Grade 3 Unit 2 Guide 2010

Office of Elementar y Education
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Grade 3 Science Instruction Unit Guide Standard 2: Earth/Space Science
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Grade 3 Standard 2: Earth/Space Science
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Table of Contents Standard 2: Earth/Space Science Topic

Maryland State Curriculum for Science Skills and Processes Maryland State Curriculum for Science Alignment Vertical Content Map Planning Guide Instructional Support for Science Objectives Word Cards and Vocabulary Sort Careers in Earth/Space Science Concept Attainment for Earth Materials Literature To Support Earth/Space Science netTrekker Directions Websites To Support Earth/Space Science Formative Assessments Earth/Space Science Assessment and Key
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3-6 7-10 11-17 18-27 28-55 56-76 77-85 86-93 94-97 98-104 105-111 112-127 128-144
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Maryland State Curriculum for Science

WCPS 2010-2011 Grade 3 Standard 2: Earth/Space Science

Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. A.CONSTRUCTING KNOWLEDGE 1. Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. a. Support investigative findings with data found in books, articles, and databases, and identify the sources used and expect others to do the same. b. Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length spring scale (weight),balance (mass), Celsius ), thermometer (temperature), graduated cylinder (liquidvolume), and stopwatch (elapsed time) to augment observations of objects, events, and processes. c. Explain that comparisons of data might not be fair because some conditions are not kept the same. d. Recognize that the results of scientific investigations are seldom exactly the same, and when the differences are large, it is important to try to figure out why. e. Follow directions carefully and keep accurate records of one'swork in order to compare data gathered. f. Identify possible reasons for differences in results frominvestigationsincluding unexpected differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations. g. Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical alues when measured v to the nearest:
y y y y y y y
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Millimeter - length Square centimeter - area Milliliter - volume Newton - weight Gram - mass Second - time Degree C - temperature
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Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. B.APPLYING EVIDENCE AND REASONING 1.Seek better reasons for believing something than "Everybody knows that..." or "I just know" and discount such reasons when given by others. a. Develop explanations using knowledge possessed and evidence from observations, reliableprint resources, and investigations. b.Offer reasons for their findings and consider reasons suggested by others. c. Review different explanations for the same set of observations andmake more observations to resolve the differences. d. Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations abot what was observed, u and is understandable weeks or months later. C.COMMUNICATING SCIENTIFIC INFORMATION 1.Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. a. Make use of and analyze models, such as tables and graphs to summarize and interpretdata. b. Avoid choosing and reporting only the data that show what is expected by the person doing the choosing. c. Submit work to the critique of others which involves discussing findings, posingquestions, and challenging statements to clarify ideas. d. Construct and share reasonable explanations for questions asked. e. Recognize that doing science involves many different kinds ofwork and engages men and women of all ages and backgrounds.
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Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. D.TECHNOLOGY 1. DESIGN CONSTRAINTS: Develop designs and analyze the products: "Does it work?" "Could I make it work better?" "Could I have used better materials?" a. Choose appropriate common materials for making simple mechanical constructions and repairing things. b. Realize that there is no perfect design and that usually some features have to be s acrificed to get others, for example, designs that are best in one respect (safety or ease of use) may be inferior in other ways (cost or appearance). c. Identify factors that must be considered in any technological design -cost, safety, environmental impact, and what will happen if the solution fails. 2. DESIGNED SYSTEMS: Investigate a variety of mechanicalsystems and analyze the relationship among the parts. a. Realize that in something that consists of many parts, the parts usually influence one another. b. Explain that something may not work as well (or at all) if a part of it is missing, broken, worn out, mismatched, or misconnected. 3. MAKING MODELS: Examine and modify models and discuss their limitations. a. Explain that a model is a simplified imitation of something and that a model's value lies in suggesting how the thing modeled works. b. Investigate and describe that seeing how amodel works after changes are made to it may suggest how the real thing wouldwork if the same were done to it. c. Explain that models, such as geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, although such representations can never be exact in every detail. d. Realize that one way to make sense of something is to think how it is like something more familiar.
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Maryland State Curriculum for Science

