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Project G.L.A.D.Newhall School District

Earth Science: Rocks and Minerals(Level 4)

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I. UNIT THEME – Include cross-cultural sensitivity theme Systems and interactions in earth science The structure of the earth is always changing Rock cycle Cultures are influenced by the geological processes around them

II. FOCUS/MOTIVATION Cognitive Content Dictionary Inquiry chart Observation charts Music and poetry Read-aloud Picture file cards Big book Field trip to Vasquez Rocks Guest speaker (geologist) Geologist awards Realia: examine mineral and rock collections Films on volcanoes, rocks, and minerals

III. CLOSURE/ASSESSMENT Process charts/learning Letter to parents Student generated test questions Class poems, narrative, expository Assessment of team tasks Earth science unit test

IV. CONCEPTS – Grade 4SCIENCE The properties of rocks and minerals reflect the processes that formed them Characteristics of sedimentary, igneous, and metamorphic rocks Use diagnostic properties to identify rock-forming minerals Waves, wind, water, and ice shape and re-shape the earth’s surface Change occurs both slowly and rapidly Natural forces erode rocks and landforms

Rocks and Minerals – Level 4 CA 1Newhall School District (Project GLAD 07/08)

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V. LANGUAGE ARTS STANDARDSELA STANDARDS - Grade 4

Reading:1.0 Word Analysis, Fluency and Systematic Vocabulary Development Word

Recognition1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate spacing, intonation, and expression.Vocabulary and Concept Development1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

4.1 Use knowledge of root words to determine the meaning of unknown words within a passage.1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g. international).

2.0 Students read and understand grade-level-appropriate material. They drawupon a variety of comprehension strategies as needed.Structural Features of Informational Materials2.1 Identify structural patterns found in informational textComprehension and Analysis of Grade-Level-Appropriate Text2.2 Use appropriate strategies when reading for different purposes (e. g., fullcomprehension, location of information, personal enjoyment).2.3 Make and confirm predictions about text by using prior knowledge and ideaspresented in the text itself, including illustrations, titles, topic sentences, importantwords, and foreshadowing clues.2.4 Evaluate new information and hypotheses by testing them against knowninformation and ideas.2.5 Compare and contrast information on the same topic after reading severalpassages or articles.2.6 Distinguish between cause and effect and between fact and opinion inexpository text.2.7 Follow multiple-step instructions in a basic technical manual (e.g., how toUse computer commands or video games).

3.0 Literary Responses and Analysis:Structural Features of Literature3.1 Describe the structural differences of various imaginative forms of literature,including fantasies, fables, myths, legends, and fairy tales.Narrative Analysis of Grade-Level-Appropriate Text3.2 Identify the main events of the plot, their causes, and the influence of eachevent on future actions.3.3 Use knowledge of the situation and setting and of a character's traits andmotivations to determine the causes for the character's actions.3.4 Compare and contrast tales from different cultures by tracing the exploits ofone character type and develop theories to account for similar tales in diversecultures (e.g., trickster tales).3.5 Define figurative language (e.g., simile, metaphor, hyperbole,personification) and identify its use in literary works.


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Writing1.0 Writing Strategies

Organization and Focus1.2 Create multiple-paragraph compositions:1.3 Use traditional structures for conveying information (e.g., chronologicalorder, cause and effect, similarity and difference, and posing and answering aquestion).

Research and Technology1.5 Quote or paraphrase information sources, citing them appropriately. 1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, on-line information) as an aid to writing.1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.

Evaluation and Revision1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

2.0 Writing Applications (Genres and Their Characteristics) 2.1 Write narratives:2.3 Write information reports

2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

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

1.1 Use simple and compound sentences in writing and speaking.1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.Grammar1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.Punctuation1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.1.5 Use underlining, quotation marks, or italics to identify titles of documents. Capitalization1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first words in quotations when appropriate. Spelling1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.


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Listening and Speaking:1.0 Listening and Speaking Strategies Comprehension

1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.1.3 Identify how language usage (e.g., sayings, expressions) reflect regions and cultures.1.4 Give precise directions and instructions. Organization and Delivery of Oral Communication 1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, and posing and answering a question).1.7 Emphasize points in a way that help the listener or viewer to follow important ideas and concepts.1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.Analysis and Evaluation of Oral Media Communication1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues.

