5th Grade - Elementary Science Bundle 4

Title Suggested Dates

Sedimentary Rock, Fossils, and the Formation of Fossil Fuels Oct 25 – Nov 12 (14. 5 days)
Link to Integrated Process Skills Link to Assessment Link to Related Assurance Words Link to Related Literature Link to Universal Design
Link to Science Project / Science Fair Information Link to Red Ribbon Week Info

Big Idea/Enduring Understanding Guiding Questions

Sedimentary layers and fossils are a record of the Earth’s past. What processes led to the formation of sedimentary rocks?
Fossils allow us to learn about past living organisms and their environments. What past events led to the formation of fossil fuels?
Sedimentary rock layers are formed over long periods of time and as a result of How do fossils provide evidence of past living organisms and their
weathering, erosion, and deposition. environments?
Fossil fuels, nonrenewable energy sources, are formed over millions of years How do the concepts and ideas in this bundle connect / relate the concepts /
from the remains of past living organisms. ideas in previous bundle(s)?
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity,
teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee
student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum.

Knowledge & Skills with Suggested Resources

Student Expectations
Suggested Sequence: Fossils, Sedimentary Rock, Fossil Fuels
5.7 Earth and Space. The student knows Earth's
surface is constantly changing and consists of
useful resources. The student is expected to:
5.7d identify fossils as evidence of past living
organisms and the nature of the environments at the
time using models
District Specificity/Examples
(See note above)
Including: TAKScopes 5.7d What Happened Before
• Different fossil types provide different types of evidence Engage, Explore, Explain, Elaborate
o Trace, glacial scratches, carbon, bones, whole specimen,
cast, mold AIMS 5th Grade Earth Science Texas Core
• Evidence such as: plant-life / food sources / body covering, Curriculum
body shape / parts, types of movement, climate, location of “Sedimentary Stories”, page 35
organisms (by period of time), type of eaters (by teeth, etc), “Fossil Fill”, page 48
quantity of fossils in given area such as abundance of shells “Coordinating A Record of the Past”, page 59
indicating a former sea bed.
AIMS 4th Grade Earth Science Texas Core
Curriculum
“Can You Dig It”, page 47
“Imprints on the Past”, page 57
“Rock Recordings”, page 59
“Leaf a Lasting Impression”, page 73
“GeoFossils”, Page 80

BrainPop
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5 Grade Elementary Science 2010-2011 Page 1 of 7 Revised 10/8/2010

