Unit Document

Earth Materials
Katherine Forrest 3rd Grade April 4, 2014 Spring 2014
Earth Materials Unit
Table of Contents
Tab 1: Unit Planning- Page 3 Unit Objective Skills/ Concepts/ Vocabulary Chart Graphic Organizer with bridges Tab 2: Instruction- Page 9 Summary Page Lesson Plans Tab 3: Assessment- Page 99 Summary Page Assessment Matrix Pre- Assessment Formative Assessments Rubrics and Checklists Summative Assessment Tab 4: Students- Page 144 Summary Page Multiple Intelligences Graphic Organizer Plan for Individual Learners Literacy Strategies Students with Limited Language Proficiency Tab 5: Technology- Page 160 Summary Page Evidence of Technology Tab 6: Cross Curricular Activities- Page 166 Summary Page Cross Curricular Chart Tab 7: Culminating Activities- Page 171 Cookie vs. Mock Rock Project Tab 8: Rationale- Page 179 Rationale Philosophy of Education Tab 9: Resources/ Materials- Page 184 Summary Page Five-Day Material and Resources Chart Additional Resources Tab 10: Resources- Page 215 Works Cited Page
Unit Planning
Grade Level: 3 Grade Subject Area: Earth Materials Standard: ALEX 11.) Describe Earth's layers, including inner and outer cores, mantle, and crust. Classifying rocks and minerals by characteristics, including streak, color, hardness, magnetism, luster, and texture Unit Objective: When given a summative assessment the students will be able to decipher and understand the difference between rocks and minerals.
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Earth Materials Unit Skills/ Concepts/ Vocabulary/ facts chart: Skills Concepts The Investigatin students will g rocks) be able to Hardness of understand minerals the process Calcite of taking Testing apart a rock Students will be able to collect data about rocks and minerals The students will organize minerals with the basic properties of hardness The students will be able learn that rocks are composed of minerals Students will understand that minerals can not be separated into other materials Students will investigate how vinegar has an effect on calcite Facts Vocabulary Rocks have Geology many Geologist properties, Property including Circumferenc shape, size, e color, and Diameter texture Depth Geologists Meter Tape use rocks to Rock study what the Mineral earth is made Dissolve of Crystal Some Evaporate dimensions of Vinegar rocks can be measured and compared Rocks are made of mineral, mineral are made of one ingredient Some ingredients can be identified in rocks by breaking apart them Water can be used to separate ingredients, same break into smaller pieces, and some dissolve Evaporatio n is a way to separate liquid ingredients into a solid Mineral
Earth Materials Unit crystals have certain shapes that can be identified A mineral is a basic earth material that cannot be broken down into smaller pieces Hardness is a mineral property A harder object always scratches a softer one Calcite is the most common material on earth Calcite is the only mineral that bubbles when it comes in contact with cold acid ( vinegar)
Content with Bridge
Day 1
Topic: Inside the Earth
Day 2
Bridge: Disscussion about the earth's layers Topic: Investigating Mock Rocks
Day 3
Bridge: Turn and talk about the findings in the mock rocks Topic: Taking Rocks Apart
Day 4
Bridge: Disscussion about the makeup of rocks Topic: Observing Crystals
Day 5
Bridge: Turn and Talk about crystals and how they form Topic: Crystals
Day 6
Bridge: Turn and Talk about what do crystals look like Topic: Observing Minerals
Day 7
Bridge: Turn and Talk about minerals and how they are different than rocks Topic: Testing for Hardness
Day 8
Bridge: Discussion about the hardness of minerals Topic: Detecting Calcite
Day 9
Bridge: Turn and Talk about Calcite and where it is Looking for More Evidence part 1
Day 10
Bridge: Discussion about Calcite and why it is so important Looking for more evidence part 2
Instruction
Instruction Summary Page I used the following progression in order to organize this unit: Teacher demonstration, Promethean Board and a white board. Much of the instruction used the I do, you do and we do formats within my lessons. I helped the students make connections by giving them visual examples, reading engaging books, and use teachable moments. To keep the students interested and utilize critical thinking, I used thinking questions to show them ways to answer and use their schema to specify the answer to the questions. I asked questions to make sure the students understood my lesson. If the students did not answer nor had trouble answering the questions I would go back and ask clarifying questions. To check for understanding I used checklist and formative assessments. I used the checklist to assess whether the students followed directions in the lab. I used the formative assessments to see if the students understood the lesson taught them. The students sat on a carpet on a square while I was teaching and they also were at their desk for some of the lessons. All of my lessons contained active learning elements. The students first read and listened to a story at the beginning of the lesson. After listening to the story, the students listened to a lesson about earth materials. To help clarify, I used a hands on learning session of various rocks and minerals discussed. Finally, they complete an assessment to check for understanding. This process helped the students learn and participate in the lesson. Highlighting the I do, we do, and you do strategy helped promote student
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Earth Materials Unit understanding. This modeling strategy also helped the students understand the tasks they are about to accomplish. I developed the concept by talking about the world we live in and asking the student have they ever seen any rocks. I had them share where they have seen rocks. I also had them share what they know about rocks and minerals. This helped them use their schema and prior knowledge. These questions helped me move the discussion into the concept. Charts and specific discussion elements were used to bridge from one lesson to another. Some days I used turn and talk and class discussion to highlight the previous days lesson as well as specific discussion elements. I provided hands on practice to emphasize learning within the lesson. The students did their labs as practice given this was part of the science curriculum. The students practiced what I taught in the lesson in their lab. I had the student use their lab notebook to help them answer questions and dig deeper into the practice work. The students had to answer questions and describe what they saw. For some of the labs, I had them predict what would happen the next day. This helped them think about what they learned and attempt to predict actions taken the following day. To close the unit I had the kids do a culminating activity. The students dissected a cookie and compared the cookie to a mock rock used at the beginning of the unit. To make sure the student are reminded of the material, I built a review section before the assessment to insure all questions were answered. Overall, I thought that the instruction of the unit went extremely well and I believe the students had a clear understanding of the desired rocks and minerals curriculum.
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Design for Learning

Instructor: Katherine Forrest Sorrelle Lesson Title: Inside the Earth Curriculum Area: Science Standards Connection:
ALEX 11.) Describe Earth's layers, including inner and outer cores, mantle, and crust. Classifying rocks and minerals by characteristics, including streak, color, hardness, magnetism, luster, and texture
Grade Level/Cooperating Teacher: 3rd, Ms. Date: 2/18/14 Estimated Time: 30 min
Learning Objective(s): The students will observe and identify the layers of the earth. The students will make a 4/5 on the assessment at the end of the lesson. Learning Objective(s) stated in kid-friendly language: Students today we are going to learn the layers of the earth and also learn where rocks come from. Evaluation of Learning Objective(s): Students will be evaluated on the earth levels. The students will be assessed on the core, mantle, and crust. The student will be evaluated by filling in the missing layers on the assessment sheet. The students will also write a sentence or two about what they learned in the magic school bus book Inside the Earth. Engagement: Students will be introduced to Earth Materials by reading the Magic School Bus book Inside the Earth. Before they read the story they will fill out the K and the W in the KWL chart. The students will label the earths layers and answer questions that they learned about the Magic School Bus Book. The teacher will stop at every pages and explain the vocabulary and pictures inside the book. After reading the book the student will fill out the L in the KWL chart. The teacher and the students will discuss the whole KWL chart after they are all filled out. Class, we are starting a unit on earth materials. Today we are going to learn about the layers of the earth. I am going to read a book called The Magic School Bus Inside the Earth. This book Mrs. Frizzle is going to travel with her class to the center of the earth. This is a fictional story, but the facts in it are true. We are going to discuss vocabulary at the end of each page,
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but please raise you hand if you have any other questions. Lets remind ourselves that we are quiet and listening while I am reading the story. Learning Design:
I. Teaching: The students will be taught the earth levels to understand where rocks come from. Now that we have read the Magic School Bus can anyone tell me what a rock is? (teacher picks on student to answer the question). The student replies with rocks are compressed material that has been a rock is a naturally occurring solid of one or more minerals. Good! I am so glad that you know what that is. We are going to dissect rocks next week, but today we are going to look inside the earth and talk about each layer. ( teacher turns on promethean board) Lets look at this model. The outer part the crust is solid rock. This is the layer you walk on. The second layer is the mantle. This layer is also known as magma. This has not, dense liquid rock. The last level, which is the center, is called the core. (turn to the next slide) Now lets look at the picture that you can see the layers at the earth. You can see how it relates. See how the different layers and colors change. The closer you get to the core the hotter it gets. The core is why we have gravity. ( go to the next slide) Now lets look at an egg and see how it relates to the layers of the earth. Where do you think the core is in the egg? (have student answer, they should say the yellow part in the middle). Great! You are right. The core is the yellow part of the egg. Now lets think about this where do you think the mantle would be? (have student answer, they should say the white part around the core). Great! You are right. The mantle is the white part of the egg. Great! You guys are doing so great! Now here is the last challenge. Where do you think the crust is on the egg? (have student answer, they should say the shell around the egg). Great! You are right. The crust is the eggshell. Great Job! You guys did such a great job relating an egg to the earths layers. Now I need three volunteers to put the earths layers where they go. (Ask first volunteer to come up. The volunteer should put the crust at the first arrow). Good job the crust is the outer layer. Great Job! (Ask second volunteer to come up. The volunteer should put the mantle at the second arrow) Good job the mantle is right under the crust. (Ask third volunteer to come up. The volunteer should put the core at the third arrow). Great!! The core is in the center. Can any one tell me which layer is most important for gravity? ( the student should answer the core). Good job! The core is a very hot layer, but its very important. II. Opportunity for Practice: Making the Earth Model Now that we know all about the layers of the earth we are going to make our own earth with layers. I want you to cut out the earth on the piece of paper I am going to give you. Then I want you to color the layers on the model. The crust needs to be green, the mantle needs to be brown the outer core needs to be orange and the core needs to 13
Earth Materials Unit be yellow. Make sure you color the correct layers the correct color. I put the colors I want the layers to be on the board. Does anyone have any questions? (wait to see if students have any questions). Good! Start working. You have about fifteen minutes to finish this. III. Assessment Assessment on labeling the earth and answering questions on the magic school bus book Great! Now that we have gone over the layers I want every one to finish this wrap up the earth model. I want you to turn it into the front table. ( have students turn in their model). I want you to clear you desk and put anything you are not supposed to have out under you chair. There should be only your pencil container on your desk. I want you to use a pencil to fill out the worksheet. Does anyone have any questions? I am giving you a worksheet. I want you to put the correct layer into the blank next to each question. Then I want you to answer the question at the bottom about the magic school bus book we built today. You have about three minutes to finish this worksheet. Just sit and wait quietly till everyone is finished. IV. Closure: Good Job everyone!! Can anyone explain what each layer has in it? (have students answer) Yes, you are right. The crust is where we live and that has hard rock. The mantle has hard condensed rock. The crust is solid rock that is very hot. Good job!! Can any one tell me which layer is the most important for gravity? (have students answer). Yes, the core is the most important for gravity. Good job class! You guys did such a great job today!! Now lets line up and go to lunch.
Materials and Resources:
Magic School Bus Book: Inside the Earth Pencils Layers of the earth model worksheet Assessment Worksheets
Lawrence F. L. (2005). Foss Science Stories: Earth Materials. (1st ed.). University of California at Berkeley: Delta Education Promethean Board Active Inspire
Differentiation Strategies (including plans for individual learners): Gifted learners- The students will draw and describe the levels. Each student will be researching one level of their choosing of the earths levels. After researching, the students will draw a picture of one of the levels of the earth that they have. At the end of the lesson each student will describe and explain their level to the class.
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Approaching Level- The student will have a modified assessment to take. The student will have a choice of two answers with each question. AccommodationsCs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Data Analysis: Students Grades on the Assessment 100% 60% 40% 14 1 1
Reflection: This lesson went really well. The kids really understood the material and they were very interested in the lesson. The students had lots of great questions that they brought up when reading the magic school bus. They really enjoyed learning about the layers and rocks. The students had trouble remembering what was talked about in the Magic School Bus book. Next time I will review the book and what we learned in the book before we do the assessment. Overall I thought the lesson went really well!
Samford University Design for Learning
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Earth Materials Unit Name______________________ Earth Layers Assessment Fill in the correct Layer of the Earth Inner Core Mantle Outer Core Crust Word Bank
1. What layer is the Outer Layer of the Earth Called? The Outer Layer is the Brown Layer? _______________________________ 2. What is the yellow layer called? _______________________________ 3. What is the orange layer called? _______________________________ 4. What is the Red Circle Called? _______________________________ 5. Describe Where Mrs. Frizzle and her class went? ____________________________________________________________ ____________________________________________________________ 16
Earth Materials Unit Name______________________ Earth Layers Assessment Fill in the correct Layer of the Earth Inner Core Mantle Outer Core Crust Word Bank
1. What layer is the Outer Layer of the Earth Called? The Outer Layer is the Brown Layer? ________________Crust _______________ 2. What is the yellow layer called? ________________Mantle_______________ 3. What is the orange layer called? _____________Outer Core __________________ 4. What is the Red Circle Called? ___________________Inner Core ____________ 5. Describe Where Mrs. Frizzle and her class went? _____________________Into the center of the earth ____________ ____________________________________________________________
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Earth Materials Unit Name______________________ Earth Layers Assessment (Approaching) Fill in the correct Layer of the Earth
1. What layer is the Outer Layer of the Earth Called? The Outer Layer is the Brown Layer? A) Crust B) Core 2. What is the Yellow layer called? A) Crust B) Mantle
3. What is the Orange and Red layer called? A) Core B) Crust
4. Where Mrs. Frizzle and her class went? A) B) C) D) Into the Ocean Into the Earth Into Space Into the Clouds
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Earth Materials Unit Name______________________ Earth Layers Assessment (Approaching) Fill in the correct Layer of the Earth
1. What layer is the Outer Layer of the Earth Called? The Outer Layer is the Brown Layer? A) Crust B) Core 1. What is the Yellow layer called? A) Crust B) Mantle
2. What is the Orange and Red layer called? A) Core B) Crust 2. Where Mrs. Frizzle and her class went? E) F) G) H) Into the Ocean Into the Earth Into Space Into the Clouds
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Design for Learning