2.0 Speaking Applications (Genres and Their Characteristics): 2.1 Make narrative presentations:2.2 Make informational presentations:2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

Listening and Speaking (Grades 3-5 ELD Standards )Comprehension

Beginning Level: Speak with few words/sentencesAnswer simple questions with one/two word responseRetell familiar stories/participate in short conversations/using gestures Early Intermediate Level:Ask/answer questions using phrases/simple sentences Restate/execute multi step oral directions Intermediate Level:Ask/answer questions using support elements Identify key details from stories/information Early Advanced Level:Identify main points/support details from content areas Advanced Level:Identify main points/support details from stories & subject areas Respond to & use idiomatic expressions appropriately

Comprehension, Organization & Delivery of Oral Communication Beginning Level:Uses common social greetings


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Early Intermediate Level:Identify main points of simple conversations/stories (read aloud) Communicate basic needsRecite rhymes/songs/simple stories Intermediate Level:Speak with standard English grammatical forms/sounds Participate in social conversations by asking/answering questionsRetell stories/share school activities using vocabulary, descriptive words/paraphrasing Early Advanced Level:Retell stories including characters, setting, plot, summary, analysis Use standard English grammatical forms/sounds/intonation/pitchInitiate social conversations by asking & answering questions/restating & soliciting informationAppropriate speaking based on purpose, audience, subject matter Ask/answer instructional questionsUse figurative language & idiomatic expressions

Advanced Level:Question/restate/paraphrase in social conversations Speak/write based on purpose, audience, & subject matterIdentify main idea, point of view, & fact/fiction in broadcast & print media Use standard English grammatical forms/sounds/intonation/pitch

Reading - Word Analysis (Grades 3-5 ELD Standards)Concepts about Print, Phonemic Awareness, Decoding & Word Recognition

Beginning Level:Recognize familiar phonemesRecognize sound/symbol relationships in own writing Early Intermediate Level:Read orally recognizing/producing phonemes not in primary language Recognize morphemes in phrases/simple sentencesIntermediate Level:Read aloud with correct pronunciation of most phonemes Use common morphemes in oral & silent readingEarly Advanced Level:Use knowledge of morphemes to derive meaning from literature/texts in content areas Advanced Level:Use roots & affixes to derive meaning

Reading - Fluency & Systematic Vocabulary Development (Grades 3-5 ELD Standards)Vocabulary & Concept Development

Beginning Level:Read aloud simple words in stories/gamesRespond to social & academic interactions (simple questions/answers) Demonstrate comprehension of simple vocabulary with actionRetell simple stories with drawings, words, phrases Uses phrases/single word to communicate basic needs


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Early Intermediate Level:Use content vocabulary in discussions/readingRead simple vocabulary, phrases & sentences independentlyUse morphemes, phonics, syntax to decode & comprehend wordsRecognize & correct grammar, usage, word choice in speaking or reading aloud Read own narrative & expository text aloud with pacing, intonation, expression Intermediate Level:Create dictionary of frequently used words Decode/comprehend meaning of unfamiliar words in textsRecognize & correct grammar, usage, word choice in speaking or reading aloud Read grade level narrative/expository text aloud with pacing, intonation, expression Use content vocabulary in discussions/readingRecognize common roots & affixes Early Advanced Level:Use morphemes, phonics, syntax to decode/comprehend words Recognize multiple meaning words in content literature & texts Use common roots & affixesUse standard dictionary to find meaningsRecognize analogies & metaphors in content literature & texts Use skills/knowledge to achieve independent readingUse idioms in discussions & readingRead complex narrative & expository texts aloud with pacing, intonation, expression Advanced Level:Apply common roots & affixes knowledge to vocabulary Recognize multiple meaning wordsApply academic & social vocabulary to achieve independent read. Use idioms, analogies & metaphors in discussion & readingUse standard dictionary to find meaningsRead narrative & expository text aloud with pacing, intonation

Reading Comprehension Beginning Level: Answer fact questions using one/two word response Connect simple test read aloud to personal experience Understand & follow one-step directionsSequence events from stories read aloud using key words/phrase Identify main idea using key words/phrasesIdentify text features: title/table of contents/chapter headings Early Intermediate Level:Use simple sentences to give details from simple stories Connect text to personal experienceFollow simple two-step directionsIdentify sequence of text using simple sentences Read & identify main ideas to draw inferences Identify text features: title, table of contents, chapter headings Identify fact/opinion in grade level text read aloud to students