5.7 Earth and Space. The student knows Earth's
surface is constantly changing and consists of
useful resources. The student is expected to:
5.7a explore the processes that led to the formation of
sedimentary rocks and fossil fuels
5th Grade Elementary Science 2010-2011
5th Grade - Elementary Science Bundle 4
“Fossils”, “Types of Rocks”
Sedimentary Rocks, including: TAKScopes 5.7a Formation of Fossil Fuels
• Deposition of weathered and eroded materials Engage, Explore, Explain, Elaborate
NOTE: good place to authentically review weathering, erosion,
and deposition AIMS 5th Grade Earth Science Texas Core
• Layers of sediment Curriculum
• Able to see evidence of sedimentary rock formations in various “Settling on Sediments”, page 27
settings / landforms (such as canyons) “Fueled Up”, page 294
• Pressurized “cementing” of materials United Streaming
• Most fossils are found within sedimentary rock “Geologist’s Notebook: The Biggest Treasure Chest:
The deeper the layer, the older the rock; the older the fossil Our Natural Resources” (2:55) (do not need entire
piece)
Next two segments of “Natural Phenomena: Rocks,
Fossils, and Earth History”: “How are Rocks
Formed?” (2:33) and “The Formation of Fossils”
(3:16)
Rock Formation (5:13) shows all three types:
Sedimentary is second type
“Sedimentary Rock” – segment of “Basics of
Geology: All About Rocks and Minerals” (3:59)
Fossil Fuels, including Energy Kids NonRenewable
• Three major forms of fossil fuels: coal, oil, and natural gas
• Non-renewable energy Energy Kids - Oil
o They take millions of years to form, and resources are being
Energy Kids - Natural Gas
depleted much faster than new ones are being formed
o Formed by the [anaerobic] decomposition of remains of Energy Kids - Coal
organisms millions of years ago. Over time these remains
mixed with mud and were buried under heavy layers of
sediment. The resulting high heat and pressure caused the
remains to change [chemically alter]
Fossil Fuels:
• Coal
o Most abundant fossil fuel in US
o Nonrenewable
o Energy in coal comes from the energy stored by plants that
lived hundreds of millions of years ago, when the Earth was
partly covered with swampy forests
o For millions of years, a layer of dead plants at the bottom of
the swamps was covered by layers of water and dirt, trapping
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 5th Grade - Elementary Science Bundle 4
the energy of the dead plants. The heat and pressure from the
top layers helped the plant remains turn into what we today
call coal.
• Oil (petroleum)
o Formed from the remains of animals and plants that lived
millions of years ago in a marine (water) environment before
the dinosaurs.
o Over millions of years, the remains of these animals and
plants were covered by layers of sand and silt. Heat and
pressure from these layers helped the remains turn into what
we today call crude oil. The word "petroleum" means "rock
oil" or "oil from the earth."
• Natural Gas
o Millions of years ago, the remains of plants and animals
decayed (organic material) and built up in thick layers. Over
time, the sand and silt changed to rock, covered the organic
material, and trapped it beneath the rock. Pressure and heat
changed some of this organic material into coal, some into oil
(petroleum) and some into natural gas— tiny bubbles of
odorless gas.

NOTE: Original energy comes from the Sun

Scientific Investigation and Reasoning The Process TEKS are integrated with and taught THROUGH the content TEKS. Back to Top
5.1 Scientific investigations and reasoning. The Including: PISD Science Safety Page
student conducts classroom and outdoor • No tasting unless instructed
investigations following home and school safety • Safe smelling – wafting Texas Science Safety Standards
procedures and environmentally appropriate and • Eye and skin protection, as needed DuPont Science Safety Zone
ethical practices. The student is expected to: • Wait for teacher directions
• Wash hands after science investigations
5.1a demonstrate safe practices and the use of safety
equipment as described in the Texas Safety • Directly pointing out / planning for safety risks
Standards during classroom and outdoor • Proper use of all applicable safety equipment
investigations • Encourage students to identify safety precautions on their own
throughout the year
5.1b make informed choices in the conservation,
disposal, and recycling of materials
5.2 Scientific investigations and reasoning. The Experimental Investigations including: What are descriptive, comparative, and experimental
student uses scientific methods during laboratory • Whole group participation investigations? 5th graders experience all three types.
and outdoor investigations. The student is • Small group participation
• Partner participation KLEW/ Claims & Evidence
expected to:
• Individual participation Using Socratic Seminars for higher-order thinking
5.2a describe, plan, and implement simple and discussion
5th Grade Elementary Science 2010-2011 Page 3 of 7 Revised 10/8/2010