Instructor: Katherine Forest Grade Level/Cooperating Teacher: 3rd, Ms. Sorrelle Lesson Title: Investigating Mock Rocks Date: 2/19/14 Curriculum Area: Science Estimated Time: 30 minutes Standards Connection:
Learning Objective(s): The Students will observe and compare properties of rocks with correct use and technique. The students will make 6/7 with the matching assessment. Learning Objective(s) stated in kid-friendly language: Students today we will be investing rocks. We will observe the rocks with the appropriate measuring tools. Evaluation of Learning Objective(s): The students will be evaluated with their measurement skills and recording skills during the lab. The teacher will observe each student use the tools, use the correct technique, and recording skills. The students will be evaluated if they use the materials right and follow directions. The students will also do matching assessment with a free response questions about rocks. After the lab the student will also be evaluated on the vocabulary terms that they learned in the lesson. The students will match the correct word to the correct definition. The students will match the word to the definition to the best of the ability. Engagement: The teacher will read Written in Stone from the Earth Materials textbook. This book is a letter that talks about different stones of the earth. This book is a great way to get kids familiar with the different rocks that are in the earth. The pages that I will be reading is a letter explaining where the rocks are in the earth and what they look like.
For the next two weeks we are going to learn all about rocks. Could any one tell me what we learned about yesterday? ( have students answer). Good! Yes, we learned about the earth layers. Could someone name the earth layers for me? ( student name the earth layers). Good! Yes, the earth layers are crust, mantle, outer core and inner core. Do rocks come from the earths layers? ( have students answer) Yes, rocks come from all the layers of the earths layers. Well today we are going to start learning 20
Earth Materials Unit about mock rocks, but before we learn about Mock Rocks we are going to read a letter called written in stone. We are going to learn about all kinds of rocks in this letter. Now lets remember during this lesson there should be no taking and I want you to listen about the different rocks. We are going to discuss them after the letter. (teacher reads letter). Does anyone know what a geologies is? (students answer) Good its a person who studies rocks. Does anyone know what a glacier is? ( have students answer) Yes, a glacier is frozen ice. Good! Does any one have any questions about the letter? ( wait for students answer). Great! Lets get started with the lesson.
Vocabulary Words Mentioned 1. Geologist 2. Microscope Learning Design:
I. Teaching: Introduce Now that we have read the letter and talk about who a geologist is lets talk about what is geology. You guys are going to be geologist for the next two weeks. Can anybody tell me what a geologist is? (have students answer) Yes, great!!! A geologist is someone who studies rocks. You guys have learned the ending of words of words. What does ology mean? ( have students answer) Yes, ology means the study of.( teacher writes ology: the study of) Does anyone know what ologiest mean? ( have students answer) Yes, it means a person who studies. ( teacher writes ologist: a person who studies) Good job! Now lets talk about the beginning of the word geologist. Does anyone know what geo in geologist means? ( have students answer) Awesome! Yes, it means earth. ( teacher writes geo-= earth on the board). Now that you know what geo in geologist means I want you to turn and talk to your partner next to you what bio in biologist means? ( have students talk for about 20 seconds) Ok class! Can one person from each group share what bio on biologist means? ( have students share what they think bio means) Good! You guys all have wonderful guesses. Bio actually means life. A biologist means a person who studies life. Now lets go back to geologist. They make detailed observations of the rocks they want to study. They start with observations, when they test a rock, the rock is usually changed in some way. Geologist want to be able to compare the change with the rock before the test. I want to turn and talk with your partner and discuss what are the properties a geologist might use to describe rocks? ( have students turn and talk for one minute) Ok class! I am making a list on the board to write down what you guys think the properties a geologist might use to describe rocks. One person from each group please raise your hand and I will call on you to write down your answer. ( teacher writes down the list on the board. The list should include texture, color, shape or edges, size, mass, and smell. II. Opportunity for Practice:
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Observations of rocks Now that we know about what we are looking for we are going to observe rocks. Here are the mock rocks that we are going to observe and analyze. ( show students mock rocks). These are not real rocks, but they will give you an idea of a rock. I am challenging you to look at these rocks and describe them in detail, so that later, if the rock changes in anyway, they will have a record to refer to. Do not break these mock rocks. I would like you to keep them in one piece. I am going to give you a hand lens ( show the hand lens) meter tape ( show the meter tape) and a balance ( show the balance). I want you to use these in your observations. I am going to give you an Earth Materials Notebook. This is where you keep your observations. We will be using this notebook for the next two weeks. When you are finished with the notebook today I want you to put in on the front table. You grade will depend on if you have all the necessary components with the notebook. (pass out notebooks). Today we will only use page two and three. Everybody turn to page two when they get the notebook. ( wait for students to turn to page two). On page two I would like you to sketch or trace the rock on the grid and write observations. I also want you to draw a magnified view of you mock rock. When you look into the hand lens draw a picture of that. Does anyone have any questions so far? (wait for students to ask questions). Ok great! Now that we are all clear on page two lets go to page three. This page you are going to measure your mock rock. I wrote diameter, circumference, and depth on the board. Diameter is the distance across and object. There is a picture on page three of diameter. Circumference is the distance around a circular object. There is a picture on page three of that. Then I want you to measure depth. Depth is how thick an object is. There is a picture on page three. For all page three you need to use a meter tape. Does anyone have any questions? ( wait for students to ask questions). Great! Now I want two people from each table to grab a hand lens, meter tape, or balance. III. Assessment Now you guys are getting ready to observe the mock rocks I wanted to let you guys know that you will be assessed today on using the materials ( balance, meter tape, and hand lens). Also, I will be giving you a matching worksheet. These are on the vocabulary we learned today. I want you to draw a line to the correct answer. Does anyone have any questions? ( have students answer) Great! You have about twenty minutes to finish all of your matching worksheet. IV. Closure: Word Bank and Inquiry Chart Alight Class! Please clean up your mock rocks and put all of them gently back in the bin. Please put the scales, lens, and measuring tape on the front table. When you have done this please sit quietly in your desk. ( wait for students to clean up their table). Great! What did you notice about the mock rocks? ( have two or three students share 22
Earth Materials Unit their observations). Good! Thats great that you have observed that. How did the hand lens help you see more detail? ( have two or three students answer). Yes, the hand lens was really helping you see more detail. At the end of each day we are going to make a word bank on everything we have learned. ( write the words on butcher paper on the board) Does any one know what Geology means? ( have students answer) Good! Yes, it means the scientific study of the earths history and structure. (write the definition on the board). Does anyone know what a geologist is? We talked about this at the beginning of class. ( have students guess). Thats great! Yes, a geologist is a person who studies the earth and the materials of which its made.(write the definition on the board) Now lets do the next one. What is circumference? ( have students answer). Wow! Good Job! A circumference is the distance around a circular object. (write the definition on the board) What is the diameter? ( have students answer) Yes, the circumference is the distance around a circular object. ( write the definition on board) Great! Lets do the next one. What is the depth of an object? ( have students answer) Yes the depth is how think an object is. ( write the definition on the board). Great job answering! What is an meter tape? ( wait for students to answer) Yes, good it measures the circumference, diameter and depth of a particular object. ( write the definition on the board). Good job today guys! You did such a good job! Now I would like you to put your notebooks on the front table and get out your social studies book! Word Bank on the Board ( write only the bold on the board and have students guess the rest). 1. Geology The scientific study of earths history and structure 2. Geologist- a person who studies the earth and the materials of which its made 3. Circumference- Distance around a circular object 4. Diameter- the distance across the object 5. Depth- how thick an object is from top to bottom 6. Meter Tape- measures linear dimensions
Paper Plates Meter Tape Hand Lens Colored Pencils Earth Materials notebook Chart Paper and Marker Mock Rocks Assessment Chart
Lawrence F. L. (2005). Foss Science Stories: Earth Materials. (1st ed.). University of California at Berkeley: Delta Education Elmo (show rocks and demonstration for activity) http://archive.fossweb.com/modules3-6/EarthMaterials/index.html (used to read engagement activity)
Differentiation Strategies (including plans for individual learners):
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Gifted- these students will be weighing and measuring the rocks. The students will also be comparing two different rocks with their weighing and measuring. They will compare the mass and shape of the rock that they compare on an organizer. Then they will write about which rock is bigger and heavier. Approaching Level- The approaching level students will do a matching worksheet with the vocabulary from the lesson. These students will only have the matching on their worksheet and no free response. Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Adaptations- the instructions and steps were on a checklist for a students that need a little help with multistep instructions. The student is able to check off the steps that complete to assess the properties of the rock. Data Analysis: 100% 0% 22 1 (broke rocks and did not measure, document, and listen property)
Reflection: This lesson went really well. The students were very engaged in the lesson and they all had such a good time learning and measuring. I was so excited to measuring the rocks that I forgot to do the engagement of reading the book. The book was a great way to get the kids prepared for measuring and working with rocks. The lesson would have flown so much better if I talked about the letter more in detail and talked about the letter before ( more in detail) and after the lesson . Overall I think it was a very successful lesson.
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Earth Materials Unit Teacher: Ms. Forrest Assessment Chart For Investigation 1 Students Name Part 1
Teachers Observation Uses meter tape property
Mock Rocks Part 2

Teachers Observation Understood that rocks are made of minerals
Part 1
Teachers Observation Records number and unit
Part 3
Teachers Observation General Observation Notes
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
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Earth Materials Unit 17. 18. 19.
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Earth Materials Unit Earth Material Notebook Pages
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Earth Materials Unit Name_____________________ Mock Rock Assessment 1. Geology 2. Geologist 3. Property 4. Circumference 5. Diameter 6. Depth 7. Meter Tape A. The distance around a circular object B. Measures Linear dimensions C. Scientific study of Earths history and structure D. The distance across the circular object E. Person who studies the Earth F. how thick an object is G. Something you can observe
What is the difference between biology and geology?
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Earth Materials Unit Name_____________________ Mock Rock Assessment 1. Geology (C) 2. Geologist (E) 3. Property (G) 4. Circumference (A) 5. Diameter (D) 6. Depth (F) 7. Meter Tape (B) A. The distance around a circular object B. Measures Linear dimensions C. Scientific study of Earths history and structure D. The distance across the circular object E. Person who studies the Earth F. how thick an object is G. Something you can observe
What is the difference between biology and geology? Biology = study of life and geology= study of rocks
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Earth Materials Unit Name_____________________ Assessment (Approaching Level) 1. Geology 2. Geologist 3. Property 4. Circumference 5. Diameter 6. Depth 7. Meter Tape A. The distance around a circular object B. Measures Linear dimensions C. Scientific study of Earths history and structure D. The distance across the circular object E. Person who studies the Earth F. how thick an object is G. Something you can observe you can observe
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Earth Materials Unit Name_____________________ Assessment (Approaching Level) 1. Geology (C) 2. Geologist (E) 3. Property (G) 4. Circumference (A) 5. Diameter (D) 6. Depth (F) 7. Meter Tape (B) A. The distance around a circular object B. Measures Linear dimensions C. Scientific study of Earths history and structure D. The distance across the circular object E. Person who studies the Earth F. how thick an object is G. Something you can observe
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Design for Learning

Instructor: Katherine Forrest Grade Level/Cooperating Teacher: 3rd, Ms. Sorrelle Lesson Title: Taking Rocks Apart Date: 2/20/14 Curriculum Area: Science Estimated Time: 45 minutes Standards Connection:
Learning Objective(s): The students will take rocks apart and investigate what is inside. The students with make 4/5 with the observation sheet. Learning Objective(s) stated in kid-friendly language: Students today we are going to take the mock rocks apart and separate the rock materials inside the mock rock. Evaluation of Learning Objective(s): The students will be evaluated with their responses regarding the lesson. The student will be given a free response sheet to respond about the mock rocks. The students must answer the free response sheet in complete sentences and explain their answers to the questions to the best of their knowledge. The students will also be evaluated on their work in their earth material notebook and if they are on task during the lab. The students must answer and respond to the questions in the earth materials notebook. Engagement: For the engagement we are going to review part one. Since both of the parts go together it would be good to refresh the earth materials handbook that the students complete yesterday. The students will have the earth materials notebook in front of them. The teacher will review part one with the students. The teacher will remind the students about some of the materials that they found in the rocks yesterday. The teacher needs to use the content inquiry chart to emphasize the important concept. The teacher and students will use a ball to review the questions. The teacher will ask a question about the lesson yesterday and the student that catches the ball has to answer the question. Learning Design:
I. Teaching:
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Earth Materials Unit Alight students now that we are familiar and reminded with yesterday. I have noticed that many of you use two different colors to draw you pictures of the mock rocks. Do you guys think that the mock rocks were made of one or many ingredients? ( have students answer) Yes, they are made from many ingredients. We put many different colors, sand and baking soda in there. Great observations! Today your challenge is to separate and identify as many of the ingredients as your can. As a geologist you have an important job to find out what materials make up the rocks found in the field. The geologist look at rocks help them figure out what the earth is made of. Geologist use a special tool such as picks to take apart rocks to observe what they are made of. Here is a nail. You will use this to pick through the rocks to pick through the rocks. You need to use these nails safely. For example you can only use these to take apart the rocks. If you use them for something I will take them away and your grade will show it. Does anyone have any questions about the nails? ( have students answer) Great! Now I am going to explain how you are going to take the rocks apart. First, I want you break your rocks in half. Then each student works with half on a paper plate. Second, students use the pick/ nail to break apart the rocks and separate the different ingredients and sort them into piles. Last after sorting students write their observations on the lines provided on page four in your earth materials notebook. Now I would like you to work with the person next to you and two people from each table get 4 paper plates, 2 mock rocks, 2 nails, 2 hand lenses, and plastic cup. When you get the materials you can start taking the mock rocks apart. Does anyone have any questions before we get started? (have students answer questions and if no questions start the observations) Great! Now that we have sorted the materials lets define what exactly a rock is. Can any one tell me what exactly what a rock is? ( have students answer) Good! A rock is an earth material made up of one or more ingredients. Can you identify the ingredients that make up your mock rock? (have students answer) Yes, good! The ingredients that you noticed were colored gravel, shells and sand. Good! Think about this, if you had a rock made of other ingredients, would it be the same as your mock rock?( have students answer) Good! Yes you are right. Different mixtures of ingredients make up different rocks. Good job! How about this? Imagine if you put all the ingredients back together. How would this new rock be the same or different? ( have students answer) Good! Yes , it would be the same kind of rock, but the shape would be different. Good job with these tough questions. You guys did such a good job! Now lets think about this, if we took hammers and broke down the red gravel into smaller pieces, it would still be red gravel. So red gravel is not a rock, it is made up of only one ingredient. When an ingredient cannot be broken down into other ingredients, it is called a mineral. II. Opportunity for Practice: Now after learning what a rock and a mineral is. I want you to record the materials that you have seen in you mock rock. I want you to record your observations on page four of your notebook. ( have students record their observations) Great! Now I want you to put all of your gravel in the cups and have two people from your table bring the cups to the front table. I want you to look closely at the leftover material. Do you think he gray material can be separated further? How could you do that? Talk it over with 33
Earth Materials Unit your group. ( have students talk for a minute on how they will separate it) Great discussing everyone! Could one person from each group raise their hand? ( have students answer) Good! Lets see if your predictions are true. Lets add water to find out. Now we are going to use vials to add water. ( show students the vials) First, I want you to fill the vials one- third full with the leftover gray material. Second, I want you to add water to the vials until its about one centimeter from the top. You can also measure 25 ml with the syringe. Third, Snap on the cap and hold it tightly while shaking for a few minutes. Next, I want to observe the contents and draw a picture of the first vial outline on page five of the notebook. Last I want you write down your observations on page five. Now that I have explained the directions does anyone have any questions? (have students answer questions) Good! Now I want two people from each table to grab 4 vials, 1 cup of water, and a syringe. ( have students put the water in the syringe and write down the observations). Now that you guys are finished we are going to let the vials set overnight. III. Assessment Now that you guys have observed inside the rocks. I am passing out a response sheet. I want you to complete this worksheet about the lesson today. Please write in complete sentences and dont forget to answer in complete sentences and correct spelling. Does anyone have any questions before we get started? ( have students answer) Great! I will give you ten minutes to complete this assignment. IV. Closure: Good Job today guys! Now lets make a word bank about the vocabulary today. Could any one tell me what a rock is? ( have students respond) Good! Yes, a rock is an earth material made up of different ingredients called minerals. ( write the word and the definition on word bank) Does anyone know what a mineral is? ( have students answer the question) Good! A mineral is an ingredient of rocks that cannot be broken down any further. ( write the vocabulary and definition on the butcher paper) Alright does anyone know what dissolved? ( have students answer) Good! Yes, when some substances mix with water, they break down into such small pieces that they seem to disappear into the water. ( write the definition and word on butcher paper). Good job with the lesson today. Please clean up your table and put your notebook on the front table. When you are finished please sit down quietly with your math book.
Materials and Resources: Mock Rocks Paper Plates Hand Lenses Nails Plastic Cup Vials Sticky Notes
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Syringe Earth Materials Notebook
Differentiation Strategies (including plans for individual learners): Gifted- The gifted students will research and discuss with the class what exactly the rocks are made out of. The class will listen to the presentation made by these students and agree or disagree about their findings. Approaching Level- The students are given written instructions by the teacher on what exactly to do for the lab. They will take the assessment that has a multiple-choice questions on it. Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Adaptations- the instructions and steps were on a checklist for a students that need a little help with multistep instructions. The student is able to check off the steps that complete to separate the rock.
Data Analysis: 100% 0 18 5 ( was not present)
Reflection: The students had so much fun with this lesson. They really enjoyed observing the students separating the rocks and putting the materials in the vials. They followed directions so well. I had some issues with talking students and the kids getting distracted while I was talking. Overall I thought it was a great lesson. Next time I will mix the students up and discuss the behavioral expectations with the students. I want them to have fun, but also listen to instructions.
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Earth Materials Unit Name _____________________________ Mock Rock Separating Checklist 1. Break the rock in half 2. Use the nail to separate and break the rock into smaller pieces 3. Write your observations about breaking the rock 4. Write down the ingredients that you noticed when you broke apart the rock
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Earth Materials Unit Name _____________________________ Date ______________________________ Response Sheet (Mock Rock) A Student wrote in her journal, A rock is like a chocolate chip cookie. What do you think she meant when she wrote that sentence?
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Earth Materials Unit Name _____________________________ Date ______________________________ Response Sheet (Mock Rock) A Student wrote in her journal, A rock is like a chocolate chip cookie. What do you think she meant when she wrote that sentence?
Rocks are made of many ingredients and chocolate chip cookies are made many ingredients. Each ingredient is very important to the cookie and the rock.
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Earth Materials Unit Name __________________ Date __________________ Assessment (Approaching Level) 1. How is a Mock Rock like a chocolate chip cookies? A. It has many ingredients B. It has the same ingredients C. The chocolate chip cookies taste the same D. They both have the same texture when eaten
2. Describe what you found in the mock rock?
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Earth Materials Unit Name __________________ Date __________________ Assessment (Approaching Level) How is a Mock Rock like a chocolate chip cookies? A. It has many ingredients B. It has the same ingredients C. The chocolate chip cookies taste the same D. They both have the same texture when eaten
2. Describe what you found in the mock rock? Salt, gravel, minerals, and sand
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Design for Learning