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Intermediate Level:Orally respond to comprehension questions about written textRead text features: titles, table of contents, headings, diagrams, charts, glossaries, indexesIdentify main idea to make predictions & support detailsOrally describe connections between text & personal experience Follow multi-step directions for classroom activitiesIdentify examples of fact/opinion & cause/effect in literature/content texts Early Advanced Level:Give main idea with supporting detail from grade level text Generate & respond to text-related comprehension questions Describe relationships between text & personal experience Identify function of text features: format/diagrams/charts/glossary Draw conclusions & make inferences using text resourcesFind examples of fact, opinion, inference, & cause/effect in text Identify organizational patterns in text: sequence, chronology

Advanced Level:Make inferences/generalizations, draw conclusions from grade level text resources Describe main ideas with support detail from textIdentify patterns in text: compare/contrast, sequence/ cause/effect

Writing Strategies and Applications (Grade 3-5 ELD Standards)Penmanship, Organization & Focus

Beginning Level:Write alphabetLabel key parts of common object Create simple sentences/phrasesWrite brief narratives/stories using few standard grammatical formsEarly Intermediate Level:Write narratives that include setting and characterRespond to literature using simple sentences, drawings, lists, chart Write paragraphs of at least four sentencesWrite words/simple sentences in content areas Write friendly letterProduce independent writing Intermediate Level: Narrate sequence of events Produce independent writing Use variety of genres in writing Create paragraph developing central idea using grammatical form Use complex vocabulary & sentences in all content areasWrite a letter with detailed sentences


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Early Advanced Level:Write detailed summary of storyArrange compositions with organizational patterns Independently write responses to literatureUse complex vocabulary & sentences in all content areas Write a persuasive letter with relevant evidenceWrite multi-paragraph narrative & expository for content areas Advanced Level:Write short narrative for all content areas Write persuasive compositionWrite narratives that describe setting, character, objects, events Write multi-paragraph narrative & expository compositions Independently use all steps of writing process

Writing Conventions Beginning Level: Begin own name and sentences with capital letter Use period at end of sentenceEarly Intermediate Level:Begin proper nouns & sentences with capital letter Use period at end of sentence/use some commas Edit for basic conventionsIntermediate Level: Produce independent writing Use standard word order Early Advanced Level:Produce independent writing with correct capitals, punctuation, spelling Edit for basic conventionsUse standard word orderAdvanced Level:Use complete sentences and correct order Use correct parts of speechEdit for punctuation, capitalization, spellingProduce writing with command of standard conventions

Reading Literary Response and Analysis (Grades 3-5 ELD Standards)Narrative Analysis of Grade-Level Appropriate Text

Beginning Level:One/two-word oral responses to factual comprehension questions Word/phrase oral response identifying characters and settings Distinguish between fiction & non-fictionIdentify fairy tales, folk tale, myth, legend using lists, charts, tables


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Early Intermediate Level:Orally answer factual questions using simple sentences Orally identify main events in plotRecite simple poemsOrally describe setting of literature pieceOrally distinguish among poetry, drama, short story Orally describe character of a selection Intermediate Level:Paraphrase response to text using expanded vocabulary Apply knowledge of language to derive meaning from text Early Advanced Level:Describe figurative language (simile, metaphor, personification) Distinguish literary connotations from culture to culture Identify motives of charactersDescribe themes stated directly Identify speaker/narrator in textIdentify main problem of plot and how it is resolved Recognize first & third person in literary text Advanced Level:Describe characteristics of poetry, drama, fiction & non-fiction Evaluate author's use of techniques to influence reader Describe directly stated & implied themesCompare & contrast motives of characters in work of fiction

VI. SCIENCE STANDARDSEARTH SCIENCE- Grade 44.0 The properties of rocks and minerals reflect the processes that formed them. As a

basis for understanding this concept: a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks

by referring to their properties and methods of formation (the rock cycle). b. Students know how to identify common rock-forming minerals (including quartz, calcite,

feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties.

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

a. Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

b. Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces.

c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).


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

investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations.

a. Differentiate observation from inference (interpretation) and know scientists' explanations come partly from what they observe and partly from how they interpret their observations.

c. Formulate and justify predictions based on cause-and-effect relationships.f. Follow a set of written instructions for a scientific investigation.

VII. HISTORY/SOCIAL SCIENCE STANDARDS4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.4.1.2 Distinguish between the North and South poles; the equator and the prime meridian; the tropics; and the hemispheres using coordinates to plot locations. 4.1.4 Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.4.1.5 Use maps, charts and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.

VIII. MATH/SCIENCE/SOCIAL STUDIES SKILLS/UNDERSTANDINGSSTATISTICS, DATA ANALYSIS, AND PROBABILITY- Grade 4

SDAP 1.0 Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings.

