grammatical forms.


o Begin to use a variety of genres in writing (e.g., expository, narrative, poetry).

o Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms. (Some rules may not be followed.)

o Use more complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, history-social science).

o Write a letter independently by using detailed sentences. Early Advanced

o Write a detailed summary of a story.o Arrange compositions according to simple organizational

patterns.o Independently write simple responses to literature.o Use complex vocabulary and sentences appropriate for

language arts and other content areas (e.g., math, science, social studies).

o Independently write a persuasive letter with relevant evidence.

o Write multiple-paragraph narrative and expository compositions appropriate for content areas, with consistent use of standard grammatical forms.

Advancedo Write short narratives that include examples of writing

appropriate for language arts and other content areas (e.g., math, science, social studies).

o Write a persuasive composition by using standard grammatical forms.

o Write narratives that describe the setting, characters, objects, and events.

o Write multiple-paragraph narrative and expository compositions by using standard grammatical forms.

o Independently use all the steps of the writing process.English-Language Conventions

Beginningo Use capitalization when writing one’s own name and at the

beginning of sentences.o Use a period at the end of a sentence and a question mark

at the end of a question. Early Intermediate

o Use capitalization to begin sentences and for proper nouns.o Use a period at the end of a sentence and use some

commas appropriately.o Edit writing for basic conventions (e.g., punctuation,

capitalization, and spelling) and make some corrections.


Intermediateo Produce independent writing that may include some

inconsistent use of capitalization, periods, and correct spelling.

o Use standard word order but may have inconsistent grammatical forms (e.g., subject/verb agreement).

Early Advancedo Produce independent writing with consistent use of correct

capitalization, punctuation, and spelling.o Use standard word order but may have more consistent

grammatical forms, including inflections.o Edit writing to check the basic mechanics of writing (e.g.,

punctuation, capitalization, and spelling). Advanced

o Use complete sentences and correct word order.o Use correct parts of speech, including correct subject/verb

agreement.o Edit writing for punctuation, capitalization, and spelling.o Produce writing that demonstrates a command of the

conventions of standard English.

Resources on next page


VIII. Resources and MaterialsNon Fiction

Berger, Gilda and Melvin. Are Mountains Growing Taller?. New York: Scholastic Action, 2002.

Brandenberg, Aliki. Fossils Tell of Long Ago. Houghton Mifflin Edition, 1999.

Gans, Roma. Let’s Go Rock Collecting. Houghton Mifflin Edition, 1999. Gibbons, Gail. Planet Earth/Inside Out. New York: William Morrow &

Company, Inc., 1995. Harcourt Science-California Edition-Level 4 . Harcourt, Inc., 2000. Johnson, David. Canyonlands. KC Publications, Inc., 1993. Kaye, Glen. Hawaii Volcanoes, The Story Behind the Scenery. KC

Publications, Inc., 1990. Patent, Dorothy. Shaping the Earth. New York: Clarion Books, 2000. Rubel, David. Scholastic Atlas of the United States. New York:

Scholastic, 2000. Simon, Seymour. Icebergs and Glaciers. New York: Scholastic, 1987. Simon, Seymour. Earthquakes. New York: Scholastic, 1991. Stewart, Melissa. Igneous Rocks. Chicago, IL: Heinemann Library, 2002. Stewart, Melissa. Metamorphic Rocks. Chicago, IL: Heinemann Library,

2002. Stewart, Melissa. Sedimentary Rocks. Chicago, IL: Heinemann Library,

2002. Symes, R.F. Eyewitness: Rocks and Mineral. New York: DK Publishing,

Inc., 2004. Symes, R.F. Eyewitness: Volcano and Earthquake. New York: DK

Publishing, Inc., 2004. Williams, Lawrence. The Changing Earth, Rivers and Valleys. Bothell,

WA: The Wright Group, 1993. Williams, Lawrence. The Changing Earth, Highlands and Lowlands.

Bothell, WA: The Wright Group, 1993. Williams, Lawrence. The Changing Earth, Ice and Glaciers. Bothell, WA:

The Wright Group, 1993. Williams, Lawrence. The Changing Earth, Caves and Passages. Bothell,

WA: The Wright Group, 1993. Williams, Lawrence. The Changing Earth, Beaches and Coasts. Bothell,

WA: The Wright Group, 1993. Willis, Paul. National Geographic: My First Pocket Guide, Rocks and

Minerals. Washington D.C.: The National Geographic Society, 2001. Zoehfeld, Kathleen. How Mountains Are Made. New York: HarperCollins

Publishers, 1995.