Instructor: Katherine Forrest Sorrelle Lesson Title: Observing Crystals Curriculum Area: Science Standards Connection:
Grade Level/Cooperating Teacher: 3rd, Ms. Date: 2/24/14 Estimated Time: 20 minutes
Learning Objective(s): The students will observe and record the vials and write down their observations in their notebook. Students are expected to follow instructions and get 4/5 correct on the observation evaluation. Learning Objective(s) stated in kid-friendly language: Students today we will prepare crystals for evaporation. We will observe these crystals tomorrow to see whats going to happen. Evaluation of Learning Objective(s): The students will be evaluated by observation. They will be checked off if they are following directions and doing the steps correctly. Engagement: The students will discuss what make up rocks. They will discuss as a class what makes up rocks and why are rocks made up of different things. The students will be listening to Postcards from the Ledge be Earth Materials. This is a book that has postcards thats talk about different rocks around the United States. Before the students read they will fill out the K and the W on the KWL chart. The students will listen to the postcard and guess to see if the can guess where the postcard is from. After reading the book the student will fill out the L in the KWL chart. The teacher and the students will discuss the whole KWL chart after they are all filled out. Learning Design:
1. Teaching: Before we start getting the rocks ready I need one person from your lab groups to carefully retrieve the trays for their groups. (teacher hands out the earth material
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Earth Materials Unit notebooks). Today you will be recording your observation on page 5. I want you to record what you see in the vial using both drawings and writing your observations. I want you to look very closely at the vials. You should find evidence of two more ingredients. These ingredients are flour and sand. Lets think about this before we start, If there is something dissolved in the water, how would we be able to separate the water from the other material? ( have students answer) Yes, good! We need to have the water evaporate and then we can see the material. ( If students dont suggest evaporation ask them what they think would happen if the liquid were placed in a dish and set out for a few days). Great! We are going to do just that. We are going to put things in a dish and see what happens when we leave it out for a couple days. Does anyone know what evaporation means? ( wait for students to answer) Good! Ye, its when a liquid goes into a gas. When it rains there is puddles on the grown. The sun helps the puddles of water go from a liquid to a gas. II. Opportunity for Practice: Now that you guys have the Foss tray in front of you. I am going to explain what exactly what we will be doing today and on Monday. Today and Monday I will be taking notes and marking off who is following directions and who is not. This will be your class work grade for today. Does anyone have any questions? ( have students answer) Ok! Lets gets started. Today we are going to put water in a tray and then put a sandy material in there. Putting water on the sandy material might change how it looks. We will see. Does anyone have any questions before we get started? ( have students answer) Good! First, I want you to put the name on the vial on the tray so you know what is on your tray. Make sure to put it somewhere that you can see it. Then I would like you to place the dish in the labeled section on the foss tray. Carefully pour only the liquid from the vial into the dish. Put enough liquid to only cover the bottom and only do the liquid. ( wait for students to finish) I would like one person from each group to rinse out the vials and set them back in the tray that you got them from. I want another person from the group to stack the trays on the front table. We will look at what happens on Monday. I want you to write what you saw on page five ( wait for students to write the information on page 5) Now I want the person that has just cleaned out the vials to get the evaporation dishes ready. First I want you to grab four dishes for your group. Then I would like you to get a vial and put water on all of them. ( wait for students to do this) Now that we have done that I want you to store the trays on the back table and we will observe them also on Monday. III. Assessment While you guys were completing the lab I was writing down who was follow directions, who was quiet and who was writing things in there response journal. I want everyone now to make sure you have answered all the questions on page five. Please write complete details and complete sentences. I am also passing out a free response sheet about the lesson today. There are two questions on your sheet. I want you to answer these questions in complete sentences and the best with your ability. Does anyone have any questions? ( have student answer) 44
IV. Closure: Lets talk about what we did today. We are setting liquid out to evaporate and see what happens. We want to see if this effects the material and maybe geologist use this to find things. Lets write down evaporation on our vocab chart. Can anyone remind me what evaporation is? ( have students answer) Yes, evaporation is when a liquid goes to a gas. Good! Vocabulary Words 1. Evaporation- This is when a liquid goes to a gas
Materials and Resources: Foss Tray vials ( with water and settled rock material) Evaporation Dishes Page 5 of notebook
Differentiation Strategies (including plans for individual learners): Gifted- the students make a picture/diagram how evaporation works. The students presents to the class after to the class after the lesson. Approaching Level- The students will be having the book for the engagement in front
of them. The students will follow along and listen while the teacher is reading the story.
Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Adaptation- The student is will be able to check off and use a picture sheet that the crystals are on. This will help the student that has trouble with multistep instructions and help no confusion. Data Analysis: Enough Detail Not enough detail, wrote the question 20 1
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Not Present 2
Reflection: This was a really fun lesson to do this week. The students learned a lot and they had fun. The student really loved the engagement activity and reading the stories. The student really love learning about the crystals. The only problem I had was that they talked to much and that it was hard for them to get them to answer questions. Next lesson I do will clap to get their attention. Overall I think this was a really great lesson.
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Earth Materials Unit Name ________________ Date _________________ Rocks in Water
What do you think will happen tomorrow when all the rock material settles?
Why do you think the rock settles from the way it does? Explain why it settles in layers.
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Earth Materials Unit Name ________________ Date _________________ Rocks in Water What do you think will happen tomorrow when all the rock material settles?
The rock material settles in layers. Each material is separated.
The rock material settles from lightest to heaviest.
Observing
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Crystals Checklist
Students Name
Part 1
Teachers Observation Uses vial property
Part 1
Teachers Observation Records observation
Part 3
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
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Earth Material Notebook Pages
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Design for Learning

Instructor: Katherine Forrest Grade Level/Cooperating Teacher: 3rd, Ms. Sorrelle Lesson Title: Observing Crystals Date: 2/25/14 Curriculum Area: Science Estimated Time: 40 minutes Standards Connection:
Learning Objective(s): The students will compare and observe the crystals. The students will answer a free response sheet with compete sentences. The students will make 5/6 on the assessment. Learning Objective(s) stated in kid-friendly language: Students today we are going to observe the rock material that we did on Friday. After we observed what happened over the weekend I would like you to write down your thoughts in your Earth Materials Notebooks. Evaluation of Learning Objective(s): The students will have a free response quiz to write down their thoughts and what they learned for the teacher. The students will be naming the ingredients in the mock rock. Then they will answer a multiple-choice question. Then the student will answer the free response question in the best of their ability. They will have to write in complete sentences and enough details to explain what they learned. Engagement: The students will turn and talk with their partners to discuss how crystals form. After the student have talked for a minute the teacher will bring the class back together and discuss what they talked about with their partner. After the discussion the teacher will read Rocks and Minerals by Watermill Press. This book has many rocks and minerals that are explained in great detail. The book also describes where they come from and how they are made. This is a great book before they see the crystals in the rock material that they put in the vials on Friday. Learning Design:
I. Teaching:
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Earth Materials Unit Ok! Is everyone ready to see what has happened? (have students respond) Great! I want one person from each table to grab your trays. I will pass out the trays to you to make sure none of them spill. Bring the tray back to your group and record what you see on page 6. I want someone else from your group to get the evaporation dishes and hand lenses. This will help you take a better look. ( have students look at the dishes and record their findings). Students I want you to turn and talk to the group next to you and share your findings. ( have students turn and talk). Great! Can someone please come up to the board and draw what you found? ( have student come up to the board). Does anyone what to share and tell the class what they figured out? ( have students share while student draws) Great! Now lets look at the drawing and can you please explain what you found? ( have the student explain) Great! Yes, that is great that you observed that you found crystals. Could someone tell me what crystals are? ( have students answer) Yes, crystals are little squares that is a solid form of a mineral. I want you to think about what the crystals might be and how they came into the dish. II. Opportunity for Practice: I am going to give you a Crystal Identification Key. You are going to use this to compare and identify the crystals in the dish. Make sure you take the crystals out of the sand and put it on the evaporation dishes. ( have students look at the dishes). Now could I have a volunteer explain to me your ideas about the crystals? ( have students answer) Good!! Thats great! Those are great ideas. Could someone tell me how the process worked when we added the water? ( have student or students answer) Good! When the water was added to the mock rock material the salt dissolved in the water. When the liquid from the vial was placed in the dish, the dissolved salt went in with the water. The water evaporated into the air, leaving salt crystals in the dish. III. Assessment After looking at the crystals I want you to clear your desk. I am passing out an assessment sheet. There should be nothing on your desk except a pencil. For your assessment the first part I would like you name ingredients that you found in your mock rock a few days ago. Then I would like you to pick the best answer what happens to salt water when you let it evaporate. Choose the best answer. Then for the last part I want you to describe how a mock rock is like a real rock. Does anyone have any questions about this assessment? ( have students ask questions) Great! I will give you ten minutes to complete this assessment. IV. Closure: Ok! Lets review. Gravel, sand, flour, and salt were the pretend minerals that make up the mock rocks. Real rocks are made up of real minerals. Tomorrow we will start studying some real rocks and mineral. Now I would like you to put all the materials to the material station on the front table. Rinse the evaporation dishes in water and dry. I need two students to clean the vials really well for tomorrow. Who can help me with that? ( pick a few students). Lets add one word to our word bank. Can anyone tell me what a crystal is? ( have students answer) Yes, good a crystal is a solid form of a 53
Earth Materials Unit mineral that can be identified by its shape or pattern. Great! ( write the definition on the board) Good! Does anyone have any questions about anything we learned today or yesterday? Ok! Thats fine. Now I want you to put your journals on the front table and get ready to line up for P.E.
Vials Student Sheet Identifying Sheet Earth Material Notebook FOSS Trays Evaporation Dishes Rocks and Minerals Book by Watermill Press
Differentiation Strategies (including plans for individual learners): Gifted- The students research how crystals are formed. They will find detailed information and make a chart or a picture out of the information they find. Approaching Level- the students will be having a small group after the lesson to make
sure that they understand the lesson and the story in the engagement. This will be during the practice that the teacher will be with these students.
Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts.
The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Data Analysis: Students wrote in complete sentences and correctly answered why rocks are like mock rocks Students did not write in complete sentences, but answered why mock rocks are like real rocks Did not answer questions or only write words and no sentences 15 5 3
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Reflection: This lesson was one of my favorites to teach. We had so much fun looking at the crystals. The students really enjoyed learning and seeing the crystals. The enjoyed seeing how the crystals formed over the weekend. I really did not have anything that I think that I need to change for next. The only problem I had was that the students were really chatty, but thats because they were excited. Overall I thought it was a really good lesson.
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Earth Materials Unit Name ________________________ Date _________________________ Mock Material Ingredients Name all the ingredients in the mock rock 1. 2. 3. 4. 5. Pick which choice is the best answer. What happens when you let salt water sit out and evaporate? A. Everything disappears B. Crystals form C. All the materials hardens How is a mock rock like a real rock?
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Earth Materials Unit Name ________________________ Date _________________________ Mock Material Ingredients Name all the ingredients in the mock rock 1. Shells 2. Salt 3. Sand 4. Crystals 5. Flour Pick which choice is the best answer. What happens when you let salt water sit out and evaporate? A. Everything disappears B. Crystals form C. All the materials hardens How is a mock rock like a real rock?
A mock and a real rock both have many materials. They both have crystals and sand. All the mock rocks and rocks are all different.
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Design for Learning

58
Instructor: Katherine Forrest Grade Level/Cooperating Teacher: 3rd , Ms. Sorrelle Lesson Title: Observing Materials Date: 2/26/14 Curriculum Area: Science Estimated Time: 30-40 minutes Standards Connection:
Learning Objective(s): The students will investigate four unknown materials and record their observations. The students will be observed and complete 3/3 correct. Learning Objective(s) stated in kid-friendly language: Students today we are going to figure out what four unknown materials are. We are going to record our observations and see what the materials are. Evaluation of Learning Objective(s): The students will be evaluated with an earth material module. The student will decide which minerals are dark colored, smooth, bumpy, and light colored. They will decide what category each mineral goes into. The last questions the student are using a Venn diagram to show that rocks can be sharp and dark. Engagement: The student will turn to the partner next to them and discuss what crystal look like. They will talk for thirty seconds with their partner. They will get redirected to the front to have a class discussion on what crystals look like. The students will be listening to Treasure Underfoot in the foss materials story book (page 8-9). The students will learn about the minerals underground and how they get them. The students will learn old ways of panning for gold and new ways of getting gold. The students will hear a lot of facts about minerals from the earth from this story. Learning Design:
I. Teaching: All right students now we are going to talk about some things we did in the mock rock before we start this investigation with Minerals. Remember that rocks are made of different ingredients. Those different ingredients are called minerals. Minerals are pure materials that cant be separated into different kinds of ingredients. They are an earth material that cannot be broken down into smaller pieces. Does anyone know 59
Earth Materials Unit exactly what a mineral is? (have students answer) Good! A minerals is a substance that is naturally formed under the ground. We are going to be working a lot with minerals in the next few days. Today you job as a geologist will be to study four minerals. You will observe the minerals carefully and by the end of the next section be able to name them. II. Opportunity for Practice: All right now we are going to observe the minerals. I would like someone from your group to go to the material station and get four sticky notes, Foss tray, and two hand lenses. I would like you and you partner to number your sticky notes 1 through 4. After you have labeled them I would like you to place the four number labels in the main components of the tray. ( give students two minutes to complete this and give them their Earth Material Notebook). Have volunteers pass out the materials to put in everyones dish ( the teacher should have four reliable volunteers to pass out the materials). Now I would like you to take a few minutes to observe the materials. You can use the hand lens to take a closer look. Do not write in your notebook until I tell you to. (give students three minutes to look at the minerals). Now that you have observed the rocks write your observations on page 8. I would like you to write them as detailed as you can so you can easily identify the minerals when you go back in your notes. (give students 7-10 minutes to write their observation notes down). I would like to turn and talk to the group next to you and discuss your observations ( give students 2 min and have them share their observations). Now that you guys have finished writing down your observations I want you to write down in your notebook what you think the mineral is. ( give students a minute to write down the minerals. Write Fluorite, Gypsum, Quartz and Calcite on the board). Great! Does anyone want to share what they think the minerals are? ( have students guess). Wow! Those are great guesses. We will see what they are tomorrow. III. Assessment Good! I would like you guys to clear your desk. I want you to put back the rocks and trays back in the front table. ( give students one minute to do this). Now I am passing out the mineral properties worksheet. With this worksheet you are going to place the minerals in each group. For the first part I would like you to put the dark colored rocks in the circle and the light color rocks in the circle. All I want you to do is the right level. For the second part I want you to put the sharp rocks and smooth rocks in the circles. Now for the third part I want you to put the sharp rock in one circle and the dark ones in another. Where the two circles over lap I would like you to put both sharp edged and dark circle rocks. Does anyone have any questions? ( have students ask questions). (Give students five to ten minutes to compete the worksheet). IV. Closure: Good Job today! Can any one tell me what a mineral is? ( have students answer). Good! Yes, a mineral is a basic earth mineral that can not be broken down into smaller 60
Earth Materials Unit pieces. What is the different between a rock and a mineral? ( have students answer) Minerals are the ingredients that make up rocks. Alight lets think about this, if someone sent you a letter and said they needed your help to identify a mineral that they had found. They told you it was a size of a fist. Would you be about to identify it? ( have students answer) Yes, size cannot be used as identifying property, minerals ( like rocks) come in all shapes and sizes. It is usually necessary to know several properties of a mineral to identify it. You guys did such a great job. Thank you for being such great listeners. Please line up for P.E.
Earth Materials- Foss Science Stories Earth Material Notebook Foss Tray (one per group) 2 hand lenses per group 1 set of test mineral samples ( 1 calcite, 1 quartz, 1 gypsum, 1 fluorite) 4 sticky notes per group
Differentiation Strategies (including plans for individual learners): Gifted- Have these students research and make a diagram how minerals are formed. They can describe how they are made and why they are in rocks. Approaching Level- The students will be reading their own copy of the book for the
engagement. The students will follow along and listen while the teacher is reading the story.
Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Data Analysis: 96% 92% 88% 84% 2 5 6 2
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79% 0% Reflection: This lesson went really well. The students really enjoyed looking at the different minerals. Since the students looked at the minerals earlier this week they were very familiar that minerals are different than rocks. The students did really well writing down their observations and looking at the rocks. Overall I thought it was a really good lesson. Hopefully next time I hopefully will have more rocks so that four people dont have to share it. I would love to have groups of two work together. 3 1
Assessment Chart for Investigations 2 ( Scratch Test)
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Earth Materials Unit Students Name Part 1 Part 1 Part 1
Student Sheet Venn Diagram two properties
Student Sheet Explains Reasons for sorting choices
Response Sheet Explains a test for hardness
Teachers Observation Informal Notes
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.
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Earth Materials Unit 18. 19.
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Earth Materials Unit Name ________________ Date _________________ Foss Earth Materials Module Materials Properties Look at the pictures of the minerals below.
Task One Use the letters by the minerals to show which minerals could be placed in each group Dark Colored ____ _____ ____ _____ Light Colored ____ _____ ____ _____ _____
Task Two Use the letters by the minerals to show which minerals could be placed in each group. Sharp- Edged ____ _____ ____ _____ Smooth-Edged ____ _____ ____ _____ _____
Task 3 Use the letters by the minerals to show which minerals could be placed in each group. Think carefully where you would put minerals that have more than one property. Sharp-Edged _____ ______ Sharp and Dark ____ _____ Dark- Colored ____ _____ 65
Earth Materials Unit Name ________________ Date _________________ Foss Earth Materials Module (Answer Key) Materials Properties Look at the pictures of the minerals below.
Task One Use the letters by the minerals to show which minerals could be placed in each group Dark Colored A, E, F, B Light Colored C, D, G, H, I, B
Task Two Use the letters by the minerals to show which minerals could be placed in each group. Sharp- Edged A, D, E, H Smooth-Edged C, B, F, G, I
Task 3 Use the letters by the minerals to show which minerals could be placed in each group. Think carefully where you would put minerals that have more than one property. Sharp-Edged D, H Sharp and Dark A, E Dark- Colored B, F 66
Design for Learning