SDAP 1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.SDAP 1.3 Interpret one- and two- variable data graphs to answer questions about a situation.

SDAP 2.0 Students make predictions for simple probability situations.SDAP 2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams).SDAP 2.2 Express outcomes of experimental p4robablity situations verbally and numerically (e.g., 3 out of 4; ¾).


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IX. VOCABULARYearthquake fault seismograph Richter Scaletsunami fissures seismologist geologistsmantle core plates plate tectonicsash cone crater crustdormant dust eruption extinctgases lava magma steamvolcano landforms weathering erosiondeposition mass movement mineral streakluster hardness rock igneous rockmetamorphic rock sedimentary rock rock cycle pressurecementation flood plains delta mudslidelandslide creep glacier glacial tillshield volcano cinder cone volcano composite volcano

X. RESOURCE AND MATERIALS – NonfictionZoehfeld, Kathleen. How Mountains are MadeLauber, Patricia. Volcanoes and Earthquakes, Scholastic 1985Wyler & Ames. Secrets in Stones, Scholastic 1970Farndon, John. 1000 Facts on Planet Earth, Barnes and Noble, 2002Wood, Jenny. Volcanoes, Scholastic, 1990Nayer, Judy. Rocks and Minerals, Learning Horizons, 2001Merrians, Deborah. Earthquakes and Volcanoes. Troll, 1996Green, Jen. Closer Look at Volcanoes. Copper Beech Books, 1996Steele, Philip. Volcanoes. Barron’s, 1999Branley, Franklyn. Earthquakes. Harper Collins, 1990Morris, Neil. Earthquakes. Barron’s, 1999Walker, Jane. Fascinating Facts About Volcanoes. Millbrook Press, 1994Edwards, Phyllis. “The Life Story of a Rock.” Avenues. Hampton Brown, 2004Heiligman, Deborah. Earthquakes. Scholastic, 2002.

RESOURCES AND MATERIALS – FictionChanek, Sherilin. The Coolest Rock. (Narrative Input)Costigan, Shirleyann. What Is It? Hurst, Carol Otis. Rocks in His Head.Lewis, Thomas P. Hill of Fire. Harper Trophy, 1971Conrad, Pam. “Call Me Ahnighito.” Avenues. Hampton Brown, 2004

RESOURCES AND MATERIALS – MusicMellencamp, John Cougar. “Rockin’ in the USA.”Avenues Big Book, CD #2. “Found a Pebble.”Avenues Big Book, CD #2. “Rock Chant.”

RESOURCES AND MATERIALS – Technologyhttp://volcano.und.edu/vwdocs/vwlessons/lessons/Slideshow/Slideindex.html http://wrgis.wr.usgs.gov/parks/rxmin/index.html www.kidskonnect.com/content/view/97/27/


http://www.kidskonnect.com/content/view/97/27/

http://wrgis.wr.usgs.gov/parks/rxmin/index.html

http://volcano.und.edu/vwdocs/vwlessons/lessons/Slideshow/Slideindex.html

Project G.L.A.D.Newhall School DistrictEarth Science (Level 4)

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Geologist awards, badges, bookmarks, notebooks Poetry/Songs/Chants: “Rock Chant,” “The Volcano Story,” “Rock Chant,” “Geologist

Bugaloo,” “Here, There,” “Yes, Ma’am,” Read-Aloud: Rocks in His Head Personal Interaction Inquiry Chart: What do you think you know about rocks and minerals? What do you want to

know about rocks and minerals? Realia Cognitive Content Dictionary with signal word Observation Charts Behavior management: three personal standards, zero noise signal

II. INPUT 10/2 lecture with primary language Pictorial input of world map Comparative input chart on talc/quartz Pictorial input on rock cycle Big Book: The Changing Earth Narrative Input– The Coolest Rock

III. GUIDED ORAL PRACTICE T-Graph for social skills/Team points Process Grid: rock characteristics Poetry and chanting: “Rock Chant,” “The Volcano Story,” “Rock Chant,” “Geologist

Bugaloo,” “Here, There,” “Yes, Ma’am,” Personal interaction Farmer-in-the-Dell/Sentence Patterning Chart Exploration Report Picture Files-observe, classify, categorize Expert groups: rocks Process grid Team tasks

IV. READING/WRITINGA. Total Class Modeling

Found poetry Poetry group frame and flip chant Cooperative strip paragraph with responding, revising, and editing Narrative Story Map