experimental investigations testing one variable
5.2b ask well-defined questions, formulate testable
hypothesis, and select and use appropriate equipment
and technology
5.2c collect information by detailed observation and
accurate measuring
5.2d analyze and interpret information to construct
reasonable explanations from direct (observable) and
indirect (inferred) evidence
5.2e demonstrate that repeated investigations may
increase the reliability of results
5.2f communicate valid conclusions in both written
and verbal forms
5.2g construct appropriate simple graphs, tables,
maps, and charts using technology, including
computers, to organize, examine, and evaluate
information
5.3 Scientific investigation and reasoning. The
student uses critical thinking and scientific
problem solving to make informed decisions. The
student is expected to:
5.3a in all fields of science, analyze, evaluate, and
critique scientific explanations by using empirical
evidence, logical reasoning, and experimental and
observational testing, including examining all sides
of scientific evidence of those scientific explanations
so as to encourage critical thinking by the student
5.3 Scientific investigation and reasoning. The
student uses critical thinking and scientific
problem solving to make informed decisions. The
student is expected to:
5.3c draw or develop a model that represents how
something works or looks that cannot be seen such as
how a soda dispensing machine works
5th Grade Elementary Science 2010-2011
5th Grade - Elementary Science Bundle 4
Experimental Investigations including:
• Pre-determined inquiry (i.e. AIMS activities) Multisensory Strategies for Science Vocabulary by
• Guided inquiry Sandra Husty and Julie Jackson includes Bag & Tag
• Full inquiry
“Teaching Science Through Inquiry”, page 17
Experimental Investigation (Scientific Method) steps including: More Picture Perfect Science Lessons, NSTA Press
(also in Picture Perfect Science Lessons)
• Problem / Question
• Hypothesis “BSCS 5E Instructional Model”, page 27
• Materials Picture Perfect Science Lessons, NSTA Press
• Procedure (also in More Picture Perfect Science Lessons)
• Data / Results
• Conclusions
NOTE: Not all investigations / activities are experimental
investigations
Including:
• Fossil fuel depletion/ dependency debate
• Current events related to use of fossil fuels
Including:
• Fossil models
• Sedimentary rock sequence / fossil location
• Forms of fossil fuels / locations
Including:
• Student generated models
• Minimum three models / representations per concept
• Asking / considering the following questions:
o What is the model for?
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5.3 Scientific investigation and reasoning. The
student uses critical thinking and scientific
problem solving to make informed decisions. The
student is expected to:
5th Grade - Elementary Science Bundle 4
o What do the parts of the model represent?
o How is the model the same as the real thing?
o How is the model different from the real thing?
o How well does the model represent the real thing; what can’t
it show?
Such As:
• Paleontologist
• Energy and Power Careers
• Oil and Gas / Power plant careers

5.3d connect grade level appropriate science

concepts with the history of science, science careers,
and contributions of scientists
5.4 Scientific investigation and reasoning. The Including: Tools of the Science Classroom animation
student knows how to use a variety of tools and • Notebooks
methods to conduct science inquiry. The student is • Hand lens How to Use a Metric Ruler animation
expected to: • Microscopes
• Cameras
5.4a collect, record, and analyze information using
• Computers
tools including calculators, microscopes, cameras,
computers, hand lenses, metric rulers, Celsius Including:
thermometers, prisms, mirrors, pan balances, triple • Metric units of measure
beam balances, spring scales, graduated cylinders,
beakers, hot plates, meter sticks, magnets, collecting NOTE:
nets, and notebooks; timing devices including clocks Scaffolding for introducing new tools:
and stopwatches, and materials to support the 1. Tools are modeled
observation of habitats of organisms such as 2. Students are exposed and gain experience through group
terrariums and aquariums interaction
3. Individuals develop skills through multiple opportunities for
5.4b use safety equipment including safety goggles practice throughout year
and gloves
Related Assurance Words Back to Top
differentiate, experiment, fossil fuels, fossils, hypothesis, interact (interaction), interpret, pressure (pressurized), relationship, reliability, significance

Related Literature Back to Top

Sedimentary Rock by Holly Cefrey Los fosiles nos hablan del pasado by Aliki
Sedimentary Rocks and the Rock Cycle by Joanne Mattern Las rocas : duras, blandas, lisas, y asperas by Natalie M. Rosinsky
Rocks and Fossils by Margaret Hynes
Rocks and Fossils by Chris Pellant
Fossils by Chris Pellant
Fossils of the World – World Book Science and Nature Guide
Fossil Fuel Power by Josepha Sherman