Fiction Almada, Patricia. The Crying Mountain. Crystal Lake, IL: Rigby, 1997. Almada, Patricia. La Montaña Que Llora. Crystal Lake, IL: Rigby, 1997.


Ambert, Alba. Thunder from the Earth. Crystal Lake, IL: Rigby, 1997. Ambert, Alba. Why the Wild Winds Blow. Crystal Lake, IL: Rigby, 1997. Baylor, Byrd. Everybody Needs a Rock. New York: Aladdin Paperbacks,

1985. Cole, Joanna. The Magic School Bus, Blows its Top. New York:

Scholastic, 1996. Cole, Joanna. The Magic School Bus, on the Ocean Floor. New York:

Scholastic, 1992. Reyes, Graciela and Leda Schiavo. The Goddess of the Volcano. Crystal

Lake, IL: Rigby, 1997. San Souci, Robert. Two Bear Cubs. Yosemite National Park, CA:

Yosemite Association, 1997. Sigue, Jocelyn. San Francisco Shake-up. Crystal Lake, IL: Rigby, 1997. Goble, Paul. Iktomi and the Boulder. New York: Orchard Books, 1988.

Poetry Baylor, Byrd. If You Are a Hunter of Fossils. New York: Charles

Scribner’s Sons, 1980. Yolen, Jane. Welcome to the Sea of Sand. New York: Scholastic, 1996.

Online Chris’s Mineral Collecting Page

http://njminerals.org/moreid.html Fascinating Facts About Rocks and Minerals

http://library.thinkquest.org/J002289/fact.html Rocks and Minerals

http://www.fi.edu/tfi/units/rocks/rocks.html



Geology: The Ground We Stand on Is Always Changing(Level 4)

Planning PagesI. Focus/Motivation

Big Book: A Rock Is a Rock Is a Rock! Observation charts Inquiry chart Realia: rock samples, tools Super Scientist Awards Read-aloud: Byrd Baylor, Everybody Needs a Rock Field trip: geology hike Guest speaker: parks docent

II. Input Earth’s Layers Pictorial Map of geological points-of-interest in California Erosion processes demo with graphic organizer Tectonic Plates (earthquakes, volcanoes) Pictorial Narrative Input: Two Bear Cubs Pictorial of geologist Hands-on exploration of different types of rocks 10/2 lecture with primary language “Geology in the News” – online and print articles

III. Guided Oral Practice Process Grid Chants, songs, poetry T-graph of social skill Picture file cards Processing of charts Team retell of narrative Mind Mapping Heads Together Farmer in the Dell

IV. Reading & Writing

A. Whole Class Story map of Two Bear Cubs Cooperative Strip Paragraph: Responding, Revising, Editing Narrative Input: dialogue/thought bubbles Cognitive Content Dictionary


Science text

B. Small Groups/Team Tasks Expert Groups Cooperative Strip Paragraph: Writing Flip Chant Flexible Group Reading Reading Game Trading Game Big Book Processing of charts Narrative Input: dialogue/thought bubbles Focused Reading Cognitive Content Dictionary Ear-to-Ear reading Story map Found poem SQ3R Clunkers & Links

C. Individual Writers’ Workshop Interactive Journals Learning log Found poem Expository composition

V. Extended Activities for Integration Hands-on exploration Listen & Sketch Team Jeopardy Reader’s Theater Art lesson focusing on California geology Team presentations

VI. Closure/Evaluation/Assessment Team evaluation Home-School Connection Processing of all charts Learning log Revisit observation charts with reflection Portfolio Teacher & student created test Closure chant



Geology: The Ground We Stand on Is Always Changing(Level 4)

Sample Daily Lesson Plan

Day 1:

Focus/Motivation Standards with Super Scientist Awards Cognitive Content Dictionary with Signal Word-geology Observation Charts Inquiry Chart: Geology Big Book Geology Bugaloo