GRADE 2
Standard 2.0 Earth/Space Science Science Correlation Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. A.MATERIALS AND PROCESSES THAT SHAPE A PLANET 1. Describe and compare properties of a variety of Earth materials. a. Classify a collection of rocks based on the properties that distinguish one type from another. b. Collect soil from different locations and compare the properties of the samples. y y y y Color Texture Reaction to water Remains of living things Grade 1 ~ Pebbles, Sand, and Silt All Investigations from Earth Materials Other Correlations
c. Use examples of observations from places around the school and neighborhood to describe ways Earth materials can change. y y Changes caused by humans and other animals Changes caused by water, wind, etc.
See Lesson Seeds
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GRADE 5
Standard 2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. A.MATERIALS AND PROCESSES THAT SHAPE A PLANET 3. Explain how rock is formed from combinations of different minerals and that smaller rocks come from the breakage and weathering of bedrock (solid rock underlying soil components) and larger rocks; soil is made partly from weathered rock, partly from plant remains-and also contains many living organisms. All Investigations from Earth Materials a.Observe andclassify a collection of minerals based on their physical properties.
y y y y
Science Correlations
Other Correlations
Color Luster Hardness Streak
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GRADE 3
Standard 2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. C.PLATE TECTONICS 1. Gather information and provide evidence about the physical environment, becoming familiar with the details of geological features, observing and mapping locations of hills, valleys, rivers, and canyons. a. Identify and describe some natural features of continents.
y y y y
Science Correlation
Other Correlations
Mountains Valleys Rivers Canyons
Earth Materials, Science Stories, pp. 57 Water, Science Stories, pp. 9 & 12 See Lesson Seeds
HM Themes 1 and 5 Social Studies Geography Objectives from the State Curriculum
b. Describe the natural features in their immediate outdoor environment, and compare the features with those of another region in Maryland. c. Identify and describe some features of the ocean floor. y Mountains y Valleys y Canyons d. Recognize and explain that an ocean floor is land covered by water
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GRADE 3
Standard 2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. E.INTERACTIONS OF HYDROSPHERE AND ATMOSPHERE 1. Recognize and describe that water can be found as a liquid or a solid on the Earth's surface and as a gas in the Earth's atmosphere. a. Describe that air is a substance that surrounds us and contains such things as oxygen, water vapor (gas), pollen, dust, etc. b.Observe and explain what happens when liquid water disappears. y y Water, Investigation 3, Parts 1-4 Turns into water vapor (gas) in the air Can reappear as a liquid or solid when cooled, such as clouds, fog, Science Stories, pp. 13-16 Foss Web, Activity: Evaporation rain, snow, etc. Science Correlation Other Correlations
These objectives will be covered in Unit 3 Water, Science Stories, p. 14
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Vertical Content Map for Earth/Space Science