5th Grade Elementary Science 2010-2011 Page 5 of 7 Revised 10/8/2010

 5th Grade - Elementary Science Bundle 4
Assessment Support Region XIII Science TAKS Resources www.tmsds.org Back to Top
Assessment Probes Performance Assessment
• Uncovering Student Ideas in Science (Page Keeley), Volume 2 • Sequence cards to indicate formation of fossil fuels (3 types)
“Is it a Rock?”, page 151 • TAKScopes 5.7d What Happened Before Evaluate: Concept Builder
“Is it a Rock?”, page 157 • TAKScopes 5.7a Formation of Fossil Fuels Evaluate: Concept Builder
“Mountaintop Fossil”, page 16

• Uncovering Student Ideas in Science (Page Keeley), Volume 4

“Global Warming”, page 143
“Where Does Oil Come From”, page 151
Scenario / Open Ended Multiple Choice
• How do fossils help you infer what the past environment was like? • TAKScopes 5.7d What Happened Before Evaluate: TAKS Focused Assessment
• In your own words, describe how sedimentary rocks are formed. • TAKScopes 5.7a Formation of Fossil Fuels Evaluate: TAKS Focused Assessment
• TAKScopes 5.7d What Happened Before Evaluate: Writing Prompt •
• TAKScopes 5.7a Formation of Fossil Fuels Evaluate: Writing Prompt

5th Grade Science Project / Fair Information *See Campus Science Fair Contact for complete information* Back to Top
Instructional Points for Bundle 4: Definitions, Background Information Experiment Components:

The best projects are developed out of 5th grade content and through authentic experience. Title Problem/Question
Background Information Definitions
Individual or team EXPERIMENT required for all 5th graders Hypothesis Materials
Procedure Results
Participation in campus Science Fair required for all 5th graders; Conclusion
Students wishing to be considered for the Austin Energy Regional Science Festival complete and
submit an “AERSF Intent Form” prior to the campus science fair event.
Each campus has its own timeline based PISD Science Fair Home Page
upon when the campus science fair event Experimental Investigation Rubric “Project Resources, including Project Austin Energy Science Festival Website
is scheduled to occur. Type PowerPoints”

Differentiation /
Universal Design:
Universal Design What is This? Back to Top
Link to Barriers and Solutions Tool
Consideration Points
Current Methods and
Possible Challenges Possible Solutions
Materials
Printed Text: • difficulty in accessing concepts • Use Solo Read Outloud and/or Natural Reader program
Formation of Sedimentary Rock through text • Use partner reading
Creation of fossils/layers
Visuals – support in presenting • difficulty in accessing concept Animations of formation of sedimentary rocks:
th
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concepts
Kinesthetic/manipulating
instructional materials
Modeling concept of creation of
sedimentary rock or fossil layers
Open-Ended Response
5th Grade Elementary Science 2010-2011
5th Grade - Elementary Science Bundle 4
through text
• student disengagement
• Optional methods for
instruction of concepts and for
performance assessments
Exploring Earth: Sedimentary Rock formation visualization
Rock Hounds: How Sedimentary Rock is Formed
• Group of students model deposition of sediments: First student places their hand into a tray of sand. Next
student places their hand on top of the first student’s, without adding additional pressure. Continue having
group members add “hand” layers of sediment. Gently raise all layers together and say this is a
sedimentary rock. Notice the pressure that increased by looking at the depth of the impression left in the
sand.
• Laundry hamper model – that relates to deposition, age of Earth layers and sedimentary rock: Have
different colored items to put into a container that allows students to see each color layer as it is placed.
Begin by placing the “clothes” worn on Sunday into the empty hamper. Then continue adding clothes
from each day. Then question students relating to which layer is “oldest; which layer is under “pressure”;
if cemented these layers together, what would they have become?
For open ended response to assessments on SE’s consider alternative response methods including:
Solo/Writing Out loud, manipulatives, pictorial representations, models, selection of a given set of pictures,
digital recorded voice response, graphic displays
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