PLANNING PAGES 2

B. Flexible Group/Small Group Practice Team Tasks

i. Mind Mapii. Process grid

iii. Expository Paragraphiv. Flip chant – Narrativev. Strip book – Poem

ELD Review Ear-to-Ear Reading Flexible Group Reading – leveled Labeling of charts Focused Reading Big Books Expert groups

C. Individual Activities Learning log Journals Personal response Individual tasks Listen and sketch: Rocks in His Head

D. Reading/Writing Workshop Mini-lesson Write Author’s Chair Conference

V. EXTENDED ACTIVITIES FOR INTEGRATION Guided imagery trip – a day in the life of a rock Poetry Music Rock recipes Acrostic using words, definitions from unit

VI. CLOSURE/ASSESSMENT Portfolio assessment: teacher and self-assessment Assessment of skills in group frames and learning logs Team exploration Teacher/Student Rubric Process all charts Teacher/student generated test Personal exploration with a rubric Learning logs Individual tasks


Project G.L.A.D.Newhall School District

Rocks and Minerals Level 4Sample Daily Lesson Plan

Day 1

Focus/Motivation Three Personal Standards/Awards (Make good decisions, Solve Problems, Show

Respect) Zero noise signal to get attention Cognitive Content Dictionary (CCD) Observation Charts Inquiry Chart: What do you know about Rocks and Minerals? What do you want to

know about Rocks and Minerals? Pass out portfolios, numbered heads, and names on folders

Input Graphic Organizer of World Map [Pacific Centered Map] (7 continents, 5 oceans, ring of

fire—Pacific Plate)o 10/2 lecture with primary language groups (7 continents, 5 oceans, etc.)o Learning Log Entryo ELD Review of Pictorial

Big Book of The Changing Earth “Rocks Here, Rocks There” Chant

Guided Oral Practice T-Graph for social skills Team Points Picture file activity (Rocks and Landforms) Exploration Report

Input Comparative Input Chart: Quartz and Talc

o 10/2 lecture with primary language groupso Learning Log o ELD Review

Writer’s Workshop Mini lesson Free choice Writing Author’s Chair

Closure Home/School Connection: Be a Rock Collector


Sample Daily Lesson PlanDay 2

Focus/Motivation 3 Personal Standards Cognitive Content Dictionary Process Home/School Connection Review World Map with word cards and picture file cards “Rocks Here, Rocks There” Chant with movements (highlight and add pictures and

sketches) Review comparative input with word/picture cards

Guided Oral Practice “Geologist Bugaloo” Chant

Input Narrative Input of The Coolest Rock

o Personal Interaction Rock Cycle Song

Guided Oral Practice Team Tasks: (team color key, exploration report, pictorial of world map, comparative

input of Talc and Quartz , team dictionary, add to observation charts) T Graph Expert groups with text and mind map

Closure Interactive Journals – letter to trainers Home School Connection – Mineral Interview



Focus/Motivation Three Personal Standards Cognitive Content Dictionary Team Process Home/School Connection Review narrative input with conversation bubbles and words cards “Rocks and Minerals Yes, Ma’am” Chant

Guided Oral Practice Sentence patterning chart (SPC) - geologists

o Reading gameo Trading gameo Here/There Chant

Oral Team Evaluation Class flip book using Here, There poetry frame, referencing SPC Team Tasks: (sentence patterning chart, flip book, add sketches or picture cards to chants) Reading/Writing

Team Points – Revisit Oral Evaluation Mind Map of Quartz Process grid (first row using class mind map, second/third using expert groups) Cooperative strip paragraph

o Read, respond, revise, edit

Guided Oral Practice Songs and chants

Closure Interactive journals



Focus/Motivation Three Personal Standards – Bookmark Awards Cognitive Content Dictionary – “stumper” word – student selected vocabulary Review Narrative with story map

Guided Oral Practice Listen and sketch (Rocks in His Head) Process inquiry chart

Reading/Writing Geologists can…Geologists can’t strip book Team Tasks (add strip book, preview written evaluation, process grid) Flexible reading group

o Clunkers and Linkso ELD retell of narrative with group frame

Written evaluation of T graph Focused reading, read the walls with personal CCD or picture dictionary Ear-to-ear reading with poetry book

Writer’s Workshop Mini-lesson on sketching to get started Free choice writing Author’s Chair Conference Publishing

Closure Interactive Journal Poetry and chants



Focus/Motivation Three Personal Standards – Scientific Notebook Awards Cognitive Content Dictionary

Reading/Writing Class Writer’s Workshop of rock cycle narrative

Guided Oral Practice Expository text for “juicy” words Found poetry Songs and chants

Reading/Writing Team Tasks

o Flexible Reading Groups Struggling readers – Review strip paragraph

Team presentations of team tasks Individual tasks:

o add to personal cognitive content dictionaryo narrativeo chants

Writer’s Workshop Mini lesson: Important Frame (The Important Book) Free choice writing Author’s Chair

Closure Write a letter to parents Awards games: Jeopardy, Family Feud, Trivial Pursuit Pass out posters and charts


Super Geologist Awards… just add pictures!