Grade 2 Grade 3 Grade 5
2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.
A.MATERIALS AND PROCESSES THAT SHAPE A PLANET 1. Describe and compare properties of a variety of Earth materials. a. Classify a collection of rocks based on the properties that distinguish one type from another. b. Collect soil from different locations and compare the properties of the samples. None Provided by MSDE A.MATERIALS AND PROCESSES THAT SHAPE A PLANET 3. Explain how rock is formed from combinations of different minerals and that smaller rocks come from the breakage and weathering of bedrock (solid rock underlying soil components) and larger rocks; soil is made partly from weathered rock, partly from plant remains-and also contains many living organisms. a.Observe and classify a collection of minerals based on their physical properties.
y y y
y y y y
Color Texture Reaction to water Remains of living things
c. Use examples of observations from places around the school and neighborhood to describe ways Earth materials can change.
Color Luster Hardness Streak
y y
Changes caused by humans and other animals Changes caused by water, wind, etc.
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Grade 2
Grade 3
Grade 4
2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. B.EARTH HISTORY 2.Recognize and explain that fossils provide evidence about the plants and animals that lived long ago and about the nature of the environment at that time. a. Recognize and explain that the remains or imprints of plants or animals can become fossils. None Provided by MSDE None Provided by MSDE b. Describe the physical structures of an animal or plant based on its fossil remains. c. Identify what an animal or plant fossil is able to tell about the environment in which it lived.
y y
Water Land
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Grade 2
Grade 3
Grade 4
2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. C.PLATE TECTONICS 1. Gather information and provide evidence about the physical environment, becoming familiar with the details of geological features, observing and mapping locations of hills, valleys, rivers, and canyons. a. Identify and describe some natural features of continents.
y y y y
None Provided by MSDE
b. Describe the natural features in their immediate outdoor environment, and compare the features with those of another region in Maryland. c. Identify and describe some features of the ocean floor. y Mountains y Valleys y Canyons d. Recognize and explain that an ocean floor is land covered by water.
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Grade 2
Grade 3
Grade 4
2.0 Earth/Space Science Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur overtime. E.INTERACTIONS OF HYDROSPHERE AND E.INTERACTIONS OF HYDROSPHERE AND ATMOSPHERE 1. Recognize and describe that water can be found as a liquid or a solid on the Earth's surface and as a gas in the Earth's atmosphere. a. Describe that air is a substance that surrounds us and contains such things as oxygen, water vapor (gas), pollen, dust, etc. b. Observe and explain what happens when liquid water disappears. ATMOSPHERE 2. Describe different seasonal weather conditions using data collected from weather instruments, models or drawings. a. Compare average daily temperatures during different seasons. b. Compare average daily wind speed and direction during different seasons. c. Compare average daily precipitation during different seasons.
y y
E.INTERACTIONS OF HYDROSPHERE AND ATMOSPHERE 1.Recognize and describe that the surface of Earth is more than half covered with water. a. Identify the many locations where water is found. b. Describe the changes that occur to water found anywhere.
y y
Turns into water vapor (gas) in the air Can reappear as a liquid or solid when cooled, such as clouds, fog, rain,
Amount Type
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Grade 2 Standard 6.0 Environmental Science
Grade 3
Grades 5
Students will use scientific skills and processes to explain the interactions of environmental factors (living and nonliving) and analyze their impact from a local to a global perspective. A.NATURAL RESOURCES AND HUMAN NEEDS 1.Recognize and explain how Earth's natural resources from the natural environment are used to meet human needs. a. Describe natural resources as something from the natural environment that is used to meet one's needs. b. Identify water, air, soil, minerals, animals, and plants as basic natural resources. c. Explain that food, fuels, and fibers are produced from basic natural resources. d. Identify ways that humans use Earth's natural resources to meet their needs. e. Explain that some natural resources are limited and need to be used wisely. None Provided by MSDE A.NATURAL RESOURCES AND HUMAN NEEDS 1. Recognize and explain how renewable and nonrenewable natural resources are used by humans in Maryland to meet basic needs. a. Identify and compare Maryland's renewable resources and nonrenewable resources. b. Describe how humans use renewable natural resources, such as plants, soil, water, animals. c. Describe how humans use nonrenewablenatural resources, such as oil, coal, natural gas, minerals, including metals
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Grade 2 Standard 6.0 Environmental Science Grade 3 Grades 5
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Students will use scientific skills and processes to explain the interactions of environmental factors (living and non -living) and analyze their impact from a local to a global perspective. B.ENVIRONMENTAL ISSUES 1.Recognize and describe that the activities of individuals or groups of individuals can affect the environment. a. Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can extend the natural resources of the environment. b. Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can limit thenatural resources of the environment. Grade 5 B.ENVIRONMENTAL ISSUES 1.Recognize and explain that decisions influencing the use of natural resources may have benefits, drawbacks, unexpected consequences, and tradeoffs. a. Identify and describe personal and communitybehaviors that waste natural resources and/or cause environmental harm and those behaviors that maintain or improve the environment. b. Identify and describe that individuals and groups assess and manage risk to the environment differently.
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Grade 2 Standard 6.0 Environmental Science Grade 3 Grades 5
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Students will use scientific skills and processes to explain the interactions of environmental factors (living and non -living) and analyze their impact from a local to a global perspective. B.ENVIRONMENTAL ISSUES 2. Recognize and describe that consequences may occur when Earth's natural resources are used. a. Explain how human activities may have positive consequences on the natural environment.
None Provided by MSDE None Provided by MSDE
y y y
Recycling centers Native plantings Good farming practice
b. Explain how human activities may have a negative consequence on the natural environment.
y y
Damage or destruction done to habitats Air, water, and land pollution
c. Identify and describe that an environmental issue affects individual people and groups of people differently.
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Standard 2: Earth/Space Science

