Science Plans: Rocks, Minerals, & Soil Unit

Overview:

The purpose of this unit is for the student to investigate the physical attributes of rocks and soils. The students will
explain the difference between a rock and mineral. They will recognize the physical attributes of rocks and minerals
using observation (shape, color, texture, measurement, and simple tests. Students will also use observation to
compare the similarities and differences of texture, particle size and color in top soils. Finally student will also
determine how water and wind can change rocks and soil over time using observation and research. The duration of
this unit is 15 instructional days, including the days for the performance assessment.

Focus Standard(s):

S3E1. Students will investigate the physical attributes of rocks and soils.

a. Explain the difference between a rock and a mineral

b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture)
measurement, and simple tests (hardness)
c. Use observation to compare the similarities and differences of texture, particle size, and color in topsoil
(such as clay, loam potting soil, and sand).
d. Determine how water and wind can change rocks and soil over time using observation and research.

Supporting Standard(s):

S3CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism
in science and will exhibit these traits in their own efforts to understand how the world works.
a. Keep records of investigations and observations and do not alter records later.
b. Offer reasons for findings and consider reasons suggested by others.

S3CS2. Students will have the computation and estimation skills necessary for analyzing data and
following scientific explanations.
c. Judge whether measurements and computations of quantities, such as length, weight, or time, are
reasonable answers to scientific problems by comparing them to typical values.

S3CS3. Students will use tools and instruments for observing, measuring, and manipulating
objects in scientific activities utilizing safe laboratory procedures.
b. Use computers, cameras, and recording devices for capturing information.
 Science Plans: Rocks, Minerals, & Soil Unit
S3CS4. Students will use ideas of system, model, change, and scale in exploring scientific and
technological matters.
a. Observe and describe how parts influence one another in things with many parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to
represent corresponding features of objects, events, and processes in the real world.
c. Identify ways in which the representations do not match their original counterparts.

S3CS5. Students will communicate scientific ideas and activities clearly.

a. Write instructions that others can follow in carrying out a scientific procedure.
b. Make sketches to aid in explaining scientific procedures and ideas.
d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and
computer databases.

S3CS7. Students will question scientific claims and arguments effectively.

a. Support statements with facts found in books, articles, and databases, and identify the sources used.

Enduring Understandings:

The earth is composed of mineral elements.

Rocks are composed of one or more minerals.
Rocks have physical characteristics (shape, color, texture).
Scientists classify rocks by using observation and simple tests.
Soil is composed of weathered rock, air, water, and humus.
There are three basic types of soil, each with different characteristics.
Scientists classify soils by observation and simple tests.

Essential Questions:

What are minerals?

What are rocks?
How are rocks and minerals alike and different?
How does water and wind affect rocks and soil?
How do scientists classify soils?
How is soil formed?
 Science Plans: Rocks, Minerals, & Soil Unit
How do wind and water change rocks and soil over time?
Why is soil important?

LOTS (Language of the Standard):

rocks
soils
minerals
hardness scale
characteristics
scratch test
attributes of rocks: shape, color, texture
attributes of soils: texture, grain/particle size, color,
absorption
Day 1 3/6 Hook:
Teacher will introduce the unit by showing the BrainPop Jr. Video on Rocks and Minerals.
Essential Question:
What are minerals? Teacher will go through the quiz(zes) with the students and they will answer the questions
What are rocks? using the 1,2,3,4 method to answer the questions. Teacher will use this as an informal
How are rocks and minerals assessment of students to see who is grasping the content.
alike and different?
Whole Group:
DOK 2 & 3 The processes of the earth, such as physical and chemical weathering, have broken down
the earth's surface, creating a mixture of different sized rock particles. The size and
distribution of rock particles gives geologists clues about earth-shaping processes.
***PASS OUT Remember when Diamond Dell came and you performed some of the processes
VOCABULARY & geologists use that separate rock particles in the natural world by shaking, sifting, and
mixing pebbles, gravel, and sand? The separation provides you, the geologist with a
STUDY GUIDE***
little more information about the properties and behaviors of earth materials. When a
mixture of rocks is shaken, the larger rocks will move to the top layer. The smallest rocks
Science Plans: Rocks, Minerals, & Soil Unit
will move to the bottom layer, because they slide through the larger spaces between the
larger rocks.

There are certain ways that rocks and minerals are classified by analyzing their
attributes:
1. Shape
2. Color
3. Texture
4. Streak
5. Hardness (MOHs Scale)

Using your rocks and minerals kit(s), display different types of rocks and minerals.
Arrange students in groups of 3 and distribute as many different types of rocks as
possible to each group. Provide students with simple examples of the features they
should look for in the rocks (color, shape, texture, hardness etc.). Allow students to
generate comparative attributes before suggesting these. Direct each group to write
down any additional features of the rocks they observe. Inspect and check the features
listed by each group. Request student groups to sort out rocks by the features listed
using a graphic organizer they create.

Independent:
Students will read p. 54 55 and p. 58 63 in their science text book.

Closing:
Teacher will bring students back together and discuss what information they read about
in their science text.