Hot, molten rock found inside of the Earth is called magma.

A fault is a fracture in rock along which large blocks of rock have slipped past each other.

Rocks usually form in flat layers called strata.

Cinder cones are built up from ash, with little lava.


Big Book:

The Changing EarthAdapted by Jenni Dent

The surface of the earth is always changing.

Rivers wear away rock and produce deep canyons.

Waves eat away at sea cliffs, turning them into beach sand.

Winds carrying sand grind away at desert rock.

Glaciers scrape away the tops of mountains.



Weathering is the process of breaking rock into soil, sand, and

other tiny particles called sediment.

Water weathers rock.

Rivers carve deep canyons in rock. Ocean waves weather

cliffs and cause them to fall into the sea.

Water that seeps into tiny cracks in rocks freezes and expands,

breaking the rocks apart.



Erosion is the process of moving sediment from one place to

another.

Deposition is the process of dropping, or depositing,

sediment in a new location.



Water can erode great amounts of sediment.

Waves deposit sediment as new sand on beaches.

Rainfall erodes sediment and carries is into rivers and

streams.

Rivers pick up the sediment and move it down stream or onto the banks or floodplains of the river.



Wind weathers rock.

Wind can carry bits of rock and sand that weather rock surfaces.

Wind erodes dry sediment more easily, as seen by the landforms in the deserts of the American

Southwest.

Wind also blows sand into large mounds called dunes.



Ice weathers rock.

Glaciers are rivers of slowly moving ice that form when it is

too cold for snow to melt.

The weight and size of glaciers gives them enormous power to carve out the landscape. They

also move large rocks and deposit them in another place.


Graphic Organizer: Pacific Centered World Map


Pictorial Input: Rock Cycle


Pictorial Input: Comparative Input Chart


Narrative Input The Coolest Rock from Avenues by Hampton-Brown, 2004


Poetry Booklet

ROCKS & MINERALS


Rock Chant(using the Here/There chant format)Lyrics by Jenni Dent

Rocks here, rocks there, Rocks, rocks, everywhere

Igneous rocks hardeningSedimentary rocks layeringMetamorphic rocks changingAnd molten rock oozing

Rocks under the crustRocks inside the mountainRocks in the landslideAnd rocks at the beach

Rocks here, rocks there, Rocks, rocks, everywhereRocks! Rocks! Rocks!


There are Rocks on Every MountainSung to the tune of “She’ll Be Comin’ Round the Mountain”Lyrics by Jenni Dent

Minerals on Earth are pure in form They have crystals and are solid, that’s the normHardness, luster, color, and streakThey are classifying techniquesGe--ologists will use these to inform.

There are many different types of rocks on EarthEach one has something special ‘bout its birthTwo or more minerals form each oneBut how on the Earth do they comeTo become the rocks we see every day?

Sedimentary rocks are found near waterIt takes thousands of years to form in layersSandstone pressed and cemented togetherMade from sediments eroded by weatherLimestone may have a fossil of an ancient dinosaur!

Molten lava cooled and hardened form the next-- Type of rock and it is called igneousObsidian when lava cools fastPumice full of bubbles of gasDark Basalt has very fine crystals.

Metamorphic rocks are not originalThey have changed from heat and pressure don’t ‘cha knowSlate can split into thin sheetsGneiss is used to make the streetsGranite is the most common of them all.


Geologist Bugaloo

I’m a geologist and here to say,I study the earth’s changes every day.At times I look at data; at times I research soil,Sometimes I even go out and look for oil.

Gneiss, granite, marble, too,Doing the geologist bugaloo.

Using math and science every day,I examine earth’s layers in many ways.Some changes happen slow; some changes happen fastLike fossils that were formed underground in the past.

Gneiss, granite, marble, too,Doing the geologist bugaloo.