Input Pictorial Input: The Rock Cycle

-10/2 with primary language groups-Learning Log-ELD Review

Guided Oral Practice Chant: I’m a Rock T-graph: Cooperation Picture File Sort

Input Graphic Organizer: California Geology Map


Guided Oral Practice Chant: Rocks Here, Rocks There

Reading & Writing Writers’ Workshop

-Mini Lesson-Write-Author’s Chair

Interactive Journals

Closure Process Charts


Home-School Connection

Day 2:

Focus/Motivation Cognitive Content Dictionary with Signal Word-obsidian Process Home-School Connection Review Pictorial Input: The Rock Cycle with word cards Review Graphic Organizer: California Geology Map with word cards Review Chants-highlight words

Input Narrative Input: Two Bear Cubs Pictorial Input: Obsidian


Guided Oral Practice Chant: I Know an Interesting Rock Revisit T-graph: Cooperation

Reading & Writing Flexible Reading Group

-Expert Group-Team Tasks

Guided Oral Practice Chant: Igneous, Igneous, Igneous Rocks!

Reading & Writing Read-aloud: Everybody Needs a Rock Writers’ Workshop

-Mini Lesson-Write-Author’s Chair

Closure Poem: “Joey” Process Charts Home-School Connection

Day 3:


Focus/Motivation Cognitive Content Dictionary with Signal Word-Stumper Word Process Home-School Connection Review Pictorial Input: Obsidian Review Narrative Input with word cards and conversation bubbles Review Chants-highlight words

Guided Oral Practice Sentence Patterning Chart

-Reading Game-Trading Game-Flip Chant

Reading & Writing Mind Map Flexible Reading Group

-Expert Group-Team Tasks

Process Grid Cooperative Strip Paragraph

-write, respond, revise, and edit Interactive Journals

Closure Process Charts Home-School Connection

Day 4:

Focus/Motivation Cognitive Content Dictionary with Signal Word-Stumper Word Process Home-School Connection Review Chants-highlight words

Input Listen and Sketch

Guided Oral Practice Chant: Yes, Ma’am

Reading & Writing Found Poem


Story Map Flexible Reading Groups

-At/or above: Clunkers and Links with SQ3R-ELD group frame- retell narrative-Team Tasks


Closure Process Charts Home-School Connection

Day 5:

Focus/Motivation Cognitive Content Dictionary with Signal Word-Stumper Word Process Home-School Connection Review Chants-highlight words

Input Hands-on activity with rock classification

Guided Oral Practice Ear-to-ear reading with Poetry Booklet Focused Reading with Personal Cognitive Content Dictionary

Reading & Writing Flexible Reading Groups

-Struggling Readers-Cooperative Strip Paragraph-Team Tasks


Closure Team Presentations/Team Evaluations Reflection/Evaluation Closure Chant Geologist Awards Letter Home


Big Book Text: A Rock Is a Rock Is a Rock!

p. 1

Igneous, sedimentary, or metamorphic – a rock is a rock is a rock!

When we talk about rock, you might think of many different things. Maybe you think of rocks you see on the playground. Or maybe you think of giant boulders resting on hillsides. Or maybe you think of smooth, round pebbles in a streambed.

But do you think of eyeglasses? Or toothpaste? Or buildings?

Rocks are all around you. They can be found in a variety of places and used in many different ways. Earth, our home, is made mostly of rock. Some rocks form on or near the Earth’s surface, and some form deep in the crust or in the mantle.


p. 2


What are rocks made of? Minerals! Minerals are the building blocks of rocks. Minerals are solid, naturally occurring, organic substances. All rocks contain at least one mineral. Minerals are made of particles that are arranged in a repeating pattern, called a crystal. These crystals can form different shapes.

Rocks can be classified into one of three categories: igneous, sedimentary, or metamorphic. Geologists classify rocks into these categories depending on how the rocks are formed. This helps geologists better understand the mountains & mountains of rock all around us.


Hey! Did you know…in your lifetime you will use about 908,000 kilograms of rocks and minerals?

p.3



As you explore Mt. Shasta, a dormant volcano in northeastern California, you are surrounded by igneous rock. The word igneous comes from the Latin root ignis, which means “fire”. This rock is formed when molten rock hardens.

Magma rises toward the Earth’s surface from the mantle. Before it reaches the surface, magma can cool. This is a slow process and forms coarse-grained rock, such as granite and gabbro. Sometimes it reaches the surface, where it cools rapidly. This forms fine-grained rock, such as obsidian, basalt, and pumice.