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Instructor: Katherine Forrest Grade Level/Cooperating Teacher: 3rd, Ms. Sorelle Lesson Title: Testing for Hardness Date: 2/29/14 Curriculum Area: Science Estimated Time: 30-40 minutes Standards Connection:
Learning Objective(s): The students will use paper clips, nails, and their fingernails to compare the hardness of the rocks. They will respond to their findings on a respond sheet. The students will use descriptive words and complete sentences on their responses. Learning Objective(s) stated in kid-friendly language: Students today we will compare the hardness of minerals. We will be using paper clips, nail, and your fingernails to test the hardness. Evaluation of Learning Objective(s): The students will be observed during the testing the hardness. The evaluation will be a checklist to make sure the students are following directions, scratching the correct items and understanding the concept. The students will also be writing down their findings on a response sheet to discuss their findings. They will discuss why two rocks can scratch each other. The students will use complete sentences and answer to the best of their ability on their responses. Engagement: The student will turn and talk with a partner and discuss why minerals are different that rocks. The students will talk thirty seconds about it and then the teacher will have the students have a class discussion how minerals are different than rocks. The teacher will be reading Digging it up: Mining For Minerals. This chapter of the earth material investigation storybook is a great chapter that talks about minerals. The book goes into detail about finding different mineral around the world. The students will fill out the K and W on the chart before they read the book. The chapter talks about gold, gypsum, bauxite, and iron. This is a great chapter to read before testing the hardness of minerals. After reading the book the student will fill out the L in the KWL chart. The teacher and the students will discuss the whole KWL chart after they are all filled out. Learning Design:
I. Teaching: 68
Now that we know all about minerals I have put minerals and your earth material notebooks on your table. Before you start do not forget to make sure that your minerals and your numbers match. It would really mess up your data if your minerals did not match. Now we are going to identify the mineral by name. The first one we are going to look at the quartz (write it in the board). This particular mineral is white. I want one person in your group to hold up the quartz. ( watch that students to make sure they hold up quartz. It is difficult to identify the quartz because several of the minerals are white. Sometimes geologists have this problem too. This is a big problem when they are trying to identify minerals that look very similar. So they look for other properties to help them make the identification. One test they do is the scratch test to check the hardness of the mineral. You will be using three tools today. You will be using a paper clip which usually geologist use a pocket knife. You will also be using a paper clip and your fingernail. You will also be using the hand lens. Now before we get started with the scratch test practice I will be explaining how to do it. For the practice we will be using the paper clip and some pretend earth material to practice the scratch test. ( pass out chalk, paper clip and tile). First, try to scratch the piece of chalk and the tie with the paper clip. Then use your finger to rub away any dust or surface marks. Then use your hand lens to check for scratches. Does anyone have any questions before we practice the scratch test? ( have students ask questions). Alright please get started with the practice scratch test. You will have five minutes to complete this practice. ( have students do the practice scratch test). Alright lets discuss what your found. Which is harder, chalk or tile? How do your know? ( have students answer). Yes, the chalk is easily scratched by the paper clip, but the tile is unscratchable. The paper clip leaves a black mark (metal fragments) on the tile, but the mark rubs off, leaving no permanent. Good! Which tool is harder, the paper clip or the penny? How do you know? ( have students answer.). Yes, the penny is easily scratched by the paper clip. The mark does not rub off. That is evidence that the paper clip is harder than the penny. Good! Of the tools that you will be using to test the minerals, the paper clip is the hardest, second hardest is the penny, and finally the fingernail. I would like one person from each group to return the chalk and tiles to the front table. II. Opportunity for Practice: Here is another clue about quartz if you are still trying to figure out which one it is. I read that quartz is the hardest of the common minerals on Earth. Will that information help your identify the quartz sample in your set? I will give you five minutes to figure out which mineral quartz is. I want you to use the tools to figure out which one quartz is. Use all of your tools and your hand lens. Reminder if quartz is the hardest mineral it makes sense to start with the hardest tool which is the paper clip. (give students time to identify quartz). Alright tools down. Which one is quartz and why do you think it is? ( have students guess). If you guessed mineral 2 you are correct. Alright now lets find gypsum. ( write on the board) Remember your fingernail could be helpful with soft rocks. ( give students five min). Alright tools down. Which number do you think gypsum and why do you think its that one? ( have students answer. Good answer! Gypsum is number 3. Alright turn to page nine in you earth materials 69
Earth Materials Unit notebook. Write the names of the minerals that we have discussed so far. Just a reminder that quartz is number two and gypsum is number three. You are writing yes or no in the boxes. You know that quartz cannot be scratched by a paper clip so you should write no in the appropriate column. You should also know that gypsum can be scratched by both a paper clip and a fingernail, so you should write yes in the appropriate column. I would like you now to fill in the blank squares for quartz and gypsum. ( give students time to fill in the columns) Alright now I would like you to identify the last two materials. The clue is that fluorite is harder than calcite ( write these minerals to the list). ( give students time to figure out the minerals). Alright! I would like you to raise you hand to tell me what number calcite is. ( have students answer) Good! Yes, its number one. Ok! What number is Florite? ( have students answer) Yes, number 4. Great! Alright now I would like you to put the minerals in order by hardness. I would like you to do hardest first then softest. ( give students a minute to do this). Who would like to share their results? ( call on two students). Good! Yes, that is the correct order! Great job! Now I want on person from each table to return the materials to the front table. Put the rocks in the bags and the tools on the piles. ( give students time to do this). III. Assessment Alight now that we know how to do the scratch test and what the minerals are I am going to pass out the response sheet.( pass out worksheet) I would like you to respond in complete sentences. This is your response so there should be no talking with your neighbor. If you have a question please raise your hand. Does anyone have any questions? (have students ask questions if needed). Ok! I am giving you ten minutes to finish this worksheet. IV. Closure: We are going to add four mineral on our word bank. We are going to add quartz, gypsum, calcite and fluorite. ( write vocab words on the board). Good! Now lets discuss what we learned today. The answers we are going to put our answers on our content/ inquiry chart. What do we mean when we say a mineral has a certain hardness? ( have students answer) Yes, hardness is a mineral property that refers to the resistance of a mineral to being scratched, minerals can be ordered by hardness. Good! If you didnt have any tools, how could you learn if one mineral was harder than another? ( have students answer) Yes, the harder one will always scratch the softer one. Good! ( write down the answers on the board). Good! You guys did such a good job today! Now please line up quietly for P.E.
Materials and Resources: Paper Clips Pennies Foss tray with minerals (Calcite, Quartz, Gypsum, and Fluorite) Ceramic tiles
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Pieces of chalk Earth Materials notebook
Differentiation Strategies (including plans for individual learners): Gifted- these students will research and list where the four minerals are found and how much they cost in the marketplace. Approaching Level- The students will be having a small group with the teacher after
the lesson to make sure that they understand the lesson and the story in the engagement. This will be during the practice that the teacher will be with these students.
Accommodations Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Modifications- These students will have the teacher come over to them after explaining the instructions to make sure they understand what the instructions entail. Data Analysis: Students that responded in complete sentences and used details to explain their responses Students used details, but did not use complete sentences. Students used complete sentences, but no details Student did not complete assignment 7 6 6 2
Reflection:
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This lesson went really well. The students really enjoyed testing for hardness with the minerals. The really did well with the observation. They really participated and engaged looking at each rock. The students participated in the discussion and really learned a lot about how the difference of hardness helped identify minerals.
Name ________________________
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Earth Materials Unit Date _________________________
Response Sheet (Scratch Test) Vera found one gray mineral and one white mineral. She wanted to test them for hardness, but she didnt have any tools with her. Her fingernail could not scratch either mineral. So she rubbed one mineral against the other. When she looked at the minerals she noticed that the gray one had a scratch mark on it.
Why do you think one scratched the other?
Name ________________________
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Earth Materials Unit Date _________________________
One mineral was harder than another. The hardest mineral scratched the softer one. The gray one was the softer mineral.
Earth Material Notebook Worksheets
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Design for Learning

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Instructor: Katherine Forrest Lesson Title: Detecting Calcite Curriculum Area: Science Standards Connection:
Grade Level/Cooperating Teacher: 3rd. Ms. Sorrelle Date: 3/4/14 Estimated Time: 40 minutes
Learning Objective(s): The students will investigate what effect vinegar has on calcite. After the investigation the students will write their observations and describe what minerals have calcite in it. Learning Objective(s) stated in kid-friendly language: Students today we will be looking at the mineral calcite and we are going to observe what happens when we add vinegar to it. Evaluation of Learning Objective(s): The teacher will evaluate the students when they are doing the lab. The teacher will be doing a checklist if the students are writing down an observation and following directions. The teacher will also give the students an assessment that the students put the rock that had calcite in it in order from most calcite to least calcite. They will also talk about what happens when a rock is soaked in vinegar and as calcite. Engagement: The students will have a class discussion what it means that a mineral is harder than another. The students will talk about the materials they used to test the hardness of the mineral. The students will be listening to the story called Old Man and the Rock: A Native American Tale. Before reading the story the students will fill out the K and the W on the KWL chart. This story talks about different rocks and their changes in the story. Its a fictional story, so its a very interesting read. After reading the book the student will fill out the L in the KWL chart. The teacher and the students will discuss the whole KWL chart after they are all filled out. Learning Design:
I. Teaching: We are going to be investigating four rocks. (Write basalt, limestone, marble and sandstone on the board). You have the rocks in front of you. I would like you to write 76
Earth Materials Unit down your observations on page ten of your earth materials notebook. I put the samples basalt and limestone in your tray. I would like you guy to observe the four rocks. I will give you ten minutes to look at the rocks. (Let students observe rocks). Would someone please observe his or her observations with the class? (Have students share their observations). Can anyone tell me what the difference between a rock and a mineral? (Have students answer) Yes, rocks are made of many ingredients and minerals are the ingredients in rocks. Yes, you guys were looking at rocks today. I have a sample of one of the minerals you used in the scratch test. I want one person from the table to get the mineral at the front table. Can anyone name the mineral? (Have students answer) Yes, the mineral is calcite. Calcite is one of the most common minerals on the earth surface. The first four earth materials you observed today are rocks. Lets see if we can find out if calcite is an ingredient in any of these four rocks. Calcite has a property that no other mineral has. It reacts with cold acid. A field geologist often carries a small bottle of hydrochloric acid to test rocks for calcite. Because hydrochloric acid is dangerous, we will test rocks for calcite with less concentrated acid, vinegar. II. Opportunity for Practice: Today we will put the calcite sample in a vial. Then we will carefully add 25 ml of vinegar to the vial with the calcite. Last we will observe and record what happens. I have put the vial and empty cup on your desk. I am coming around and pouring vinegar in your empty cup. I want one person to put 25 ml of vinegar in the vial with the syringe. Then I want every person in the group to record your observations. (Have students complete the calcite and vinegar). All right, now I would like you to discuss what happened with your table group. (Have students discuss). From the observations you made earlier, which of the rocks do you think might have calcite as an ingredient? (Have students answer) Yes, good. There is no way to tell. What could you do to find out for sure if there is calcite in any of these rocks? (Have students answer). Students should suggest putting the rocks in vinegar and watching for bubbles. Ok! Great! Now I am giving you four more vials. I want you to put the four vials into the corner socks of the tray. Put the calcite in a safe spot on your desk. I want you to put one rock sample in each vial. You need to keep the labels associated with the appropriate rock and vial. Then I want you to carefully add vinegar until the level is about 1cm from the top. Last I want you to observe what happens and record the observation on page 11. Does anyone have any questions? (Have students ask questions). Good! Get the rocks and vials and get started. III. Assessment Good! Now I want you to go to page 11 and put a check next to the rocks that contained calcite. Now we are going to let the vials sit overnight. We are putting the fifth vial (calcite) on the side table. Now I am going to give you a piece of paper. I want you to answer the response question on why do you think vinegar changes the rocks and makes bubbles. I want you to write four sentences on you thoughts. I also want you to put the rocks in order from most calcite to least calcite. Most calcite should be at 77
Earth Materials Unit number one and least should be at number four. Any questions? (Give students about five minutes to answer this). IV. Closure: Great! Please return your answers to the response question to the blue table. Everyone please come down on the carpet. (Have students come to the carpet) What rocks did we use during the investigation? (Have students answer). Yes, we used basalt, limestone, marble, and sandstone. (Write those four names on the word bank). What did liquid did we put the rocks in? (Have students answer) Yes, we put them in vinegar (put vinegar on the board) Great! Now I want you to turn your notebooks to the basket and line up for P.E.
Foss Tray Vials Rock Samples (Basalt, Limesalt, Marble, Sandstone, and Calcite) Hand lenses Sticky Notes Earth Materials Notebooks
Differentiation Strategies (including plans for individual learners): Gifted- Students will research with material is used the most in the world. They will research online and present it to the class when they are finished. Approaching Level- The students will have a checklist that they will be following and
checking off during the teaching and the practice part of the lesson. AccommodationsCs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab.
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Modifications- the two students that need extra explanation will be visited after the lesson is explained to make sure they understand the instructions. Data Analysis: Students that responded in complete sentences and used details to explain their responses Students used details, but did not use complete sentences. Students used complete sentences, but no details Student did not complete assignment 5 6 6 4
Reflection: This lesson was really fun to teach. The students were very engaged what will happen. They were very curious why there were bubbles when they put the rock in it. The student were asking lots of questions and making lost of assessment what rocks have calcite in it. The student did a great job writing there predictions. Next time I would have more materials and have each student have their own since some students got left out.
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Assessment Chart for Investigation 3: Calcite Quest
Students Name
Part 1
Teachers Observation Writes down detailed observation
Part 1
Student Sheet Predicts Results
Part 3
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.
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Earth Materials Unit 18. 19.
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Earth Materials Unit Name ________________ Checklist for Approaching Level for Teaching and Practice 1. 2. 3. 4. 5. 6. 7. 8. _____Observe what happened over night _____Observe when vinegar happens when added to the vial _____Put the rocks into the vial _____Observe rock 1 _____Observe rock 2 _____Observe rock 3 _____Observe rock 4 _____Write down which one has calcite in it in your journal ( put a check by the minerals) 9. _____Then write observations in your journal for each rock
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Earth Materials Unit Name _______________ Calcite Quest Put the Rocks in order from most calcite to no calcite. 1. 2. 3. 4. How do you know that these rocks had a lot or less calcite.
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Earth Materials Unit Name _______________ Calcite Quest Put the Rocks in order from most calcite to no calcite. 1. Marble 2. Limestone 3. Basalt 4. Sandstone How do you know that these rocks had a lot or less calcite. The rocks bubble if they have calcite. If the rocks have no calcite the rock does not bubble.
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Design for Learning

Instructor: Katherine Forrest Grade Level/Cooperating Teacher: 3rd, Ms. Sorrelle Lesson Title: Looking for more Evidence (Day 1) Date: 3/5/14 Curriculum Area: Science Estimated Time: 20 min Standards Connection:
Learning Objective(s): The students will investigate the rocks in vinegar. They will pour the rock in the evaporation dish and draw a picture what they see. The students will be assessed with the response sheet what they think will happen next and why is vinegar so important for geologists. Learning Objective(s) stated in kid-friendly language: Students today we are going to put the rocks in evaporation dishes and wait for the vinegar to evaporate. We are going to observe to see what has happened in a few days. Evaluation of Learning Objective(s): The students will be writing and describing what happened to the rocks when they move it to the evaporation dish. The students are also going to predict on the assessment what is going to happen when the vinegar evaporates. The students will also talk about what happened when they put the vinegar and rock on the evaporation tray. Engagement: The students will turn and talk to their partner on what is calcite and how do we know its in rocks. The student will talk a couple minutes about this. After the discussion the teacher will bring the students back and have a whole group discussion of their answers. The students will be reading the story the two Boys: An Aborigine Story from Australia. This is a great story that talks about minerals in Australia. Learning Design:
I. Teaching: All right students I have put your earth materials notebook on your desk. I would like you to look at the vials and write down what you see. (Have students write down their observations). What could you do to get more evidence for the presence of calcite in 86
Earth Materials Unit the rocks? (Have students answer) Yes, we set it out over night to have the material evaporate. If something is left in a dish after the liquid has evaporated, how will you know it is evident that calcite was in the rock and not just something in the vinegar itself? (Have students answer). Yes, the vinegar will show that calcite was in there by separating it from the rest of the material. II. Opportunity for Practice: I have put six evaporating dishes and two additional sticky notes. I have also provided you will a cup with vinegar. I want you guys to put the vinegar inside the evaporation dishes with your rocks. Does anyone have any questions? (Have students answer). Get started and I want you to clean up your area and put the materials in a pile on my desk. III. Assessment Now that all of you are finished I would like you to write down what you think will happen to the rocks when the vinegar evaporates. (Give students five minutes to wire their thoughts down). IV. Closure: Now I would like you guys to put your notebooks on the front table. Can anyone explain to me what they think is going to happen? (Have students answer) Yes, those are great answers. Can anyone explain to me what evaporation is? (Have students answer) Yes, its when a liquid goes to a gas. That is great! Now I would like you guys to line up for P.E.
Set of Rocks in Vials (Basalt, Limestone, Marble, and Sandstone) Piece of Calcite in vial Foss tray Evaporation dishes Plastic Cup Sticky notes
Differentiation Strategies (including plans for individual learners): Gifted- Students will research with what rock is used less in the world and why. They will research online and present it to the class when they are finished.
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Approaching Level- The students will be following along with their own copy of the
engagement book in front of them. The students will follow along and comprehend what the story is about. AccommodationsCs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Modifications- the two students that need extra explanation will be visited after the lesson is explained to make sure they understand the instructions. Data Analysis: Students that responded in complete sentences and used details to explain their responses Students used details, but did not use complete sentences. Students used complete sentences, but no details Student did not complete assignment Reflection: The student did such a great job with this lesson. They have trouble following directions in this lesson since some of them did not listen to instructions. Next time I would have written down instructions on the board on what to do. This would make it easier since some of them do not listen to instructions. Overall I thought it was a very good lesson. 7 6 6 2
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Earth Materials Unit Name____________________________ Date _____________________________
Looking for more evidence ( Day 1) Did anything change when you put the rock and the vinegar to the evaporation dish? Describe what happened.
What do you think will happen when we come back and the vinegar is gone?
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Earth Materials Unit Name____________________________ Date _____________________________
The vinegar bubbled more when we pour it in the evaporation dish. One of rocks did not bubble because it had no calcite in it.
What do you think will happen when we come back and the vinegar is gone? There will be white crystals on the rocks.
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Earth Materials Unit Earth Material Notebook Worksheet
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Design for Learning