Time State Curriculum Objectives 2.2.A.1.a Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Session 1
FOSS: Earth Materials Investigation 1 Part 1 Guiding the Investigation 1. Steps 1-10 Wrapping Up Part 1 2. Steps 11-12
geology geologies property circumference diameter depth meter tape balance mass
Focus Question What are some of the properties we can use to describe individual rocks? Rocks have many properties, including shape, size, color, and texture. Geologists use rock properties to help identify different rocks. Some dimensions of rocks can be measured and compared.
Session 2
2.2.A.1.a
FOSS: Earth Materials Investigation 1 Part 1 Science Stories Written in Stone See the Science Stories Folio in the teachers manual for lesson plans.
Focus Question How do geologists study rocks in detail? They observe the properties of rock and physically break it into its component parts. They break rocks apart, use hand lenses, and wonder about what they see.
Visit Fossweb.com for the audio version of this story.
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Time State Curriculum Objectives 2.2.A.1.a Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Session 3
FOSS: Earth Materials Investigation 1 Part 2 Guiding the Investigation 2 1. Steps 1-15 Wrapping Up Part 2 2. Steps 16-17
rock mineral dissolve
Focus Questions How can we determine the ingredients of a rock? How can we separate the ingredients of a rock? Rocks are made of minerals. Minerals are made of only one ingredient. Some ingredients can be identified by breaking rocks apart. Water can be used to separate ingredients; some break into smaller pieces, and some dissolve.
Session 4
2.2.A.1.a
FOSS: Earth Materials Investigation 1 Part 3 Guiding the Investigation 1. Steps 1-6 Observing Dishes on Another Day 2. Steps 7-13 Wrapping Up Part 3 3. Steps 14-15
crystal evaporate
Focus Questions What are the ingredients of mock rocks? What evidence do you have to support your conclusions? Evaporation is a way to separate liquid and solid ingredients. The salt dissolved in the water, and when the water evaporated, the salt was left behind. Mineral crystals have identifiable shapes. We used a key to identify these shapes.
Plan to observe the evaporation dishes when they have completely dried. Allow 20 minutes for students to make observations.
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Time State Curriculum Objectives 2.2.A.1.c 2.C.1.a Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Session 5
FOSS: Earth Materials Investigation 1 Part 3 Science Stories Postcards from the Ledge See the Science Stories Folio in the teachers manual for lesson plans.
Focus Question What are some examples of wellknown rocks? Devils Tower, Wyoming A core of a volcano that is sacred to Native Americans. Moon Rocks Rocks brought back from the moon by astronauts. Sugar Loaf Granite mountain in Brazil that is part of an ancient mountain chain. Half Dome Large sheets of granite carried away by a glacier thousands of years ago and left a half dome. Ship Rock Magma from a volcano that didnt flow out. Could be seen by pioneers in their ships. Ayers Rock One of the largest monoliths in the world. Looks red from the iron that has rusted in the sandstone.
Visit Fossweb.com for the audio version of this story. Extension: How have earth materials changed around our school or neighborhood? Ideas should include that humans and animals are causes of change as well as water and wind. Describe some natural features of continents.
y y y y
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State Curriculum Objectives Sessions 2.C.1.a-d 6-10 Time Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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See Lesson Seeds for geographic features.
natural feature mountain valley river canyon environment region ocean floor
Focus Questions How would you describe the natural features of continents? (mountains, valleys, rivers, and canyons) How would you describe the natural features of our environment compared to another region in Maryland? How would you describe the features of the ocean floor? (mountains, valleys, and canyons)
Session 11
2.2.A.1.a
Focus Question What properties can we use to identify minerals? A mineral is a basic earth material that cannot be broken down into smaller pieces. It is usually necessary to know several properties of a mineral to identify it.
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Time State Curriculum Objectives 2.2.A.1.a 5.2.A.3.a Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Session 12
FOSS: Earth Materials Investigation 2 Part 1 Science Stories Treasure Underfoot X Marks the Spot See the Science Stories Folio in the teachers manual for lesson plans.
Focus Question What are two methods of mining? Panning technique is done by one individual at a time. Gold-mining machinery does the work of many individuals at the same time.
Session 13
2.2.A.1.a 5.2.A.3.a-b
quartz gypsum calcite fluorite
Focus Questions What properties can we use to identify minerals? How can your fingernail, a penny, and a paper clip help determine hardness? Hardness is a mineral property. Hardness is the resistance to be scratched. Minerals can be put in order by hardness. A harder object always scratches a softer one.
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Time State Curriculum Objectives 2.2.A.1.a 5.2.A.3.a-b Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Session 14
FOSS: Earth Materials Investigation 2 Part 2 Science Stories Digging It Up: Mining for Minerals Birthstones: A Mineral for Each Month See the Science Stories Folio in the teachers manual for lesson plans.