By: H. Haggart and P. Zamperin


Rocks and Minerals Yes, Ma’amIs this a mineral? Yes, ma’amIs this a mineral? Yes, ma’amHow do you know? It’s the building block of rocksHow do you know? It’s tested by hardnessGive me some examples. Quartz and TalcGive me some examples. Diamond and Gypsum

Is this a rock? Yes, ma’amIs this a rock? Yes, ma’amHow do you know? 2 or more mineralsHow do you know? Wavy stripes or sedimentGive me some examples. Granite and sandstoneGive me some examples. Marble and basalt

Is this the rock cycle? Yes, ma’amIs this the rock cycle? Yes, ma’amHow do you know? Forces changing rocksHow do you know? Cemented togetherGive me some examples. Igneous--MetamorphicGive me some examples. Sedimentary

Are you through? Yes, ma'amAre you through? Yes, ma'amDid you tell me true? Yes, ma'amDid you tell me true? Yes, ma'amWhat did you chant? Rocks and Minerals!What did you chant? Rocks and Minerals!

By: J. Dent & P. Zamperin


Project GLADEARTH SCIENCE UNITHome/School Connection

Interview your parents or any adult. Ask them if they have ever had or if they could show you a mineral. Many mothers may have some gems or minerals in

their jewelry. Many birthstones are minerals. See what you can find! Sketch and write about your discussion and your

exploration.

Proyecto GLADUnidad de ciencias del Planeta Tierra

Concesión de hogar/escuela

Entreviste a sus padres o cualquier adulto. Pregúntelos si ellos han tenido o si ellos le podrían mostrar un mineral. Muchas madres pueden tener algunas gemas o los minerales en sus joyas. Muchas piedras natalicias son los minerales. ¡Vea lo que usted puede encontrar! Hacer usa esquema y escriba acerca de su discusión y

su exploración.

Parent Signature/ Firma de Padre: _______________________________________

Student Signature/Firma del Estudiante: ________________________________

Date/Fecha: _______________________



Be a rock collector! With your parents, look around outside your home and pick up any interesting rocks. Sketch them and tell about their characteristics and

where you found them.



¡Sea un recaudador de piedra! Con tus padres, busca alrededor de su hogar y recoge alguna piedra interesante. Hacer usa esquema de las piedras y escribe

acerca de sus características y acerca de donde las encontrastes.



Date/Fecha: _______________________



Interview your parents or any adult. Have they ever collected rocks? Why did they? Do they still have their collections? What could be fun about rock

collecting? Sketch and write what you could learn.



Entreviste a sus padres o cualquier adulto. ¿Ellos han colectado piedras? ¿Por qué? ¿Todavía tienen sus colecciones? ¿Qué podría ser divertido acerca de

colectar piedras? Hacer una esquema y escribir que podrías aprender.



Date/Fecha: _______________________


EXPERT GROUPBASALT

Basalt is the most common type of rock on Earth (and probably on the Moon, Mars, and Venus too). It makes up about 70 percent of the Earth’s surface. Most of the ocean floor is basalt. Rocks made in cooled and hardened magma are called igneous rocks. Basalt is found where shifting continental plates have pulled and stretched the earth, such as in California, Oregon, Washington, and New Mexico. Devil’s Tower in Wyoming is a very large formation of basalt.

Basalt is a type of lava. It is one of the earliest lavas to erupt from any volcano, coming straight up from the mantle in huge amounts. It is very hot and very fluid when it comes up. Basalt is usually dark in color because of its high content of iron and magnesium. This extrusive igneous rock is usually black or very dark gray in color. It is very fine grained, and sometimes you can see dark green crystals.

When basalt lava erupts from a volcano, it can quickly flow for hundreds of miles, forming volcanoes with gentle slopes (it is hard to pile up something that flows easily). Basalt is the hottest type of lava that is erupted. Basalt in Hawai'i is usually around 1140 to 1160 degrees Celsius when it erupts. In Hawaii, the black sand beaches are made of weathered basalt.

Where roads have been cut through areas of basalt, the walls look like big, dark building blocks stacked on top of each other. Basalt that has been sandwiched between layers of sandstone is called “traprock”. This makes a strong rock, and it is often crushed and used for building materials. Crushed basalt is used for railroad ballast, aggregate in highway construction, and is a major component of asphalt.

Information sources: Evert. Rocks, Fossils and Arrowheads. 2002.King. The Complete Guide to Rocks and Minerals. 2003.


EXPERT GROUPGRANITE

Granite is formed when hot, liquid magma from under the surface of the earth cools slowly while remaining in the lithosphere. Because it cools or hardens very slowly, the minerals in granite are large and visible, making it a very coarse-grained rock.

