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?

Essential Questions: Hook:

What is soil? How is soil Teacher will show the BrainPop Jr. video on Soil.
formed? What are the
different types of soil? Teacher will go through the quiz with the students and they will answer the questions
using the 1,2,3,4 method to answer the questions. Teacher will use this as an informal
assessment of students to see who is grasping the content.
DOK 2 & 3
Whole Group:
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. They may also use the
classroom computers and iPads to search additional information on their type of soil.

The following students will be in these groups:

1. Humus:

2. Sand:

3. Silt:

4. Clay
Science Plans: Rocks, Minerals, & Soil Unit
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
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).