Focus Question How would you describe the properties of the minerals mentioned in the stories? Student describes gold, gypsum, bauxite, and iron. Birthstones such are garnet, amethyst, and diamond are a cultural heritage that is carried on by tradition.
Visit Fossweb.com for the audio version of these stories.
Session 15
FOSS: Earth Materials Investigation 2 Reflections
See vocabulary and focus questions for Investigation 2.
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Session 16
basalt limestone marble sandstone vinegar acid
Focus Question How can we tell if one of the ingredients in a rock is the mineral calcite? Calcite is one of the most common minerals on earth. Calcite is the only mineral that bubbles when it comes in contact with cold acid. The cold acid we used was vinegar.
Vials will sit overnight. Observations should be made the next day. Building Background Knowledge Basalt is an igneous rock. Igneous rocks are formed by magma. Basalt forms when magma pours out of the earth, cools and hardens slowly. Sandstone and limestone are sedimentary rocks. Sedimentary rocks are formed underwater as a result of layers of deposited materials. Sandstone is made up of tiny grains of sand cemented together. Limestone is made up of shells and skeletons of animals that lived long ago. Marble is a metamorphic rock. It was formed from igneous or sedimentary rocks that were subjected to great pressure and heated over long periods of time. Marble is formed by pressure and heat from
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sedimentary limestone.
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Time State Curriculum Objectives 2.2.A.1.c Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Session 17
FOSS: Earth Materials Investigation 3 Part 1 Science Stories Old Man and the Rock: A Native American Tale See the Science Stories Folio in the teachers manual for lesson plans.
Focus Question How are earth materials important to cultures from the past? Cultures used earth materials for explaining how they came to be or how the world works. They used them in stories to teach important concepts or to entertain.
Visit Fossweb.com for the audio version of this science story.
Session 18
2.2.A.1.a 5.2.A.3.a-b
FOSS: Earth Materials Investigation 3 Part 2 Guiding the Investigation 1. Make observations about the vials from Part 1. 2. Steps 1-6 Observing Dishes on Another Day 3. Steps 7-14 Wrapping Up Part 2 4.Steps15-16
evidence
Focus Question
Plan to observe the evaporation dishes when they have Is there another test we can do to know completely dried. Allow 20 for sure which rocks contain calcite? minutes for students to make observations. More than one test may be needed to provide conclusive evidence. Evaporation is a technique used to separate liquid from solid parts of a mixture. Crystal patterns can help us identify minerals.
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Time State Curriculum Objectives 2.2.A.1.c Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
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Session 19
FOSS: Earth Materials Investigation 3 Part 2 Science Stories The Two Boys: An Aborigine Story See the Science Stories Folio in the teachers manual for lesson plans.
Focus Question How does the Aborigine culture explain the creation of Ayers Rock? A tribe of people turned to stone; the shapes are individual people. Some stones look like food, a digging stick, and even a dog.
Visit Fossweb.com for the audio version of this story.
Session 20 Session 21 2.2.A.1.a 5.2.A.3.a-b
FOSS: Earth Materials Investigation 3 Reflections FOSS: Earth Materials Investigation 4 Part 1 Guiding the Investigation 1. Steps 1-13 Wrapping Up Part 1 2. Steps 14-15 granite feldspar hornblende mica
See vocabulary and focus questions for Investigation 3. Focus Question What are the mineral ingredients in granite? Granite is a rock made up of minerals, including feldspar, hornblende, mica, and quartz. Building Background Knowledge Granite is an igneous rock. Igneous rocks are formed by magma. Granite forms when magma cools and hardens between layers of rock.
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Session 22
FOSS: Earth Materials Investigation 4 Part 1 Science Stories Rock of Ages Identifying Minerals Where Do Rocks Come From? See the Science Stories Folio in the teachers manual for lesson plans.
Focus Question What are some significant artifacts made from rocks? The Great Pyramid, The Vietnam Memorial, The Washington Monument, and the Great Wall are significant artifacts made from rocks. How do geologists identify minerals? They look at properties of an unknown mineral and compare them to the properties of know minerals. Mineral properties include hardness, color, light, magnetism, cleavage, fracture, and specific gravity. They sort and classify. What are the three types of rocks? Metamorphic, igneous, and sedimentary are the three types of rocks. Rocks are classified into these three families.
Visit Fossweb.com for the audio version of these stories.
Session 23 Session 24 Session
FOSS: Earth Materials Investigation 4 Reflections Earth/Space Science Reflections Earth/Space Science
See vocabulary and focus questions for Investigation 4.
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Instructional Support for Science Objectives
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2.A.1.a (Grade 2) Classify a collection of rocks based on the properties that distinguish one type from another.
Resources to Support 2.A.1.a (Grade 2)