Most igneous rock is made from hard minerals, such as quartz, mica, and feldspar. Igneous rock has a uniform texture, and the colors are evenly distributed.


p. 4


Igneous rock, because of its hardness, has been used by humans for thousands of years. Archaeologists have discovered obsidian arrowheads. The Great Wall of China was built with igneous rock. Now we use it to buildroads, parking lots, and buildings, including the Empire State Building in New York City.

The Sierra Nevada mountain range in California is composed largely of igneous rock. This range was once a string of volcanic mountains. During the Ice Age, glaciers changed these mountains. However, igneous rock is still evident in the Sierras. The famous Half Dome is composed of igneous rock.


Hey! Did you know…the Moon is made entirely of igneous rock?


p.5


Water and wind are two forces that can shape and form rocks. As wind and water (frozen or liquid) move over rock, it breaks into smaller pieces. These pieces can be moved, over time, by running water or slow-moving glaciers. Small pieces of rock may drop out of the water or glaciers and settle on the ground. These pieces are sediments. When layers of sediment are pressed together, sedimentary rock is formed.

Sedimentary rocks tend to be softer than other rocks. They can include organic materials, such as fossils and pieces of shells. They are often colorful, fine-grained, and have horizontal layers.


p. 6


Sedimentary rocks can create amazing landforms. The Grand Canyon in Arizona is made of sedimentary rock. Its limestone, shale, and sandstone walls were created and carved by the rushing waters of the Colorado River.

In California, many coastal cliffs are made of sedimentary rocks. On exposed hillsides in the Marin Headlands, you can see the sedimentary layers. Although they were created horizontally, the movement of the Earth’s plates has tilted some of these layers.

People have found clever ways to use sedimentary rocks. They can be found in windowpanes and eyeglass lenses; they are also in some paper and toothpaste. Table salt is derived from sedimentary rock, too. Ancient civilizations also used flint, another sedimentary rock, to fashion tools.


Hey! Did you know…the Colorado River in the Grand Canyon flows over rock that is nearly two billion years old?


p. 7


Rocks, like people, do not stay the same over the course of their lifetimes. Some rocks undergo such severe changes that they become a new kind of rock – a metamorphic rock.

Metamorphic rocks are made from any kind of rock: igneous, sedimentary, or even other metamorphic rocks. They have small crystals and are formed when high heat or extreme pressure change the texture of the rock and the form of its minerals. Their minerals face in the same direction, forming contrasting light and dark bands.

What can cause enough pressure to change a rock? Imagine the pressure it must take to build up a mountain. That’s the kind of pressure that creates metamorphic rock! In fact, Mt. Everest, the world’s tallest mountain, is made out of metamorphic rock.Igneous, sedimentary, or metamorphic – a rock is a rock is a rock!

p. 8Igneous, sedimentary, or metamorphic – a rock is a rock is a rock!

Each kind of metamorphic rock is made from specific “ingredients”. For example, marble is created from limestone, and slate is formed from shale. Quartzite forms when sandstone is heated and its sand grains melt together. Many of the peaks in California’s Sierra Nevada mountain range are composed of metamorphic rock. Split Mountain, in the central Sierras, is made of metamorphic and igneous rock.Chalkboards were made out of slate, a metamorphic rock. Stainless steel and batteries also contain metamorphic rocks. Metamorphic rock is used to purify drinking water and can be found in baby powder and pencils.Igneous, sedimentary, or metamorphic – a rock is a rock is a rock!

Hey! Did you know…that metamorphic rock can be formed when a meteor crashes into Earth?


p. 9


When you think of rocks, you probably do not think of change. However, all around us, rocks are constantly changing. This is the rock cycle.

Igneous rock might be eroded and crushed to make sedimentary rock. The pressure of the build-up of igneous rock can transform it to metamorphic rock. When metamorphic rock is melted and hardened, it forms igneous rock. Heat and pressure can change sedimentary rock to metamorphic rock.

These changes are going on all around us, all the time. Why don’t we notice them? The changes occur on what we call “geologic time.” Geologic time is measured in thousands and millions of years. Over time, these changes are transforming our Earth.