Instructor: Katherine Forrest Grade Level/Cooperating Teacher: 3rd, Ms. Sorrelle Lesson Title: Looking for more Evidence (Day 2) Date: 3/6/14 Curriculum Area: Science Estimated Time: 20 min Standards Connection:
Learning Objective(s): The students will investigate the rocks overnight in vinegar. The students will be assessed with the response sheet with the calcite quest. The students will respond with what the noticed about vinegar and how you know a certain mineral has calcite in it. Learning Objective(s) stated in kid-friendly language: Students today we are going to look at the rocks that have been sitting out all night. We are going to observe to see what happened today. Evaluation of Learning Objective(s): The students will be writing and describing what happened to the rocks when the vinegar is gone from the rock and what happened. The students will be writing how exactly each rock are different and how detecting calcite is so important with vinegar. Engagement: The students and the teacher have a group discussion on why calcite is so important. The student will raise their hand and explain why they think calcite is so important. The students will be finishing reading the story the two Boys: An Aborigine Story from Australia. This is a great story that talks about minerals in Australia. Learning Design:
I. Teaching: All right lets remind ourselves that the purpose of pouring the liquid into the evaporation dishes with vinegar and letting it sit is so we can see if calcite is in it. I have placed the materials on your desk. I want you to observe the dishes and be careful not to break any deposits they might find. You should find deposits of white crystals in the calcite. I want you to draw these deposits on page 12 of your earth materials
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Earth Materials Unit notebook. I want you to put a check in the box next to the rocks that they are sure that contain calcite. Does anyone have any questions? (Have students ask questions). II. Opportunity for Practice: All right now that you guys have wrote your results on your notebook page. I want you to talk with your group next to you and tell them what you saw. (Have students discuss). (Have students talk for two minutes). Now let come together and I want oneperson share what they saw. (Have students answer). Yes, I am glad you found the whiter needlelike crystals and the thin film is basalt and limestone. I want you to now draw conclusions about which of the rocks they think contain calcite as a mineral ingredient. (Have students answer). Yes, limestone and marble are the two rocks that contain calcite. Limestone did fizzed actively and left a lot of white crystals. Marble fizzed a little, but did leave some white crystals. Sandstone had no white crystals. Does anyone know where the calcite came from? (Have students answer) Yes, it dissolved out of the limestone and marble through the action of the vinegar. Do you think limestone and marble be affected by acid rain? Would the rocks erode faster or slower if the rainwater did not contain acid? (Have students answer). Yes, they would erode faster in acid rain. Great! III. Assessment I would like you guys to return the equipment to the designated areas and clear your desk and get out a pencil. (Have students to this quietly). Now I would like you to complete this response sheet. I want to read the question first then answer it. I would like you to respond to the question it four or five sentences. Does anyone have any questions? (Have students answer questions. IV. Closure: Great job today guys! Geologists use acid like vinegar to detect calcite. They just place a few drops of vinegar to see if it fizzes. If it fizzes then they know calcite is present. Now we are going to add more words to our word bank. Could any one tell me what evidence is? (Have students answer) Yes, evidence is signs or facts on which a conclusion can be based on. Great! You guys did such a great job! I would like you to put away your science notebooks while we go to P.E.
Materials and Resources: Set of Rocks in Vials (Basalt, Limestone, Marble, and Sandstone) Piece of Calcite in vial Foss tray Evaporation dishes Plastic Cup Sticky notes
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Differentiation Strategies (including plans for individual learners): Gifted- Students will research with what rock is used less in the world and why. The gifted children will be presented their findings to the class. Approaching Level- The students will be following along with their own copy of the
engagement book in front of them. The students will follow along and comprehend what the story is about. AccommodationsCs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Modifications- the two students that need extra explanation will be visited after the lesson is explained to make sure they understand the instructions. Data Analysis: Results of Assessment Details and complete sentences. The facts and explanations were correct. No details, but complete sentences. The details were not correct No details and not complete sentences. Nothing was on topic with the question. Score 15 3 1
Reflection: The students really enjoyed seeing the results of the evaporations on the rock. They were very amazed that there was power in the tray after the vinegar evaporated. The kids were very excited to see what happened over the weekend. The students did a really good job with their details and observations. The students were very talkative and really excited about the lesson and seeing powdered calcite.
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Earth Materials Unit Name ___________________ Date ____________________ Assessment Sheet ( Calcite Quest) A boy was walking in the park. He found two different rocks. He put them in vinegar to see what will happen. He labeled one rock A and one rock B. He noticed that there were many bubbles in each glass. In A there were only a few bubbles and they stayed on the rock. One of them floated at the top of the vinegar. In B there were many bubbles coming from all over the surface of the rock. The next day he poured some of the vinegar from each vial into a shallow dish and let the liquid evaporate. What do you think he found in the two dishes after a couple days? Why do you think so?
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Earth Materials Unit Name ___________________ Date ____________________ Assessment Sheet ( Calcite Quest) A boy was walking in the park. He found two different rocks. He put them in vinegar to see what will happen. He labeled one rock A and one rock B. He noticed that there were many bubbles in each glass. In A there were only a few bubbles and they stayed on the rock. One of them floated at the top of the vinegar. In B there were many bubbles coming from all over the surface of the rock. The next day he poured some of the vinegar from each vial into a shallow dish and let the liquid evaporate. What do you think he found in the two dishes after a couple days? Why do you think so?
After a couple days he found crystals on the rocks. The limestone and marble are the two rocks that contain calcite. The vinegar brings out the calcite in rocks and after evaporation the white crystals form.
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Earth Materials Unit Earth Material Notebook Worksheet
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Assessment
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Earth Materials Unit Assessment Summary Page It was vital that students get assessed to insure they learned the appropriate elements of the rocks and minerals curriculum. The assessment questions were to crafted to allow students who understood the curriculum to receive a B grade or above. For those students below a B grade, I created specific small group lessons with extra practice to highlight knowledge deficiencies. I used formative assessment to monitor progress. I had small group lessons for students that did not do well on the formative assessments. Free response, multiple choice, checklists and discussion elements were used to monitor progress. I used multiple means of assessing in the lessons. I made sure to have the students explain it themselves. I assessed the unit as a whole with a summative assessment. The students had matching, multiple choice, and free response to assess their understanding of the whole unit. Homework was not given within this unit. All of the students practice and assessments will be given in the classroom. I will assess the content taught and their grammar within their free response questions. I made sure that they used appropriate sentence structures to answer the questions. Since I gave them a large number of free response questions I made sure that they used complete and correct sentences in their responses. Overall, the assessment part was a major part of my unit. I was confident the students clearly understood the rocks and minerals curriculum by properly using the assessment process.
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Earth Materials Unit Assessment Matrix 5 6

The students will compare and observe the crystals. The students will answer an observati on sheet. There answers will have details and complete sentences with their response s. The students will investigat e four unknown materials and record their observati ons. The students will be observed and complete 3/3 correct.
1
Lesson Objective The students will observe and identify the layers of the earth. The students will make a 4/5 on the assessme nt at the end of the lesson.
2
The Students will observe and compare propertie s of rocks with correct use and techniqu e. The students with make 4/4 with the observati on sheet.
3
The students will take rocks apart and investigat e them. The students with make 4/5 with the observati on sheet.
7
The students will use paper clips, nails, and their fingernail s to compare the hardness of the rocks. They will respond to their findings on a respond sheet. The students will use descripti ve words and complete sentences on their response s.
8
The students will investigat e what effect vinegar has on calcite. After the investigat ion the students will write their observati ons and describe what minerals have calcite in it.
9
The students will investigat e the rocks in vinegar. They will pour the rock in the evaporati on dish and draw a picture what they see. The students will be assessed with the response sheet what they think will happen next and why is vinegar so importan t for geologist s. The student are also going to predict on the assessme nt what is going to happen when the vinegar evaporat es. The students
10
The students will investigate the rocks overnight in vinegar. The students will be assessed with the response sheet with the calcite quest. The students will respond with what the noticed about vinegar and how you know a certain mineral has calcite in it.
The students will observe and record the vials and write down their observati ons in their notebook . Students are expected to follow instructio ns and get 4/5 correct on the observati on evaluatio n.
How the objective was assessed
The students had an earth layers assessme nt at the end of the lesson.
The students got observed and assessed on their recording skills with rocks.
The students got observed and assessed on their recording skills with rocks.
The students got observed and assessed on their recording skills with crystals.
The students will have a free response quiz to write down their thoughts and what they learned for the teacher.
The students will be evaluated with observati ons from the teacher. The teacher will write down if the students
The students will also be writing down their findings on a response sheet to discuss their findings. They will
The teacher will evaluate the students when they are doing the lab. The teacher will be doing a checklist if the
The students will be writing and describing what happened to the rocks when the vinegar is gone from the rock and what happened. The
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They will have to write in complete sentences and enough details to explain what they learned. are following direction s, explains the reason of sorting, and respondi ng on the response sheet. The students will also do a practice workshee t that the students figure out the rocks with questions . discuss why two rocks can scratch each other. The students will use complete sentences and answer to the best of their ability on their response s. students are writing down an observati on and following direction s. The teacher will also grade page 11 in the earth materials notebook for the assessme nt. The page the students describe what mineral has calcite in it. The students will explain how they know a mineral has calcite in it. Question 10 will also talk about what happene d when they put the vinegar and rock on the evaporati on tray. students will be writing how exactly each rock are different and how detecting calcite is so important with vinegar.
Where the objective was assessed on the summati ve evaluatio n
Part 1: Diagram
Question 12, 13,
Question 7
Question 17
Bonus Question
Question 15
Question 8
Question 11
Question 11
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Pre-Assessment
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Name __________________ Pre- Assessment of Earth Materials
1. What is a geologist? A. A person who studies the ocean B. A person who studies rocks and earth materials C. A person who studies space D. A person who studies animals 2. What is a rock? A. A substance that can not be broken down B. A substance that breaks into a liquid when you touch it C. A substance that turns into a liquid when the sun shines on it for hours D. An earth material that is made up of different ingredients 3. What does it mean to dissolve? A. Substance turns into a gas and disappears into the air B. Substance turns into a solid C. Substance turns into smaller pieces that seem to disappear in water 4. What layer of the Earth are we living on? A. Inner Core B. Outer Core C. Crust D. Mantle 5. What is the difference between rocks and minerals? A. Minerals turns into a liquid when in water and rocks stay the same B. Rocks are made up of different materials and minerals are made of only one C. They both have the same properties and there are no differences
6. What do you already know about rocks? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
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Name _____Answer Key___ Pre- Assessment of Earth Materials
1. What is a geologist? A. A person who studies the ocean B. A person who studies rocks and earth materials C. A person who studies space D. A person who studies animals 2. What is a rock? A. A substance that can not be broken down B. A substance that breaks into a liquid when you touch it C. A substance that turns into a liquid when the sun shines on it for hours D. An earth material that is made up of different ingredients 3. What does it mean to dissolve? A. Substance turns into a gas and disappears into the air B. Substance turns into a solid C. Substance turns into smaller pieces that seem to disappear in water 4. What layer of the Earth are we living on? A. Inner Core B. Outer Core C. Crust D. Mantle 5. What is the difference between rocks and minerals? A. Minerals turns into a liquid when in water and rocks stay the same B. Rocks are made up of different materials and minerals are made of only one C. They both have the same properties and there are no differences 6. What do you already know about rocks? ________________________________________________________________________ Depends on Student Response ________________________________________________________________________ ________________________________________________________________________
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Pre and Post Assessment Data of Earth Materials Unit