How will I know if they have learned:

The students will answer the following questions:
1. What is a rock?
 Science Plans: Rocks, Minerals, & Soil Unit
2. What is a mineral?
3. How can you classify rocks and minerals?
4. How are rocks and minerals alike and different?

What will I do if they dont understand:

Teacher will pull students individually based upon their needs and review the material
that was covered.

Day 2 3/7 Hook:

Teacher will show the Study Jam videos for Igneous Rocks, Sedimentary Rocks, and
Essential Question: Metamorphic Rocks.
What are minerals? Whole Group:
What are rocks? Teacher will review the three ways rocks are formed by going through the text with
How are rocks and minerals students. Teacher and students will collaboratively read and discuss p. 68 69 and p. 72 -
alike and different? 75. Teacher will create an anchor chart on the three types of rocks.

DOK 2 & 3 Independent Activity:

Students will create a mini-poster on the three types of rocks. Their poster should be
detailed enough so that it could be used to teach other students about the different types
of rocks and minerals. Students will need to provide the description/definition of the type
of rock (how its formed), list examples of each type of rock, and provide quality
illustrations of each type of rock. (CW Grade)
Closing:
Students can share their mini-posters.

How will I know if they have learned:

Teacher will check the mini-posters for demonstration of understanding while students
are working collaboratively and provide support as needed.

What will I do if they dont understand:

Teacher will pull students based on observations made during independent working time.
 Science Plans: Rocks, Minerals, & Soil Unit
Teacher will work with students to help them understand the differences between
igneous, sedimentary, and metamorphic rocks.

Day 3 3/8 Hook:

Teacher will show Study Jams video on The Rock Cycle to introduce it to the students.
Essential Question:
How are rocks and minerals Whole Group:
formed? Teacher will read p. 76 77 in the text with students and lead discussion about The Rock
What is the rock cycle? Cycle. Teacher will create an anchor chart with the students to show The Rock Cycle.

DOK 2 Independent:
Students will write a narrative story about the life of a rock. The student should include
all the parts of the rock cycle in the story. The story should be organized in the order that
things happen to the rock. Students should describe the changes that occur to the rock
and explain why the changes happened. The students should be sure to include all of
their grammar conventions in their writing as well as the strategies and techniques they
have learned about narrative writing (dialogue, narrative elements, etc.) through Lucy
Caulkins and Write Score lessons. (CW Grade)

Closing:
Students will share their narrative stories that they have written.

How will I know if they have learned:

Teacher will scaffold students as they are writing their narrative stories about the life of a
rock.

What will I do if they dont understand:

Teacher will pull students individually based upon their needs and review the reading
material along with the strategies for writing a narrative.
Day 4 3/9 Hook:
 Science Plans: Rocks, Minerals, & Soil Unit
Teacher will show the BrainPop Jr. video on Soil.
Essential Questions:
What is soil? How is soil Teacher will go through the quiz(zes) with the students and they will answer the questions
formed? What are the using the 1,2,3,4 method to answer the questions. Teacher will use this as an informal
different types of soil? assessment of students to see who is grasping the content.

Whole Group:
DOK 2 & 3 Teacher will put the students into collaborative groups to perform a jigsaw activity on the
5 types of soil. The students will become experts on their type of soil. They will create a
poster or anchor chart which they will use to teach their classmates about their type of
soil. The students will also develop questions for students to answer about their type of
soil so they can demonstrate their understanding of the different types of soil. Students
will use p. 80 81 and p. 84 89 in their text book as a resource.

The following students will be in these groups:

1. Humus:

2. Sand:

3. Silt:

4. Clay

5. Loam:

Independent:
Students will work in their collaborative groups to create their poster/anchor chart.

Closing:
Students will teach their peers about their type of soil and ask the comprehension
questions they developed. The students will write their answers on a sheet of paper to
 Science Plans: Rocks, Minerals, & Soil Unit
Day 5 3/10
Essential Questions:
What is soil? How is soil
formed? What are the
different types of soil? Why
is soil important?
DOK 2 & 3
turn in to the teacher.
How will I know if they have learned:
Teacher will monitor students as they work in their groups and review their answers to
the questions created by the other students.
What will I do if they dont understand:
Teacher will assist students that need help during the jigsaw activity and pull students as
needed based on their responses to the questions (the next day).
Hook:
Teacher will show the Study Jams video on Soil as a review.
Whole Group:
Teacher will use p. 85 in the text to discuss the layers of soil with the students. Teacher
will continue discussion with students on the types of soil discussing how soil is classified
by texture, grain/particle size, and color by reading p. 86 89.
Independent:
Students will use their persuasive writing techniques to create an advertisement for a
type of soil they are selling. They will create the advertisement to persuade people to buy
their soil. The advertisement should explain the best uses for the soil and any other
details and information that can be provided to persuade the consumers. They will use
what they know about economics and resources to create the best advertisement for
their product.
Closing:
Teacher will allow students to share their advertisements.
How will I know if they have learned:
Teacher will monitor students during discussion and use higher order thinking questions
Science Plans: Rocks, Minerals, & Soil Unit
to check for understanding. Teacher will scaffold students during the creation of their
advertisements.

What will I do if they dont understand:

Teacher will assist students as needed based on their responses to the questions during
discussion and work with students as needed while they are creating their
advertisements.