Geology Bugaloo

I’m a geologist and I’m here to say,I study rocks and minerals every day.Pick in hand, I work in the field,Collecting data with eyes peeled.Rock or mineral— I classify,Through crystallization or different grain size.Magma, heat and pressure, layered sediment - see?Rocks through their cycle tell the crust’s history!

Searching like a detective, looking for clues,Geology is the life I choose.Differentiating, identifying, observing too,All doing the geology bugaloo!


I’m a Rock(sung to the tune of “I’m a Nut”)

I’m a rock, on the earth,Changing forms, with each new birth.Igneous and sedimentary.Metamorphic—that makes three.

I’m a rock! (cycle, cycle)I’m a rock! (cycle. cycle)

I’m an igneous, “fire” rock,Formed when magma, melted and hot,Cools and hardens, in the earth,Or the surface when volcanoes spurt.


I’m a sedimentary rock.Weathering, erosion, deposition,Are the forces that created me,Formed from layered sediments squeezed.


I’m a metamorphic rock,Pressure and heat that’s very hot, Changes me from one rock type,Brand new texture, minerals, sight.



Igneous, Igneous, Igneous Rocks!

(sung to “We Will, We Will, Rock You”)

Obsidian, you’re a rock, igneous rock.Formed at the surface, volcanic eruptions.Fine-grained face.Glass Mountain’s one case. Used to make tools all over the place.

Igneous, Igneous, Igneous Rocks!Igneous, Igneous, Igneous Rocks!


Yes, Ma’amIs this an igneous rock? Yes, ma’am!Is this an igneous rock? Yes, ma’am!How do you know? It was formed through heat.Tell me some more. It was formed underground or

in a volcanic eruption.What are some examples? Obsidian and granite.

Is this a metamorphic rock? Yes, ma’am!Is this a metamorphic rock? Yes, ma’am!How do you know? It’s undergone a change.Tell me some more. It was changed by high heat or

pressure.What are some examples? Marble and slate.

Is this a sedimentary rock? Yes, ma’am!Is this a sedimentary rock? Yes, ma’am!How do you know? It was formed by weathering,

erosion, and deposition.Tell me some more. Wind, water, ice, and plant

roots broke down larger rocks into sediments.

What are some examples? Limestone and shale.


I Know an Interesting Igneous RockI know an interesting igneous rock,An extremely interesting igneous rock,An extremely interesting igneous rock,And it is called obsidian.It has a shiny, glass-like surface.It is made of tiny crystals.It is usually completely black,And it’s hard and flakes easily.I know an interesting igneous rock,An extremely interesting igneous rock,An extremely interesting igneous rock,And it is called obsidian.It is formed during volcanic eruptions,When lava rises to the surface.It comes into contact with cooler air or water,And it cools and hardens quickly.I know an interesting igneous rock,An extremely interesting igneous rock,An extremely interesting igneous rock,And it is called obsidian.


Rocks Here, Rocks There

Rocks here, rocks there,Rocks, rocks everywhere!

Molten rocks hardening,Round rocks rolling,Tremendous rocks crashing,And ancient rocks growing.

Rocks in the Sierra Nevadas,Rocks along the coast,Rocks throughout the Central Valley, And rocks all over the desert!

Rocks here, rocks there,Rocks, rocks everywhere!

Rocks! Rocks! Rocks!


Igneous, Igneous, Igneous Rocks!

(sung to “We Will, We Will, Rock You”)

Granite, you’re a rock, igneous rock.Formed deep in the earth when magma

hardens.Coarse-grained face.Half Dome’s one case. Used to make buildings all over the place.

Igneous, Igneous, Igneous Rocks!Igneous, Igneous, Igneous Rocks!


Project GLADGeology Unit

Home-School Connection #1

Rocks are used in a variety of ways by people around the world. Ask an adult in your family about an interesting or special way they use rocks or something made out of rock around the house.

Student’s Name _________________ Adult Signature __________________



Rocks are used in a variety of ways by people around the world. Ask an adult in your family about an interesting or special way they use rocks or something made out of rock around the house.





Ask an adult in your family to describe a special place that they’ve visited where one can find rocks that have been weathered and eroded.




Ask an adult in your family to describe a special place that they’ve visited where one can find rocks that have been weathered and eroded.





Ask an adult in your family to share an experience they’ve had with any of the following: earthquakes, volcano eruptions, mudslides, or landslides. They can share a story that they have heard if they do not have an experience of their own.