Pre Assessment
100% - zero 80% - one 60% - ten 40% - five 20% - five 0% - one
Post Assessment
100% - twenty 80% - two 60% - one 40% - zero 20% - zero 0% - zero
0% 20% 40% 60% 80% 100% 0 5 Post Assessment Pre Assessment
10
15
20
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Formative Assessment
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Name______________________ Earth Layers Assessment Fill in the correct Layer of the Earth Word Bank Inner Core Mantle Outer Core Crust
6. What layer is the Outer Layer of the Earth Called? The Outer Layer is the Brown Layer? _______________________________ 7. What is the yellow layer called? _______________________________ 8. What is the orange layer called? _______________________________
9. What is the Red Circle Called? _______________________________ 10. Describe Where Mrs. Frizzle and her class went? ____________________________________________________________ ____________________________________________________________ 108
Name______________________ Earth Layers Assessment Fill in the correct Layer of the Earth Word Bank Inner Core Mantle Outer Core Crust
6. What layer is the Outer Layer of the Earth Called? The Outer Layer is the Brown Layer? ________________Crust _______________ 7. What is the yellow layer called? ________________Mantle_______________ 8. What is the orange layer called? _____________Outer Core __________________
9. What is the Red Circle Called? ___________________Inner Core ____________ 10. Describe Where Mrs. Frizzle and her class went? _____________________Into the center of the earth ____________ ____________________________________________________________ 109
Name_____________________ Assessment 8. Geology A. The distance around a circular object B. Measures Linear dimensions C. Scientific study of Earths history and structure D. The distance across the circular object E. Person who studies the Earth F. how thick an object is G. Something you can observe
9. Geologist 10. Property
11. Circumference
12. Diameter 13. Depth 14. Meter Tape What is the difference between biology and geology?
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Name_____________________ Assessment 8. Geology (C) A. The distance around a circular object B. Measures Linear dimensions C. Scientific study of Earths history and structure D. The distance across the circular object E. Person who studies the Earth F. how thick an object is G. Something you can observe
9. Geologist (E) 10. Property (G)
11. Circumference (A)
12. Diameter (D) 13. Depth (F) 14. Meter Tape (B) What is the difference between biology and geology? Biology = study of life and geology= study of rocks
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Name _____________________________ Date ______________________________ Response Sheet (Mock Rock) A Student wrote in her journal, A rock is like a chocolate chip cookie. What do you think she meant when she wrote that sentence?
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Name _____________________________ Date ______________________________ Response Sheet (Mock Rock) A Student wrote in her journal, A rock is like a chocolate chip cookie. What do you think she meant when she wrote that sentence?
Rocks are made of many ingredients and chocolate chip cookies are made many ingredients. Each ingredient is very important to the cookie and the rock.
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Name ________________ Date _________________
Rocks in Water
What do you think will happen tomorrow when all the rock material settles?
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Name ________________ Date _________________ Rocks in Water What do you think will happen tomorrow when all the rock material settles?
The rock material settles in layers. Each material is separated.
The rock material settles from lightest to heaviest.
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Name ________________________ Date _________________________ Mock Material Ingredients Name all the ingredients in the mock rock 1. 2. 3. 4. 5. Pick which choice is the best answer. What happens when you let salt water sit out and evaporate? D. Everything disappears E. Crystals form F. All the materials hardens How is a mock rock like a real rock?
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Name ________________________ Date _________________________ Mock Material Ingredients Name all the ingredients in the mock rock 1. Shells 2. Salt 3. Sand 4. Crystals 5. Flour Pick which choice is the best answer. What happens when you let salt water sit out and evaporate? D. Everything disappears E. Crystals form F. All the materials hardens How is a mock rock like a real rock?
A mock and a real rock both have many materials. They both have crystals and sand. All the mock rocks and rocks are all different.
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Name ________________ Date _________________ Foss Earth Materials Module Materials Properties Look at the pictures of the minerals below.
Task One Use the letters by the minerals to show which minerals could be placed in each group Dark Colored ____ _____ ____ _____ _____ _____ Light Colored ____ _____ ____
Task Two Use the letters by the minerals to show which minerals could be placed in each group.
Sharp- Edged ____ _____ ____ _____ _____ _____
Smooth-Edged ____ _____ ____
Task 3 Use the letters by the minerals to show which minerals could be placed in each group. Think carefully where you would put minerals that have more than one property. Sharp-Edged Sharp and Dark Dark- Colored
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Earth Materials Unit _____ ______ Name ________________ Date _________________ ____ _____ ____ _____
Foss Earth Materials Module (Answer Key) Materials Properties Look at the pictures of the minerals below.
Task One Use the letters by the minerals to show which minerals could be placed in each group Dark Colored A, E, F, B Light Colored C, D, G, H, I, B
Task Two Use the letters by the minerals to show which minerals could be placed in each group.
Sharp- Edged A, D, E, H
Smooth-Edged C, B, F, G, I
Task 3 Use the letters by the minerals to show which minerals could be placed in each group. Think carefully where you would put minerals that have more than one property. Sharp-Edged D, H Sharp and Dark A, E Dark- Colored B, F
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Name ________________________ Date _________________________
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Name ________________________ Date _________________________
One mineral was harder than another. The hardest mineral scratched the softer one. The gray one was the softer mineral.
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Name _______________ Calcite Quest Put the Rocks in order from most calcite to no calcite. 1. 2. 3. 4. How do you know that these rocks had a lot or less calcite.
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Name _______________ Calcite Quest Put the Rocks in order from most calcite to no calcite. 1. Marble 2. Limestone 3. Basalt 4. Sandstone How do you know that these rocks had a lot or less calcite. The rocks bubble if they have calcite. If the rocks have no calcite the rock does not bubble.
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Name____________________________ Date _____________________________
What do you think will happen when we come back and the vinegar is gone?
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Name____________________________ Date _____________________________
The vinegar bubbled more when we pour it in the evaporation dish. One of rocks did not bubble because it had no calcite in it.
What do you think will happen when we come back and the vinegar is gone? There will be white crystals on the rocks.
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Name ___________________ Date ____________________ Assessment Sheet ( Calcite Quest) A boy was walking in the park. He found two different rocks. He put them in vinegar to see what will happen. He labeled one rock A and one rock B. He noticed that there were many bubbles in each glass. In A there were only a few bubbles and they stayed on the rock. One of them floated at the top of the vinegar. In B there were many bubbles coming from all over the surface of the rock. The next day he poured some of the vinegar from each vial into a shallow dish and let the liquid evaporate. What do you think he found in the two dishes after a couple days? Why do you think so?
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Name ___________________ Date ____________________ Assessment Sheet ( Calcite Quest) A boy was walking in the park. He found two different rocks. He put them in vinegar to see what will happen. He labeled one rock A and one rock B. He noticed that there were many bubbles in each glass. In A there were only a few bubbles and they stayed on the rock. One of them floated at the top of the vinegar. In B there were many bubbles coming from all over the surface of the rock. The next day he poured some of the vinegar from each vial into a shallow dish and let the liquid evaporate. What do you think he found in the two dishes after a couple days? Why do you think so?
After a couple days he found crystals on the rocks. The limestone and marble are the two rocks that contain calcite. The vinegar brings out the calcite in rocks and after evaporation the white crystals form.
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Rubrics/Checklists, etc.
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Teacher: Ms. Forrest Assessment Chart For Mock Rocks Students Name Part 1 Part 1
Teachers Observation Uses meter tape property
Teachers Observation Records number and unit
Part 2
Teachers Observation Understood that rocks are made of minerals
Part 3
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
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Observing Crystals Checklist
Students Name
Part 1
Teachers Observation Uses vial property
Part 1
Teachers Observation Records observation
Part 3
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
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Assessment Chart for Investigations 2 ( Scratch Test)
Students Name
Part 1
Student Sheet Venn Diagram two properties
Part 1
Student Sheet Explains Reasons for sorting choices
Part 1
Response Sheet Explains a test for hardness
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
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Assessment Chart for Investigation 3: Calcite Quest
Students Name
Part 1
Teachers Observation Writes down detailed observation
Part 1
Student Sheet Predicts Results
Part 3
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
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Summative Assessment
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Name _______________________________ Date ________________________________ End of Unit Assessment Earth Materials Part1: Diagram
Word Bank Crust Inner Core Earth Use the word bank to answer the diagram question. 1. What is the brown layer called? _________________________________ 2. What is the yellow layer called? _________________________________ Mantle Outer Core
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3. What is the orange layer called? ________________________________ 4. What is the center called? ______________________________________ 5. What is this diagram a picture of? _______________________________ Part 2: Multiple Choice Answer the questions below picking A, B, C, or D. 6. What is the difference between rocks and minerals? A. B. C. D. The both have no differences. They are the same. Rocks are made of different ingredients and minerals are made of only one Rocks are made of one ingredient and minerals are made of different ingredients Rocks come from the center of the earth and minerals come from caves
7. How are you able to separate the salt from the water? A. B. C. D. We used strainers to separate the salt from the water We boiled the water to have the salt rise to the top We waited for the water to evaporate We picked it out by hand
8. What does it mean when a mineral has a certain hardness? A. B. C. D. Hardness means the resistance of the mineral to be scratched or not Hardness means how hard it is to squeeze Hardness means to if it breaks or not when you drop it Hardness means the ability to change shape when really cold
9. What makes Calcite a special mineral? A. B. C. D. Its white color makes it very valuable It can change color when in light It is the purest out of all the minerals It reacts with vinegar
10. How could you check for Calcite in rocks? A. Put the rock in water B. Put the rock in pure sunlight
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Earth Materials Unit C. Put the rock in vinegar D. Put the rock in a dark room 11. What happened when the vinegar evaporated off the rock? A. Crystals formed B. Nothing happened C. The rock changed colors D. The vinegar stained the rock
Part 3: Fill in the Blank Use the word Bank to complete the questions 11-18. Geology Depth Circumference Rock Mineral Crystal Vinegar Evidence 12. The scientific study of Earths history and structure is called ___________________ 13. The distance around a circular object is ___________________ 14. The _____________is how thick an object is from top to bottom. 15. A _______________ is an Earth Material made up of different ingredients 16. A _______________ is an ingredient in rocks that is only made of one ingredient and can not be broken down any further. 17. ________________ is an acid that can be used for calcite. 18. A _______________ is the solid form of a mineral that can be identified by its shape or pattern 19. Signs or facts on which a conclusion can be based is called ___________________
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Bonus: 1. Explain what evaporation means? Be as detailed as possible with your description of evaporation.
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Name _______________________________ Date ________________________________ End of Unit Assessment Earth Materials ( Answer Key) Part1: Diagram
Word Bank
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Crust Inner Core Earth
Mantle Outer Core
Use the word bank to answer the diagram question. 6. What is the brown layer called? ________________Crust _________________ 7. What is the yellow layer called? ________________Mantle_________________ 8. What is the orange layer called? _____________Outer Core ___________________ 9. What is the center called? _________________Inner Core _____________________ 10. What is this diagram a picture of? __________Earth ____________________ Part 2: Multiple Choice Answer the questions below picking A, B, C, or D. 6. What is the difference between rocks and minerals? A. B. C. D. The both have no differences. They are the same. Rocks are made of different ingredients and minerals are made of only one Rocks are made of one ingredient and minerals are made of different ingredients Rocks come from the center of the earth and minerals come from caves
7. How are you able to separate the salt from the water? A. B. C. D. We used strainers to separate the salt from the water We boiled the water to have the salt rise to the top We waited for the water to evaporate We picked it out by hand
8. What does it mean when a mineral has a certain hardness? A. B. C. D. Hardness means the resistance of the mineral to be scratched or not Hardness means how hard it is to squeeze Hardness means to if it breaks or not when you drop it Hardness means the ability to change shape when really cold
9. What makes Calcite a special mineral?
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A. B. C. D.
Its white color makes it very valuable It can change color when in light It is the purest out of all the minerals It reacts with vinegar
10. How could you check for Calcite in rocks? A. B. C. D. Put the rock in water Put the rock in pure sunlight Put the rock in vinegar Put the rock in a dark room
11. What happened when the vinegar evaporated off the rock? A. Crystals formed B. Nothing happened C. The rock changed colors D. The vinegar stained the rock
Part 3: Fill in the Blank Use the word Bank to complete the questions 11-18. Geology Depth Circumference Rock Mineral Crystal Vinegar Evidence 12. The scientific study of Earths history and structure is called ___Geology________ 13. The distance around a circular object is _______Circumference____________ 14. The ________Depth _____is how thick an object is from top to bottom. 15. A __________Rock_____ is an Earth Material made up of different ingredients 16. A _______Mineral________ is an ingredient in rocks that is only made of one ingredient and can not be broken down any further. 17. _____Vinegar___________ is an acid that can be used for calcite.
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18. A _________Crystal______ is the solid form of a mineral that can be identified by its shape or pattern 19. Signs or facts on which a conclusion can be based is called ______Evidence________
Bonus: 1. Explain what evaporation means? Be as detailed as possible with your description of evaporation.
Evaporation is when a liquid turns into a gas. We saw that water turned into a gas and salt formed crystals.
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Evidence of Student Assessment
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Earth Materials Unit Test Scores for Unit Assessment

Student 21 Student 20 Student 19 Student 18 Student 16 Student 15 Student 14 Student 13 Student 12 Student 11 Student 10 Student 9 Student 8 Student 7 Student 6 Student 5 Student 4 Student 3 Student 2 Student 1 0 20 40 60 80 100 120
Earth Materials Test Scores
Reflection of Student Assessment The summative assessment was a great way to see how well the students grasp the information about earth materials. The students did really well on the summative assessment. More than half of the kids got As and Bs on the summative assessment. I only had three kids that got below a C on the exam. I really thought that the students really understood the layers of the earth, rocks and minerals that I thought them. For the future I would probably do more small group instruction for students that were not understanding or struggling. Overall, I thought the summative assessment scores were really good.
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Students
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Summary Page I accommodated all different learning styles within my unit. I created different ways to teach within the unit to account for these styles. Specific plans were made for gifted kids, approaching level, and ELL students. I made plans to broaden the instruction in ways that the gifted kids completed research projects to deepen their understanding. The approaching level students had lessons highlighting specific topics to help them understand the lesson. Each level had different assessments for their level. The gifted kids had rubrics and research to present at the end of each lesson. The approaching level students have assessments or checklists that they need to complete for the assessments. Groupings depended on how they did on the pretest. If the students got a hundred or an A the students are in the highest group. If the students got a B or a C on the pre assessment they were in the on level group. The lowest level was group in the approaching level grouping. Prior knowledge is very important with teaching. Every lesson I asked questions to assess their prior knowledge about rocks or minerals. The students got to answer the questions in their own way to access their own prior knowledge. I engaged all the students by using books, minerals, rocks, promethean board, and stories to capture all learners. I made accommodations for the ELL students in the class. The students have individual lessons to help them understand the curriculum. I also highlighted a couple of specific vocabulary words in the lesson. I had cards with pictures with them to understand the vocabulary words. This lesson also helped them learn new English words. I made sure all students were successful by clarifying gaps through the assessment. If they didnt understand the curriculum, I had small group lessons to explain the content in
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Earth Materials Unit more detail. While teaching my unit it was clear that all the students will succeed demonstrated through the proper use of the assessment process. All learners had the opportunity to learn the curriculum by grouping the children into groups via the assessment process. By developing focused strategies on each group, the children were all able to successfully learn the rocks and minerals curriculum.
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Earth Materials Unit Multiple Intelligences Graphic Organizer Lesson Inside the Earth (Day 1) Gifted Learners The students will draw and describe the levels. Each student will be researching one level of their choosing of the earths levels. After researching, the students will draw a picture of one of the levels of the earth that they have. At the end of the lesson each student will describe and explain their level to the class. Investigating Mock Rocks These students will be (Day 2) weighing and measuring the rocks. The students will also be comparing two different rocks with their weighing and measuring. They will compare the mass and shape of the rock that they compare on an organizer. Then they will write about which rock is bigger and heavier. Taking Rocks Apart (Day The gifted students will 3) research and discuss with the class what exactly the rocks are made out of. The class will listen to the presentation made by these students and agree or disagree about their findings. Observing Crystals (Day the students make a 4) picture/diagram how evaporation works. The students presents to the class after to the class after the lesson. Approaching Level The student will have a modified assessment to take. The student will have a choice of two answers with each question.
The approaching level students will do a matching worksheet with the vocabulary from the lesson. These students will only have the matching on their worksheet and no free response.
The students are given written instructions by the teacher on what exactly to do for the lab. They will take the assessment that has multiple-choice questions on it.
The students will be having the book for the engagement in front of them. The students will follow along and listen while the teacher is
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Earth Materials Unit reading the story. The students will be having a small group after the lesson to make sure that they understand the lesson and the story in the engagement. This will be during the practice that the teacher will be with these students. The students will be reading their own copy of the book for the engagement. The students will follow along and listen while the teacher is reading the story. The students will be having a small group with the teacher after the lesson to make sure that they understand the lesson and the story in the engagement. This will be during the practice that the teacher will be with these students. The students will have a checklist that they will be following and checking off during the teaching and the practice part of the lesson. The students will be following along with their own copy of the engagement book in front of them. The students will follow along and comprehend what the story is about. The students will be
Crystals (Day 5)
The students research how crystals are formed. They will find detailed information and make a chart or a picture out of the information they find.
Observing Minerals (Day 6)
Have these students research and make a diagram how minerals are formed. They can describe how they are made and why they are in rocks. These students will research and list where the four minerals are found and how much they cost in the marketplace.
Testing for Hardness (Day 7)
Detecting Calcite (Day 8)
Students will research with material is used the most in the world. They will research online and present it to the class when they are finished. Students will research with what rock is used less in the world and why. They will research online and present it to the class when they are finished.
Looking for More Evidence Day 1 (Day 9)
Looking for More
Students will research
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Earth Materials Unit Evidence Day 2 (Day 10) with what rock is used less in the world and why. The gifted children will be presented their findings to the class. following along with their own copy of the engagement book in front of them. The students will follow along and comprehend what the story is about.
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Earth Materials Unit Student Learning Differences Lesson Inside the Earth (Day 1) Accommodations for Learning Differences Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher
Investigating Mock Rocks (Day 2)
Taking Rocks Apart (Day 3)
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Earth Materials Unit will make sure that the student is on task and understands the directions for the lab. Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on
Observing Crystals (Day 4)
Crystals ( Day 5)
Observing Minerals (Day 6)
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Earth Materials Unit task and understands the directions for the lab. Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab. Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for
Testing for Hardness (Day 7)
Detecting Calcite (Day 8)
Looking for More Evidence (Day 9)
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Earth Materials Unit the lab. Cs IEP Goal By April 2014, K will read a 3rd grade passage with 75% comprehension and with 100 words per minute when given two attempts. The teacher will make sure that K will be on task with the whole group reading. The teacher will read the instructions and the notebook institutions to the student after instructions are presented. The teacher will make sure that the student is on task and understands the directions for the lab.
Looking for More Evidence Day 2 (Day 10)
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Earth Materials Unit Literacy Strategies Lesson title Inside the Earth ( Day 1) Investigating Mock Rocks ( Day 2) Taking Rocks Apart ( Day 3) Observing Crystals ( Day 4) Crystals ( Day 5) Observing Minerals ( Day 6) Testing for Hardness ( Day 7) Detecting Calcite ( Day 8) Looking for more Evidence ( Day 9) Looking for more Evidence ( Day 10) Literacy Strategies KWL Chart Read Aloud
Vocabulary Instruction KWL Chart
Vocabulary Instruction Read Aloud
KWL Chart
KWL Chart Read Aloud
Read Aloud
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Earth Materials Unit Students with limited English Language Proficiency Lesson title Objective Presentation of the Content Promethean Board with pictures and content, earth layers visual EL- give EL students pictures cards of earth and rocks. The students can learn that the word earth and rocks. Practice Activity Making an earth model Assessment Layers multiple choice
Inside the Earth The students will observe and (Day 1)

identify the layers of the earth. The students will make a 4/5 on the assessment at the end of the lesson.
Investigating Mock Rocks ( Day 2)
The Students will observe and compare properties of rocks with correct use and technique. The students witl make 4/4 with the observation sheet.
White board, Elmo, and teacher demonstration of the break apart of geologist and rocks EL- give EL students flash cards with the words broken apart. Then on the back of the card have a picture of what the particular person students. The students also get a diagram of a
EL- students sit EL- the in a small group students have a with teacher black and white and talk about assessment the layers and sheet. They colors they color the color them with assessment the teacher. The sheet with the teacher has correct color. picture cards Then the and shows them students decide what words go between two with color. The answers which teacher goes layers are over the layers which. and what color they are. The student Matching observe rocks Worksheet The students get to draw a picture of the rocks and write words that describe it off a vocabulary worksheet. The students have a worksheet with the cookie picture on it. The students have a word bank to help them decide what materials are what.
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Earth Materials Unit rock and what words are in it.