Name of Resource
ScienceSaurus FOSS: Earth Materials Safari Montage
Where Can the Resource Be Found?

Pages 168-171, 176, 178-181 All Investigations y y y y y All About Rocks and Minerals Eyewitness: Rocks and Minerals Every Stone Has a Story Splendid Stones Bill Nye: Fossils
Notes
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES. SEE DIRECTIONS ON PAGE 98.
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2.A.1.b (Grade 2) Collect soil from different locations and compare the properties of the samples. y Color y Texture y Reaction to water y Remains of living things Resources to Support 2.A.1.b (Grade 2)
Name of Resource
ScienceSaurus FOSS: Pebbles, Sand, and Silt Safari Montage

Pages 168-171, 176, 178-181 All Investigations in Grade 1 y y y y y All About Rocks and Minerals Eyewitness: Rocks and Minerals Every Stone Has a Story Splendid Stones Bill Nye: Fossils
Notes
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2.A.1.c (Grade 2) Use examples of observations around the school and neighborhood to describe ways Earth materials change. y Changes caused by humans and other animals. y Changes caused by water, wind, etc.
Resources to Support 2.A.1.c (Grade 2)

Name of Resource
ScienceSaurus Safari Montage

Pages 168-171, 176, 178-181 y Bill Nye: Erosion
Notes
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Lesson Seeds