Ask an adult in your family to share an experience they’ve had with any of the following: earthquakes, volcano eruptions, mudslides, or landslides. They can share a story that they have heard if they do not have an experience of their own.



Expert Group: Limestone

Rock Type and Formation ProcessLimestone is a sedimentary rock. Sedimentary rock is formed by

weathering, erosion and deposition. Weathering, the breaking down of rocks into smaller pieces is caused by wind, water, ice, and plant roots. The movement of rock pieces from one place to another is called erosion. When erosion is caused by water, over time the rock pieces, or sediments, drop to the bottoms of streams, rivers, or lakes. This process is called deposition. Sedimentary rock is formed when, over a long time, layers of sediment are squeezed and stuck together.

Limestone is made up mostly of the mineral calcite, which is formed from shells and dead sea creatures. Layers of calcite get buried by other sediment and, after millions of years of being under pressure, the particles get cemented together to form solid rock.

DescriptionLimestone is a very interesting rock. It frequently contains fossils. As a

result of many years of pressure on the rock, limestone is very strong. Because of the very small mineral pieces, limestone is a fine-grained rock. Pure limestone is white or almost white. Because of impurities, such as clay, sand, organic remains and other materials, many limestones exhibit different colors.


http://en.wikipedia.org/wiki/Clay

UsesLimestone has a variety of uses. It has been a popular building

material for thousands of years. The ancient Egyptians and the Maya constructed impressive pyramids while the ancient Romans constructed the Coliseum from limestone. Today limestone is cut into large blocks and used in the construction of buildings and skyscrapers. Crushed limestone is used to make cement, plaster and chalk. It is also added to paper and toothpaste.

Where in CaliforniaLimestone can be found in many places throughout California. Titus Canyon in Death

Valley is an ideal area to explore some of the 20,000 feet of limestone deposits. Mitchell Caverns

in the Mohave Desert is also a great place to observe water slowly dissolving away the limestone

rock.


Expert Group: Marble

Rock Type and Formation ProcessMarble is a metamorphic rock. Metamorphic rocks derive their name

from the Greek words meta and morphe, meaning “change of form.” These rocks are

formed as a result of high heat and great pressure. Metamorphic rocks can form from any kind of

rock – igneous, sedimentary, or even other metamorphic rocks. Marble is formed from

limestone, a sedimentary rock. When limestone gets buried deep in the earth for millions of

years, heat and pressure change it into marble.

DescriptionMarble is a very beautiful rock. It is strong and much harder than its

parent rock, limestone. It is composed mostly of calcite, a coarse-grained crystal. It is calcite that makes marble polish to a shiny luster. Marble comes in many colors: white, red, black, gray, pink, and green.


UsesMarble has many different purposes. Because of its beauty,

marble is widely used for buildings and statues. The Taj Mahal in India is made entirely of marble. It is also used to make tabletops, bathtubs and other decorative items because it can be polished to a shiny luster. Today, headstones are made from marble because it weathers very slowly and carves well.

Where in CaliforniaMarble is found in several places throughout California. In Bodega Bay, you will find

marble that could be more than 1 billion years old. Large blocks of marble that have been

preserved can be found in Point Reyes.


Expert Group: Slate

Rock Type and Formation ProcessSlate is a metamorphic rock. Metamorphic rocks derive their name

from the Greek words meta and morphe, meaning “change of form.” These rocks are

formed as a result of high heat and great pressure. Metamorphic rocks can form from any kind of

rock – igneous, sedimentary, or even other metamorphic rocks. Slate

can be formed from shale, a soft sedimentary rock with tiny grains of clay and silt. When shale is

buried deep in the earth and exposed to great heat and pressure, the clay changes into new

minerals, like mica and chlorite, and the shale becomes slate. Slate can also form from basalt, a

fine-grained igneous rock, under the same conditions.

DescriptionSlate is a very fine-grained metamorphic rock. The tiny grains of mica and other minerals

are too small to see. Slate is also a foliated metamorphic rock. Its minerals have been flattened

and pushed down into parallel layers. The bands in foliated metamorphic rock look like pages in

a book. As a result, slate splits easily into thin, flat slabs.