The students will take rocks apart and investigate them. The students with make 4/5 with the observation sheet.
Taking Rocks Apart ( Day 3)
ELMO and teacher demonstration EL- the teacher will explain to the students separately about the checklist that they will use to find the materials.
The students will take apart rocks and separate the materials. They will also pour the jar in the evaporation dish. EL- the student will be given a rock. They will use a checklist when they find the materials that they are looking for. The students will observe the rocks. EL- The student will observe and draw the crystals. They will write words for their observations.
Free Response Worksheet EL- The students will explain in their own words what they did in the lab
Observing Crystals ( Day 4)
The students will observe and record the vials and write down their observations in their notebook. Students are expected to follow instructions and get 4/5 correct on the observation evaluation. The students will compare and observe the crystals. The students will answer a free response sheet with compete sentences. The students will
Teacher Demonstration EL- the students will draw what they see in the vials. They will draw a picture and use words to describe what they see.
Rocks in water assessment EL- the student will draw and explain in words what they saw about the rocks.
Crystals ( Day 5)
Teacher Demonstration EL- the teacher will explain separately to the students that they are going to
The students will observe the crystals. EL- The student will observe and draw the crystals. They
Mock Rock Ingredient assessment EL- the student will draw what they remember on the vial and they draw a
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make 5/6 on the assessment.
observe the rocks and draw what is on there which is a crystals. The teacher will give them cards with crystals on them. ELMO and teacher demonstration EL- the students will observe the minerals with the class.
will write words for their observations.
picture of what they remember. Then the students write something that they remember about the vials and what happened. Material properties worksheet EL- the student will have a picture and the names of the minerals. They will describe the minerals based on their observations and their practice.
Observing Minerals ( Day 6)
The students will investigate four unknown materials and record their observations. The students will be observed and complete 3/3 correct.
The students will observe and guess the minerals. EL- the student will observe the minerals and write what they see. They will use single words to describe their observation. The student will write down the name of the minerals when the class goes over them. The student will perform the scratch test on the rocks. EL- the EL student will perform the scratch test using their fingernail and paperclip.
Testing for Hardness ( Day 7)
The students will use paper clips, nails, and their fingernails to compare the hardness of the rocks. They will respond to their findings on a respond sheet. The students will use descriptive words and complete sentences on their responses.
ELMO and teacher demonstration EL- the student will sit with the teacher and observe the teacher do the scratch test. The student will only do the scratch test with their fingernail and a penny.
Response Sheet EL- the students complete a checklist what rocks scratched and what ones did not.
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The students Detecting Calcite ( Day 8) will investigate
what effect vinegar has on calcite. After the investigation the students will write their observations and describe what minerals have calcite in it. The students will investigate the rocks in vinegar. They will pour the rock in the evaporation dish and draw a picture what they see. The students will be assessed with the response sheet what they think will happen next and why is vinegar so important for geologists. The students will investigate the rocks overnight in vinegar. The students will be assessed with the response sheet with the calcite quest. The students will respond with what the
Teacher discussion about Calcite EL- the EL student will participate in the whole group lesson
The student will put the rocks in vinegar EL- the students will perform the calcite test (putting the rocks in vinegar)
Calcite quest assessment EL- the student will describe what they saw when they put the rocks in the vinegar.
Looking for more Evidence ( Day 9)
The teacher discuses about evaporation EL- the EL student participate in the class discussion about evaporation
The students pour the vinegar in the evaporation dish. EL- the EL students pour the vinegar to the evaporation dish. Then the EL students write their observations in single words.
Looking for more Evidence Day 1 EL- the students will write what they did today on a sheet.
Looking for more Evidence ( Day 10)
The teacher discusses what happened overnight EL- the EL student participate in the class discussion about evaporation
The students write down what happened overnight. EL- the EL will write down what happened overnight. They will be able to use single words instead
Looking for more Evidence Day 2 EL- the students will write what they did today on a sheet.
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noticed about vinegar and how you know a certain mineral has calcite in it.
of sentences.
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Technology
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Summary Page A significant amount of technology was used to teach the unit, including the use of the Elmo and Promethean board to show the students the book I was reading for their engagement activity. Also for the engagement activity I had the students listen to the book read to them from the Foss earth materials website. To show the students rocks and minerals, I used the Elmo to allow the students to see the rocks in more detail. This technology was extremely helpful and allowed the students to better connect with the material. The student will each have ipad or a ipod to research their information. My teacher had both ipad and ipod that were used her classroom by each student. Technology was very accessible in my classroom.
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Evidence of Technology was created Technology was used with the Promethean Board using active inspire. I used this to introduce and teach the layers of the earth. This was a very interactive way to get the students involve and engaged with the lesson. The student go to come up to the board to drag the layers to the correct layers. To use the students prior knowledge the lesson compares the layers of the earth to an egg. The lesson compares the layers in the egg to the layers in the earth. This was a great way to present the layers of the earth lesson.
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Lesson Day 1 Inside the Earth Day 2 Investigating Mock Rocks Day 3 Taking Rocks Apart Day 4 Observing Crystals Day 5 Crystals Day 6 Observing Minerals Day 7 Testing For Hardness Day 8 Detecting Calcite Day 9 Looking for More Evidence Day 10 Looking for More Evidence
Earth Materials Technology Chart Technology Promethean Board Active Inspire Elmo (show rocks and demonstration for activity) http://archive.fossweb.com/modules36/EarthMaterials/index.html (used to read engagement activity) Elmo (show rocks and demonstration for activity) http://archive.fossweb.com/modules36/EarthMaterials/index.html (used to read engagement activity) Elmo (show rocks and demonstration for activity) http://archive.fossweb.com/modules36/EarthMaterials/index.html (used to read engagement activity) Elmo (show rocks and demonstration for activity) http://archive.fossweb.com/modules36/EarthMaterials/index.html (used to read engagement activity) Elmo (show rocks and demonstration for activity) http://archive.fossweb.com/modules36/EarthMaterials/index.html (used to read engagement activity) Elmo (show rocks and demonstration for activity) http://archive.fossweb.com/modules36/EarthMaterials/index.html (used to read engagement activity) Elmo (show rocks and demonstration for activity) http://archive.fossweb.com/modules36/EarthMaterials/index.html (used to read engagement activity) Elmo (show rocks and demonstration for activity) http://archive.fossweb.com/modules36/EarthMaterials/index.html (used to read engagement activity) Elmo (show rocks and demonstration for activity) http://archive.fossweb.com/modules36/EarthMaterials/index.html (used to read engagement activity)
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Cross Curricular Activity
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Summary Page The cross-curricular section shows how the whole unit can connect with different subjects. For Art the students will be drawing a rock on a paper plate. The teacher will go over the plant life cycle with the student before they start the project. The students know how rocks are made after the unit, but the rock life cycle will put it in a visual perspective. The reason they completed this on a paper plate allowed students to use a circular motion to highlight the continuity of the rock life cycle. For Social Studies the students researched rock formations in the United States. The students were divided into groups to do research. The students made an argument why their rock formation is the biggest and specify the rock type. For reading the students read Rocks and Minerals by Vicky Shiotsu. The students took notes on vocabulary from the story and participated in the group discussions of the text. The students had a graphic organizer to help them keep track of the vocabulary from the text. Then the class will have a group discussion about the text and what did they learn. For math the students recorded results on a graph. The students answered questions on the size of the earths crust according to the graph. For music the students will be learning a song about the earths layers. The students will learn the song and then figure out the upward and downward motion of the melody. This was a great way to learn more about the layers and
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Earth Materials Unit learn about rhythms and music. By following these steps, I was able to integrate the unit into different learning subjects.
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Earth Materials Unit Cross Curricular Connections Art

Standards 10.) Apply concepts from other content areas while improvising movement. Objectives The students will illustrate and create the rocks life a paper plate and they will be assessed with the teachers rubric. Activities Each student will draw a rocks life cycle on the paper plate. The student will draw the rocks and the textures. The student will go in a circular motion to draw the life cycle. The students will have a partner to research different areas in the united states. They will make an argument about why this is a big rock formation and what rock it is made out of. Assessments The students will be assessed with a teacher made rubric on the project. The students will be graded on clearness of drawings and following instructions. The students will be assessed with a teacher rubric on the argument they presented. The teacher will look at the students research, speaking skills, and argument about what rock formations are the biggest. The students will write a reflection on the story. They will write three things they learned, two questions that they have and one thing that surprised them.
Social Studies
3.) Identify components of various ecosystems. Example: discussing differences in soil, climate, vegetation, or wildlife
The students will identify where be rock formations are in the united states.
Reading
8.) Use text features to guide interpretation of expository texts, including italics, headings, maps, and charts. Examples: - social studies-locating physical features on a map - science-interpreting weather data from charts and tables Interpreting the author's purpose or intent in a given text
The students will write three things they learned, two questions that they have and one thing that surprised them.
The student will listen to the teacher read Rocks and Minerals by Vicky Shiotsu. The students will take notes on vocabulary from the story and participate in the group discussions of the text.
Math
Draw a scaled
The students will
The students will
The students will
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picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] Example: Draw a bar graph in which each square in the bar graph might represent 5 pets. find how big the crust is in the earth layers. measure the crust on the on the picture graph. They will record the crust measurement on the graph, but they will draw the pictures of the crust on the graph. look at a picture graph and record how tall the mantle crust is on a different graph. They will draw the mantle on the graph and put it at the measurement.
Music
6.) Demonstrate melodic contour through creative movement. Example: using gestures or drawings to indicate upward and downward direction of melody
The students will sing a song about the earths layers.
http://www.educat ionalrap.com/song /layers-of-theearth/ The students will look at the lyrics of the song and decide if its fast or slow the song is.
The students will be assessed if they understand the rhythms right after we went over the song. The groups will sing it to the teacher three at a time.
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Culminating Activity
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Culminating Activity This culminating activity was very enjoyable to construct and to conduct with the students. My culminating activity compared a oatmeal raisin cookie to a mock rock. After completing the unit and before the assessment is when the culminating activity was conducted. First the students are told that they will be looking at a rock similar to the process used when reviewing the mock rock. They observed the oatmeal raisin cookie without touching it or breaking it apart and discussed what they saw with their group members at their table. Once this is completed, the entire class discussed what they saw. The two person groups then broke apart the cookie and separated the ingredients on a paper plate with their partner. They talked about what ingredients were included in the cookie. I wrote the results on the t chart. They used the other side of the t chart to detail components of the mock rock. The students wrote down the ingredients and discuss ingredients of the mock rock. I brought back the entire class and discussed the differences between the mock rock and the cookie. They discussed what materials were similar and different between the mock rock and the oatmeal cookie. After the comparison, the students answered specific questions about the activity. Once completed, the student and the teacher read the Four Layers of the Earth together aloud. After reading it together the students completed the comprehension questions by themselves. Overall I think that the culminating
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Earth Materials Unit activity successfully brought the elements together for the rocks and minerals curriculum. Student Directions for Cookie Rocks
1. Just observe oatmeal raisin cookie with out touching. Look at the texture and what is in the cookie. Do not take apart the cookie. 2. Break apart the cookie with your hands. Be careful not to spread the crumbs. 3. Look at the materials divide the materials into sections (example oatmeal goes in one pile and the raisins) 4. When you ingredients are separated write the ingredients on the cookie activity worksheet. Write the cookie ingredients on the chart under cookie. 5. When you are finish writing the ingredients for your cookie compare it to the ingredients in the mock rock. For example the raisins are the minerals. Make sure you use the chart to compare the ingredients. 6. Now after you completed the chart, answer the short answer questions. Write in complete sentences and as many details as your can. 7. When you are finished read Beneath our Feet: The Four Layers of Earth. Read the whole story and then answer the five questions about the four layers of the earth. 8. When you are finished read independently at your desk until everyone is finished.
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Cookie vs. Mock Rock Worksheet
Cookie Ingredients 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6.
Mock Rock Ingredients
Describe ways on how the cookie can be modified to be more like a mock rock? More raisins? Chocolate Chips?
Write ways that Cookies and Mock Rocks are very similar?
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Materials needed for the project Cookie Ingredients 1 cup raisins 1/2 cup hot water 2 cups all-purpose flour 1 teaspoon baking soda 1 teaspoon salt 2 cups quick cooking oats 1 teaspoon ground cinnamon 1 teaspoon ground nutmeg 1 cup packed brown sugar 1/2 cup chopped walnuts 2 eggs 3/4 cup vegetable oil 1 teaspoon vanilla extract Cookie Rock Lesson Ingredients Paper Plates Beneath out Feet passage and questions Gloves for allergies One cookie for each student
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Beneath out Feet: The Four Layers of the Earth By: Kelly Hashway We all call the Earth home, but did you ever think about what our home is actually made of? The planet is approximately 4,000 miles from surface to center, but what makes up those miles of Earth? First, lets start with the part of the Earth that we live on, the outermost layer called the crust. It is made up of loose material, like rocks, soil, and seabed. The crust is about five miles deep beneath the oceans and about twenty- five miles thick below the continents. Beyond the crust is the mantle. The mantle extends approximately 1,800 miles deep into the Earth. It makes up about 85% of the total weight of the Earths mass. The mantle also has layers. The first 50 are hard rock. The next 150 miles are super-heated molten rock that is so hot it can flow under pressure, like tar. Underneath this heated layer is several hundred miles of solid rock. Think of the mantle like a peanut butter sandwich. You have two pieces of bread and the peanut butter between them. In the mantle, we have two layers of solid rock with heated flowing rock between them. Next is the outer core. This is about 3,000 miles beneath the earths surface. The outer core consists of super-heated liquid molten lava. The lava is mostly made up of iron and nickel, which is why some geologists call it molten metal instead of molten rock. The outer core creates the Earths magnetic field. The final layer is the inner core, which is 900 miles deep. Scientists believe the inner core is a solid ball of iron and other materials. The temperature is extremely hot, somewhere between 9,000 and 13,000 degrees Fahrenheit. But because of the high pressure, the iron and other minerals cannot melt. The heat of the inner sore is sometimes compared to the heat of the sun. Are you wondering why the Earth is made up of four different layers? Many scientists believe that the Earth wasnt always like this. They believe that when the earth was formed, it was hot ball made up of all mixture of rocks and metals. They think that as the Earth cooled, the heavier parts sank to the inside as the lighter materials rose to the top. This would explain why the inner core is made up of iron and the crust consists of lighter rock and loose material.
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Earth Materials Unit As you walk around and enjoy the beauty on the Earths surface, think about the many layers beneath your feet. It takes all these layers to make up the planet we call home.
Beneath our Feet: The Four Layers of Earth By Kelly Hashway 1. Where is the Earths crust the thickest? A. B. C. D. Below the continents Beneath the oceans Below the Equator Below the North Pole
2. How is the Earths mantle like a peanut butter sandwich? A. B. C. D. The mantle has three layers, like a peanut butter sandwich The mantle is sticky, like peanut butter The top and bottom layers of the mantle are the thickest parts Peanut butter sandwiches feel like the hard rocks found in the mantle
3. Which layers of the Earth are made mostly of metals?
4. Write the word true or false for each sentence. _____ The inner core of the Earth is about the nine hundred degrees Fahrenheit _____ The inner core of the Earth is made of liquid iron and nickel _____ The Earths mantle lies directly below the inner core 5. Explain how scientists believe the Earths four layers were formed.
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Beneath our Feet: The Four Layers of Earth By Kelly Hashway (Answer Key) 1. Where is the Earths crust the thickest? E. F. G. H. Below the continents Beneath the oceans Below the Equator Below the North Pole
2. How is the Earths mantle like a peanut butter sandwich? E. F. G. H. The mantle has three layers, like a peanut butter sandwich The mantle is sticky, like peanut butter The top and bottom layers of the mantle are the thickest parts Peanut butter sandwiches feel like the hard rocks found in the mantle
3. Which layers of the Earth are made mostly of metals?
4. Write the word true or false for each sentence. ___F__ The inner core of the Earth is about the nine hundred degrees Fahrenheit ___T__ The inner core of the Earth is made of liquid iron and nickel ___F__ The Earths mantle lies directly below the inner core 5. Explain how scientists believe the Earths four layers were formed. They believe that when the earth was formed, it was hot ball made up of all mixture of rocks and metals. They think that as the Earth cooled, the heavier parts sank to the inside as the lighter materials rose to the top.
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Rationale for Unit Design
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Summary Page The unit topic my teacher and I choose was Earth Materials. Students needed to be familiar with what materials make up the earth. In third grade students need to describe the each earth layer including inner, outer cores, mantle and crust. In second grade the students were taught the weathering and erosion of rocks. In fourth grade the students will learn the geological features of Earth, including bodies of water, beaches, ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps. The unit earth materials talk about the layers of the earth, rocks, and minerals. The instructional strategies for this assessment were chosen because I believe that students should have visual and auditory learning. This will connect with most students learning methods. I wanted the students to observe, feel, and get familiar with the rocks and minerals. These strategies helped the students remember and visualize the rocks and minerals. The students also tested rocks to see which one was harder or softer. This activity really helped them compare and contrast the rocks. Every lesson the students were assessed on what they were taught. They had written responses and multiple-choice assessments. The assessments I chose helped students understand and think about the lessons taught. The assessments were connected with the practice that the students and I completed together. The assessments made the students think about the lesson and how the students used their knowledge from the lesson to complete the assessment. The
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Earth Materials Unit resources that I chose from the unit are teacher manuals and student textbooks. These resources helped me tremendously to build the content of my lesson and also helped the students visualize and learn about rocks and minerals. Overall I thought that my topic, instructional strategies, assessments and resources made my unit successful for students to learn the curriculum.
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Philosophy of Education The purpose of education is to teach children different way to go about something. I want them to learn different ways to think critically. In my classroom I will have lots of manipulatives and puzzles for the kids to do. I also want them to solve problems independently. I will have lots of games and problems for the kids to solve by themselves. As an educator I want my students to understand that a successful students is the result of hard work. Sometimes students think that completing an assignment not at their full potential that they will be successful. As a teacher I will stress that your best work will make your successful individual. Personally I have never been a racist person so diversity will not be an issue for me. I will treat everyone the same and not treat them differently because of their skin color. I am from Atlanta and I have worked with every kind of race, so I dont see an issue trying to reach them. I have a Swedish and two Thai cousins so I am use to work with people that do not know English very well. When I am teaching I will take in consideration that everyone learns differently. I will teach in a visual way, step by step and I will have them practice what I have taught them. If a student still does not have it I will have one on one with them while the other classmates are practicing. I want every student to understand the material I am teaching. My goal is to teach people, not fail them. My belief about childrens learning is that they need to be interested to grasp what the teacher is teaching. I believe in the philosophy is Progressivism. I believe that personalized instruction will help the students learn better. I will have a lot of learning by doing projects. My curriculum will have a lot problem solving because I believe that students do a lot better if they learn to solve problems on their own. My classroom will be a demography and participatory classroom. Many of my activities will be group activities, projects, critical thinking, and many activities with decision-making. Each child will have an evaluation and feedback. I will monitor students progress and contact parents if there are any issues. My favorite quality about progressivism is that a lot of the time the students go outside of the classroom to learn different things about the world. This makes them more familiar with the world we live in. In a progressivism classroom it is designed for an individualized learner. They can learn what they are interested in. I will work with students that need a little help with what the need to work on. As a teacher I will have many goals for my students. They will have short term and long-term goals for themselves. I am a goal-orientated person and I know that I have accomplished something when I made my goals. Every year as a teacher I want to learn a new teaching style and grow professionally. To teach the students to pick from choices everyday in class, I teach the lessons that I want them to learn. After the lesson is taught I will give them options on how to 183
Earth Materials Unit accomplish the task. If they pick the task that they want to do I noticed that they would enjoy it better. For my students I expect them to put there best work in. At the beginning of the year I will send back their assignments if they did not go a good job, but after that I will grade them fair and square. Global awareness is very important to me. I feel that every child should know about the world we live in. I will use the technique Mrs. Sally and the B ig Red Bus. We would talk about the places that she is going. For my geography lesson it will depend on the standards that I have at the school I am teaching at. When I am a teacher I am going to be involved in the community. I will be part of the PTA and student clubs. As for the parents, I will be in constant communication with them. I want them to know if there is a problem and know if their child is doing very well in my class. I want them to be involved in their childs education. I am very excited to be a teacher.
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Resources/ Materials
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Summary Page The resources used for this unit to enhance instruction were storybooks, worksheets, chat paper, color pencils, mock rocks, hand lens, meter tape, nails, plastic cup, vials, syringes, evaporation dishes, vinegar, water, minerals, and trays. The materials used, which helped the students with new skills, included the Elmo and the Promethean board. These helped the students visualize what I am doing when reading a story or explaining specifics within a lab. The music used allowed the students to use technology to look at different rhythms to decide what rhythm goes with the song. In art the students drew textures of three different rocks. They used stencils and colored pencils to make the textures of the rocks. This unit would be great to use in every subject.
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Material and Resources Chart Lesson Day 1: Inside the Earth Material and Resources