M ng models to show how rocks are broken down to make soil ~ The wearing away of rocks into smaller particles that make up soils takes place in a variety of ways. Depending upon the locality of the school, students can (1) observe the wind carrying and depositing dirt and dust; (2) observe a stream wearing away the earth, carrying sediments, and depositing them in other places; (3) observe how ocean shores are continually being worn away by water action; (4) observe how plants crack rocks. Resource:Everyday Science Sourcebook, Lowery Wind and water ~ Use different kinds of rocks varying in degrees of hardness. Have student scratch one rock with another to see how rocks can be worn into soil. The can rub various other rocks together over a sheet of black paper and observe the soil-like grains as they fall. They can realize that wind and water carry abrasive materials that wear away softer materials in a similar way. You might have them find pictures of areas eroded by wind or water. Resource:Everyday Science Sourcebook, Lowery

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Writing About Science
Today Im a pebble, but I remember that I used to be a huge boulder sitting on the top of a mountain. How did I get so small? Please tell my story.
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2.A.3.a (Grade 5 Assessed) Observe and classify a collection of minerals based on their physical properties. y Color y Luster y Hardness y Streak Resources to Support 2.A.3.a (Grade 5 Assessed)
Name of Resource
ScienceSaurus FOSS: Earth Materials

Pages 168-171, 176, 178-181 Investigation 2 Parts 1-2 Investigation 3 Parts 1-2 Investigation 4 Part 1
Notes
Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school. These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
Safari Montage
y y y y y
All About Rocks and Minerals Eyewitness: Rock and Mineral Every Stone Has a Story Splendid Stones Bill Nye: Fossils
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Lesson Seeds
Observing minerals within rocks ~ Usin a hamm , pu v ize a piece o granite that is wrapped in a c oth or a bag. Pour the fragments on a piece of paper a nd observe them with a hand lens. Have the students sort some of the fragments. There are three main kinds of minerals: fe ldspar (ma be man colors), mica (ma be black or light), and quartz (ma be man colors). Tell students that all rocks of the world are made up of materials called minerals. Explain that all the rocks of the world are made up of various combinations of minerals and that minerals have a definite, unchanging composition while rocks ma contain varying amounts of different minerals. Pulverize other rocks and sort out the different minerals that are found. (Some will be made up of only one mineral while others will be made up of many.)
6 7 3 4 5 4 5 6 8 8 8 8
Resource: The Everyday Science Sourcebook , Lowery
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Identifying characteristics of some minerals~ Divide the class into small groups with several hand lenses, a small bag of sand, and some black paper or paper plate. Have each group examine its sand and sort the pieces b colors. After sorting, students can use the table to identify some of the mi erals that commonly make up y n sand. Have different groups compare findings, and then compare the composition of a sandstone rock with the other sand samples. Students will realize that the various kinds of rocks are determined by the kinds of minerals wit in them. h Color White or colorless Pink Black Green Black and flat Shiny and flat Mineral Usually quartz Usually feldspar Hornblende Serpentine Black mica Light mica
Resource: The Everyday Science Sourcebook, Lowery
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Iden fy n mine a by a streak test ~ Rub a sample of pyrite or chalcopyrite across a piece of unglazed porcelain tile. Tell students that the greenish-black powder is from the mineral the rock and that it is often different from the color of the rock. Rub other rocks against the tile and compare the color differences. Students will begin to understand that the color streak is useful in the identification of some minerals, but that white stre are not. The table lists the e ternal aks coloring and the mineral streak made by some common minerals.
@ @ 9 A B C D
E ternal Color Blue-green Blue or white Brass yellow Green purple, white Lead gray Gray, red-brown Brown Gray or green Black Bright green Pale yellow
E
Streak Test White White Greenish-black White Lead gray Red-brown Ochre yellow White Black Pale green Greenish-black
Mineral Apatite Calcite Chalcopyrite Fluorite Galena Hematite Limonite Talc Magnetite Malachite Pyrite
Resource:The Everyday Science Sourcebook, Lowery
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2.A.3.b (Grade 5 Assessed) Identify and compare the properties of rocks that are composed of a single mineral with those of other rocks made of several minerals using their physical properties.
Resources to Support 2.A.3.b (Grade 5 Assessed)