UsesSlate has been used by people for a variety ways over the

years. In the past, slate was used to make chalkboards in schools because the black color was good as a background and the rock cleaned easily with water. Because slate can be split into thin sheets, it has been extensively used for making roof and floor tiles,


paving paths and building stairs. It is also the standard material for the beds of pool tables.

Where in CaliforniaSlate can be found in several places throughout California. Red Slate

Mountain in the Sierra Nevadas is a massive and tall peak made of slate. Throughout the western foothills of the Sierra Nevada Mountains, slate can be

found. Titus Canyon in Death Valley is also littered with slate.


Expert Group: Granite

Rock Type and Formation ProcessGranite is an igneous rock. Igneous rocks derive their name from a Latin term meaning

“made from fire.” Although these rocks are not really made from fire, heat plays an important

role. Igneous rocks form when magma from the Earth’s mantle cools and hardens. Some igneous

rock is formed beneath the Earth’s surface and is exposed slowly over time. Other igneous rocks

are formed at the Earth’s surface in slow or violent eruptions. Granite is formed when molten

magma is trapped near the Earth’s surface and cools slowly. The granite hardens below the

surface and is exposed through weathering or plate movement.

DescriptionGranite is considered a beautiful rock. Since the mineral crystals that

form the rock are visible if you look closely, it is coarse-grained. This gives granite a speckled surface. Its mineral crystals are large and visible because the magma cools slowly and that allows time for the crystals to grow.


UsesDue to its strength, beauty, and wide availability, granite is a

popular choice as a building material. Sculptors and architects often choose granite for their work. The walls of the Empire State Building in New York City are made of white granite. In Washington, D.C., the Vietnam Veterans Memorial is made of black granite.

Where in CaliforniaGranite can be found in many places throughout California. Hiking through the Sierra

Nevadas, you are surrounded by granite peaks formed below the Earth’s surface and exposed by

glaciers long ago. Some of the distinctive landmarks in Yosemite Valley, such as El Capitan, are

granite formations.


Process Grid

Rock Rock Type Formation Process Description Uses

Where in Californi

a

Obsidian

Granite

Limestone

Marble

Slate


Process Grid

Rock Rock Type Formation Process Description Uses

Where in Californi

a

Obsidian

Igneous In volcanic eruptions, magma rises from surface and cools quickly as it comes into contact w/cooler air or water

Usually black, but can have bands of purple, green and gold; tiny crystals; shiny, glass-like surface; hard & flakes easily

Traditional material for Native Americans in tool & weapon making, i.e. arrowheads. Also used to make decorations & jewelry due to its color & shiny surface

Mt. Shasta

Granite

Igneous Formed underground as magma cools and hardens; exposed through plate movements or weathering

Coarse grained-large mineral crystals; speckled surface; strong; pure limestone is white

Building material; sculptures

Yosemite Valley; Sierra Nevada

Limestone

Sedimentary

Weathering, erosion and deposition;Calcite and sediment squeezed and cemented together

Frequently contains fossils; strong; fine-grained;

Building material; added to paper & toothpaste; crushed limestone used for cement, plaster, chalk

Death Valley; Mohave Desert

Marble

Metamorphic

Formed from limestone under high heat and great pressure

Beautiful, many colors, harder than limestone,

Buildings and statues;Tabletops, bathtubs and other decorative items;headstones

Pt. Reyes; Bodega Bay

Slate Metamorphic

Formed from shale, basalt or other fine-grained igneous

Very fine-grained; foliated;Splits easily into thin

Past-chalkboards; roof and floor tiles, paving paths, and building

Red Slate Mountain; foothills of


rock, under high heat and great pressure

slabs; pool table beds

stairs Sierra Nevada;Death Valley


Mind Map


Rock Type

FormationProcess

Where in California

Uses

Description

Text YouWhat are some qualities that describe geologists and how do these qualities help them with their work?

What qualities do you have that help you with your work as a student?


Text You


What are some character traits that would describe Mother Grizzly Bear? Give some examples of her actions that support those character traits.

Name a person in your life that cares for you. What are some character traits that describe this person? Give some example of his/her actions that support those character traits.


Text YouIdentify and describe two geologic features of California.

Which geologic feature would you want to visit and why?


Listen & SketchJohn Muir at Mt. Shasta


project glad€¦ · web viewas you explore mt. shasta, a dormant volcano in northeastern...

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