Granite has soft black flakes of mica, the first to crumble from weathered surfaces. It has pale crystals of quartz, too, and this never crumbles. The large feldspar crystals give variety to the colors of granite. Most granites are light grey or pinkish in color, but can also be dark grey or red, depending on the feldspar.

Granite is by far the most common of all the intrusive igneous rocks. Granite is usually present where continental plates collided. Although granite forms only deep underground, it is often seen on the surface because its high quartz content makes it so tough it survives long after softer rock around it has been worn away by weathering.

Yosemite National Park’s Half Dome is made of granite. Since granite resists weathering, large geological features are usually made of granite. Other well known examples in the United States are Stone Mountain in Georgia and Mount Rushmore in South Dakota.

Some gravel is made of granite. Slabs of granite can be shined to a smooth finish for tabletops, counters, and floor tiles. Granite may also be used for decorative stone pieces found in buildings. Monuments, paving blocks, and cemetery markers are often made of granite.

Information Sources: Evert. Rocks, Fossils, and Arrowhead. 2002Farndon. The Complete Guide to Rocks and Minerals. 2006


EXPERT GROUPMARBLE

Marble is a metamorphic rock made deep in the earth. Metamorphic rocks are rocks that have been changed by heat, pressure, or chemicals. The word metamorphic comes from the Greek “meta” and “morph” which means to change form.

Marble is made from calcite or limestone. Since limestone is usually found near marine environments, that’s where you will find marble. It is formed when beds of limestone were buried deep in the crust and altered by the heat and pressure of overlying rocks.

The texture of marble can look sugary. Different metamorphic conditions and minerals in the original limestone can give marble many different colors and patterns. Sometimes these impurities cause marble to look like ripple ice cream, as the rock swirled in the heat. Marble is soft enough to carve, but is tough enough to survive in dry conditions. It is, however, easily weathered or corroded by acid rain.

Crushed marble can be used in mixtures of concrete. Marble’s smooth texture makes it perfect for sculpting; statues are often made of marble, and it is used as decoration on the fronts of buildings. When polished, it makes beautiful, decorative stone for columns and tabletops. In ancient Greece and Rome, people used white marble to make statues, and they used colored marble to make hard floors. The Taj Mahal in India, the Parthenon in Greece, and the Lincoln Memorial in Washington D.C. are made of marble. The Leaning Tower in Pisa, Italy has many marble panels and columns.

Information Sources: Evert. Rocks, Fossils, and Arrowhead. 2002Farndon. The Complete Guide to Rocks and Minerals. 2006


EXPERT GROUPSANDSTONE

Sandstone is a common sedimentary rock that may be white, gray, or yellow-tan to dark red. It is made up of even-sized grains of sand, which are rounded particles of quartz, closely cemented, or stuck, together. Sandstone is formed when rocks break apart and sink to the bottom of rivers and streams. In this way different layers are built up. The weight of the layers of sand and water press down on the bottom layer. Each tiny grain of sand begins to stick to another one. Sandstone is made up from grains of sand, especially quartz, feldspar, or simply sand-sized fragments of rock.

Water typically is the agent of creating sandstone. Sandstone can be found near rivers, lakes, and in regions where the earth was once covered with water. Some specimens of sandstone contain fossil fragments, footprints, and even the remains of dead animals. These rocks are often layer upon layer of shells and marine animals that have been compressed together. Sometimes the sand can be piled up by desert winds, blowing particles of sand until they are cemented together. They may be seen in the shape of dune walls and other formations, such as the Great White Throne in Zion National Park and Arches National Monument in Utah.

Sandstone is used in walls and buildings, because it is strong and easy to quarry. After it has been taken from the quarry, it is cut into blocks and used in the building of things. Many buildings are made of blocks of sandstone. In the eastern United States, houses made of sandstone are often called “brownstones.” Sandstone can also be crushed and used like sand.

Information sources: Evert. Rocks, Fossils and Arrowheads. 2002.Farndon. The Complete Guide to Rocks and Minerals. 2006.Hyler. The How and Why Book of Rocks and Minerals. 1960.


Mind Map for Expert Groups


Nam

e of Rock or M

ineral

Type of Rock or M

ineral

Interesting Facts

How it was formed

Uses

Formation Location

Rocks and Minerals Process Grid

Name of rock or mineral

Type of rock or mineral

How it was

formed

Formation location Uses Interesting

facts


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