Magic School Bus Book: Inside the Earth Pencils Layers of the earth model worksheet Assessment Worksheets
Lawrence F. L. (2005). Foss Science Stories: Earth Materials. (1st ed.). University of California at Berkeley: Delta Education
Day 2: Investigating Mock Rocks
Paper Plates Meter Tape Hand Lens Colored Pencils Earth Materials notebook Chart Paper and Marker Mock Rocks Assessment Chart
Mock Rocks Paper Plates Hand Lenses
Day 3: Taking Rocks Apart
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Nails Plastic Cup Vials Sticky Notes Syringe Earth Materials Notebook
Day 4: Observing Crystals
Foss Tray vials ( with water and settled rock material) Evaporation Dishes Page 5 of notebook
Day 5: Crystals
Vials Student Sheet Identifying Sheet Earth Material Notebook FOSS Trays Evaporation Dishes Rocks and Minerals Book by Watermill Press
Day 6: Observing Minerals
Earth Materials- Foss Science Stories Earth Material Notebook Foss Tray (one per group) 2 hand lenses per group 1 set of test mineral samples ( 1 calcite, 1 quartz, 1 gypsum, 1 fluorite) 4 sticky notes per group
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Day 7: Testing For Hardness
Paper Clips Pennies Foss tray with minerals (Calcite, Quartz, Gypsum, and Fluorite) Ceramic tiles Pieces of chalk Earth Materials notebook
Day 8: Detecting Calcite
Foss Tray Vials Rock Samples (Basalt, Limesalt, Marble, Sandstone, and Calcite) Hand lenses Sticky Notes Earth Materials Notebooks
Day 9: Looking For More Evidence (Day 1)
Set of Rocks in Vials (Basalt, Limestone, Marble, and Sandstone) Piece of Calcite in vial Foss tray Evaporation dishes Plastic Cup Sticky notes
Day 10: Looking For More Evidence
Set of Rocks in Vials (Basalt,
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Earth Materials Unit (Day2)

Limestone, Marble, and Sandstone) Piece of Calcite in vial Foss tray Evaporation dishes Plastic Cup Sticky notes
Additional Resources 1. South Carolina support system instructional planning guide. (December , 10 2010). Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=19&ved= 0CIEBEBYwCDgK&url=http://www.s2temsc.org/index.php?option=com_k2&vi ew=item&task=download&id=213_bbad0455dbd748147655f647d79c01c4&Item id=389&ei=YNI5U5vnHqiysQSXuICoCw&usg=AFQjCNFo6iZu1G0oUSuReZ WF5u7ehaoDuw&sig2=QIGe2bt7wT5VwFXnq60Cyw&bvm=bv.63808443,d.c WcR.
2.
South Carolina Third Grade Science. (December , 10 2010). Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=19&ved= 0CIEBEBYwCDgK&url=http://www.s2temsc.org/index.php?option=com_k2&vi ew=item&task=download&id=213_bbad0455dbd748147655f647d79c01c4&Item id=389&ei=YNI5U5vnHqiysQSXuICoCw&usg=AFQjCNFo6iZu1G0oUSuReZ WF5u7ehaoDuw&sig2=QIGe2bt7wT5VwFXnq60Cyw&bvm=bv.63808443,d.c WcR.
3.
Vision , T. (n.d.). 3rd grade crossword . Retrieved from https://www.teachervision.com/earth-sciences/printable/54504.html
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4.
Lesson: Our natural resources . (n.d.). Retrieved from http://www.deq.state.or.us/lq/pubs/docs/sw/curriculum/RRPart0201.pdf
5.
Rags to riches . (n.d.). Retrieved from http://www.quia.com/rr/225682.html?AP_rand=301225402
6.
Walk in the forest . (Oct , 2012). Retrieved from http://nationalzoo.si.edu/Education/ConservationCentral/walk/walk1_broadband.h tml
7.
Smith , E. (n.d.). Properties of earth materials . Retrieved from http://printableworksheets.rokkada.com/?dq=Properties Of Earth Materials
8.
Gunn, C. (n.d.). Earthquake crossword . Retrieved from http://www.scienceteachers.com/earthquake_worksheets.htm
9.
Rock cycle worksheet . (n.d.). Retrieved from http://www.scienceteachers.com/earth.htm
10.
Layers of the earth vocabulary. (n.d.). Retrieved from http://files.havefunteaching.com/worksheets/science/earth-science/layers-of-theearth-vocabulary.pdf
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Name _________________ Date __________________
What could you do with these earth materials?
1. Coal
2. Oil
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3. Marble
4. Quartz
5. Vermiculite
6. Muscovite mica
Name______________________ Date _______________________
Match up the earth material with its use

Write the name of the items that you think might be used for each of the situations below. __________ A. __________ B. __________ C. For fuel for heating homes In making glass To make counter tops in kitchens
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Earth Materials Unit __________ D. __________ E. __________ F. __________ G. __________ H. In paint For mixing with soil to improve plant growth For lubrication in cars To make statues In cement
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Match up the earth material with its use -- KEY

Write the name of the items that you think might be used for each of the situations below. __________ A. __________ B. __________ C. __________ D. __________ E. __________ F. __________ G. __________ H. For fuel for heating homes (1 and 2) In making glass (4) To make counter tops in kitchens (3) In paint (6) For mixing with soil to improve plant growth (5) For lubrication in cars (2) To make statues (3) In cement (6)
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Earth Materials Information Sheet
Oil:
Oil:
Coal:
Coal:
Marble:
Marble:
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Vermiculite:
Vermiculite:
Muscovite Mica:
Muscovite Mica:
Fullers Earth:
Fullers Earth:
Kaolin:
Kaolin:
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Earth Materials Unit Name ___________________ Date ____________________
What would you use?

Directions: Below are some short statements about some needs people have. After each statement, suggest an earth material that could be used. Be ready to give the reason for choosing the earth material you did. 1. You are a builder and want to put some very hard and beautiful material to make a bathroom counter. What might you use?
2. The school bus driver puts gasoline into the bus. What earth material does the gasoline come from?
3. You are a chemist helping a paint company. They ask you what kinds of materials can help make paint better. What can you suggest?
4. A plant nursery grows small pots of flowers to sell to customers in the spring. They want a soil that will make their plants grow better. What could we add to that soil?
5. You want to create a statue of your teacher that will last a very long time. What earth material could you use 198
What would you use? (Key)

1. You are a builder and want to put some very hard and beautiful material to make a bathroom counter. What might you use? You could use marble or granite. (We didnt discuss granite because of its close similarity to marble.) The school bus driver puts gasoline into the bus. What earth material does the gasoline come from? Gasoline is a product from the cooking or refining of oil. You are a chemist helping a paint company. They ask you what kinds of materials can help make paint better. What can you suggest? Muscovite mica is commonly used as part of a paint base. A plant nursery grows small pots of flowers to sell to customers in the spring. They want a soil that will make their plants grow better. What could we add to that soil? Nurseries or potting soil makers commonly use vermiculite to loosen potting soil. You want to create a statue of your teacher that will last a very long time. What earth material could you use? Marble is the best material for any statue that is this important.
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Earth Materials Unit Web Game http://www.quia.com/rr/225682.html?AP_rand=1048837817
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Earth Materials Unit Web Game http://nationalzoo.si.edu/Education/ConservationCentral/walk/walk1_broadband.h tml
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Earth Materials Unit Name ________________ Date _________________
Mineral Properties Worksheet If any of the following statements is a characteristic of a mineral, place a check mark beside it. If it is not, leave it blank. 1_______ Made of one or more elements on the periodic table 2_______ Is formed by years of compression under the earths crust 3_______ Is formed by cooling after a volcanic eruption 4_______ Is a solid 5_______ Has a unique crystalline shape 6_______ Can be melted easily with a simple campfire 7_______Has luster, a hardness number and specific density 8_______ Is usually found on the coastal areas of the United States We use different tests to identify a mineral. Match each test with its name. 9_______Mohs Scale 10______Crystalline Structure 11______Specific Gravity 12______Streak 13______Luster 14.______Fracture 15.______Cleavage A.Relative heaviness of a mineral B.Color it leaves when scratched on porcelain C.How easily it scratches other materials or its hardness D. Shape as it grows E. Breaks along a plane/line F. Appearance G. Breaks unevenly or shatters
Take the following list of items and give their hardness on the Mohs scale. You may have to use a text book or the internet to find your answers. Diamond A nail A penny Talc Glass Steel Amethyst Topaz
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MAP SKILLS-ECONOMICS Heres a list of countries that mine and trade in minerals and gems along with a key to what minerals and gems they trade and mine. ~ Amber ^ Jade Lapis Lazuli ! Garnet * Topaz \ Emerald # Opal +Aquamarine $ Amethyst Zircon
Mexico # * ! ~ Haiti ~
Brazil ! * $ Namibia ! * +
South Africa ! ^ India ! Germany Madagascar ^ * ~ $ +
Sri Lanka ! * + $ Myanmar ^ ! Romania Cambodia Uruguay Columbia Afghanistan $ \ ~
United States ^ # $ + ! Australia # ~ $ * Zambia $ China ^
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Take the following list of countries and write beside each, what minerals and gems they mine. (using symbols, transferring information) Mexico ________________________________________________________ Brazil Haiti ________________________________________________________ ________________________________________________________
Namibia ________________________________________________________ South Africa______________________________________________________ Sri Lanka _______________________________________________________ India ________________________________________________________
Myanmar _______________________________________________________ Germany Romania _____________________________________________________ _____________________________________________________
Madagascar _____________________________________________________ Cambodia _______________________________________________________ United States ____________________________________________________ Uruguay ________________________________________________________ Australia _______________________________________________________ Columbia _____________________________________________________
Zambia ________________________________________________________ Afghanistan _____________________________________________________ China __________________________________________________________
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Earth Materials Unit Using the country list and symbol key, answer the following questions: 1.What country has the most gems and minerals to mine and trade? 1b. Is that country a wealthy country or a poor country?
2.Australia would like to trade Opals for Lapis Lazuli, what country would make a good trading partner?
3. You can purchase emeralds in the United States, yet we do not mine them here. How is that possible?
4. Predict a possible trade arrangement between two countries:
5. There are 8 countries on the list that only mine or trade in one stone. Are they poor countries or wealthy countries?
6. What conclusion can you draw about the number of stones and gems a country can mine and its wealth as a country?
7. How many countries mine amethyst?
8. How many countries mine emerald?
9. Emerald is very expensive and amethyst is not, can you explain why?
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Key to page one 1,3.4,5,7 are characteristics of minerals 9___C___Mohs Scale 10__D__Crystalline Structure 11__A___Specific Gravity 12__B___Streak 13__F___Luster 14.__G___Fracture 15.__E___Cleavage
A.Relative heaviness of a mineral B.Color it leaves when scratched on porcelain C.How easily it scratches other materials or its hardness D. Shape as it grows E. Breaks along a plane/line F. Appearance G. Breaks unevenly or shatters
Diamond = 10 Glass = 5.5
A nail = 6 Steel = 5+
A penny = 3 Amethyst = 7
Talc = 1 Topaz = 8
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Name: _________________
1 2 5 6 3 4
Across 2 A sea wave that is created when the seafloor slips after an underwater earthquake. (7) 3 The outermost layer of the earth. The layer of the earth where earthquakes occur. (5)
9 10 11
6 A body wave that can penetrate the earths core. (1,4) 7 Large, thin, plates that move relative to one another on the outer surface of the Earth. (8,6) 10 The height of a wave. (9) 12 Scale used to measure the magnitude of earthquakes. (7,5) 14 A body wave that doesnt penetrate the earths core. (1,4)
12
13
14 15
16
17
15 The part of the earth between the core and the crust. (6)
18
16 Waves that travel at the surface such as Raleigh and long waves. (7,5) 17 A machine used to measure earthquake activity. (11) 18 A place where seafloor spreading occurs. (7,5)
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Down 1 The fracture along which blocks of crust move relative to each other. (5) 2 City destroyed by earthquake in 1923. (5) 4 The place where two plates collide and one goes over top the other. (10,4) 5 Sudden stress changes in the earth that cause ground shaking. They occur at fault lines and near volcanic activity. (11) 8 City destroyed by earthquake in 1906. (3,9) 9 Also known as the focus. The place under the ground where the earthquake originates. (10) 10 Earthquakes that immediately follow a major earthquake shock. (11) 11 The place on the surface directly above the earthquakes focus. (9) 13 The area of earth that is unaffected by both P and S waves. (6,4)
211
www.science-teachers.com
Name: _________________ _________
rock cycle course-grained erosion extrusive fine-grained foliation heat intrusive lava magma pressure
212
igneous basalt gabbro obsidian pumice rhyolite
metamorphic anthracite gneiss marble schist slate soapstone quartzite
sedimentary chert conglomerate gypsum limestone sandstone shale
213
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References
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References 1. Pellant , C. (1992). Rocks and Minerals. New York, New York: Eyewitness Handbooks 2. Lawrence F. L. (2005). Foss Science Stories: Earth Materials. (1st ed.). University of California at Berkeley: Delta Education 3. Lawrence F. (2003). Foss science stories: Earth materials stories . University of California at Berkeley: Delta Education. 4. Rags to riches . (n.d.). Retrieved from http://www.quia.com/rr/225682.html?AP_rand=301225402 5. Walk in the forest . (Oct , 2012). Retrieved from http://nationalzoo.si.edu/Education/ConservationCentral/walk/walk1_broad band.html 6. Smith , E. (n.d.). Properties of earth materials . Retrieved from http://printableworksheets.rokkada.com/?dq=Properties Of Earth Materials
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Earth Materials

Katherine Forrest 3rd Grade April 4, 2014 Spring 2014

Earth Materials Unit

Earth Materials Unit

Earth Materials Unit

Earth Materials Unit

Content with Bridge

Earth Materials Unit

Earth Materials Unit

Earth Materials Unit

Earth Materials Unit

Design for Learning

Earth Materials Unit

Earth Materials Unit

Samford University Design for Learning

3. What is the Orange and Red layer called? A) Core B) Crust

Earth Materials Unit

Design for Learning

Earth Materials Unit

Differentiation Strategies (including plans for individual learners):

Earth Materials Unit

Samford University Design for Learning

Mock Rocks Part 2

Teachers Observation Records number and unit

Teachers Observation General Observation Notes

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Earth Materials Unit 17. 18. 19.

Earth Materials Unit Earth Material Notebook Pages

What is the difference between biology and geology?

Earth Materials Unit

Design for Learning

Earth Materials Unit

Syringe Earth Materials Notebook

Data Analysis: 100% 0 18 5 ( was not present)

Earth Materials Unit

Samford University Design for Learning

2. Describe what you found in the mock rock?

Earth Materials Unit Earth Material Notebook Pages

Earth Materials Unit

Design for Learning

Earth Materials Unit

Earth Materials Unit

Samford University Design for Learning

Earth Materials Unit Name ________________ Date _________________ Rocks in Water

The rock material settles in layers. Each material is separated.

The rock material settles from lightest to heaviest.

Earth Materials Unit

Teachers Observation Uses vial property

Teachers Observation Records observation

Teachers Observation General Observation Notes

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Earth Materials Unit 17. 18. 19.

Earth Materials Unit

Earth Materials Unit

Design for Learning

Earth Materials Unit

Samford University Design for Learning

Earth Materials Unit Earth Material Notebook Pages

Design for Learning

Earth Materials Unit

Earth Materials Unit

Samford University Design for Learning

Assessment Chart for Investigations 2 ( Scratch Test)

Earth Materials Unit Name Date _ Rocks in Water

Earth Materials Unit Name Date _

Earth Materials Unit Name Date _

6. What do you already know about rocks?

Name ___Answer Key_ Pre- Assessment of Earth Materials