Name of Resource
ScienceSaurus FOSS: Earth Materials

Pages 168-171, 176, 178-181 Investigation 2 Parts 1-2 Investigation 3 Parts 1-2 Investigation 4 Part 1
Notes
Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school. These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
Safari Montage
y y y y
All About Rocks and Minerals Eyewitness: Rock and Mineral Every Stone Has a Story Splendid Stones Bill Nye: Fossils
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Assessment: Is it a rock? I
Which things on this list could be rocks? How do you decide if something is a rock? Put an X next to the things you think could be a rock.
Jagged boulder Small stone Piece of sand
Smooth boulder Large stone Dust from two stones rubbed together
Small stone Pebble
Large stone Piece of gravel
Explain your thinking. What rule or reasoning did you use to decide if something is a rock?
WCPS 2010-2011 Grade 3 Standard 2: Earth Space Science
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Assessment Teacher Notes
The purpose of this assessment is to find out students ideas about rocks. All of the items on the list could be a rock. Rocks are aggregates of minerals.
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Assessment: Is it a rock? II
What is a rock? How do you decide if something is a rock? Put an X next to the things that you think are rocks.
Cement block Coral Asphalt (road tar) Concrete
Piece of clay pot Brick Iron ore granite
Coal
Dried mud
Harden lava Marble statue
Limestone Glass
Explain your thinking? What rule or reasoning did you use to decide if something is a rock?
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Assessment Teacher Notes
The purpose of this assessment is to find out students ideas about rocks. The items on the list that are rocks are coal, hardened lava, limestone, a gravestone, iron ore, marble statue, and granite.
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2.C.1.a (Grade 3) Identify and describe some natural features of continents. y Mountains y Valleys y Rivers y Canyons
Resources to Support 2.C.1.a (Grade 3)

Name of Resource
Safari Montage y y y y y y y y y

Bill Nye: Rivers and Streams Bill Nye: Erosion Eyewitness: Mountains Eyewitness: Ponds and Rivers Eyewitness: Rivers and Streams The Southwest Land Formations All About Land Formations Primary Geography: Weather, Place
Notes
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Lesson Seeds
Have the students research and report on one of the natural features listed in the objective. Images are included on the following pages for students to also use. Students can use models and foldables to display their findings. Students can share their findings usingPowerPoint or Prezi presentations.
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Grade 3 Standard 2: Earth Space Science
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Natural Features Images
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2.C.1.b (Grade 3) Describe the natural features in their immediate outdoor environment, and compare the features with those of another region in Maryland. Resources to Support 2.C.1.b (Grade 3)
Name of Resource
Safari Montage

y y y y y y y Bill Nye: Rivers and Streams Bill Nye: Erosion Eyewitness: Mountains Eyewitness: Ponds and Rivers Eyewitness: Rivers and Streams Land Formations All About Land Formations Primary Geography: Weather, Place
Notes
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Lesson Seeds Have the students use words and drawings to describe their immediate environment or area in Washington County. The y can use web resources such as www.googleearth to help them. Also http://maryland.hometownlocator.com/features/counties.cfm will help them for geographic features for all the counties in Maryland. Fourth grade teachers will have Maryland resource s that may help with research. Consider having the students use digital camera to take pictures. Have the students research another region for making comparisons. Some students may have their own photograph of places they have visited in Maryland. The following pages give information about the types of physical features found in Maryland and Washington County. Students can display their findings on a foldable accompanied by a model. Students can use PowerPoint or Prezi presentations to share their findings.
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Physical Features of Maryland Overview

Maryland Physical Features Areas Bars Basins Bays Beaches Bends Capes Cliffs Falls Flats Forests Gaps Guts Islands Lakes Pillars Ranges Rapids Ridges Springs
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15 61 14 746 35 12 1,166 20 14 12 12 12 59 305 162 4 11 3 77 47
Streams Summits Swamps Valleys Woods
2,146 227 219 93 3
Resource: http://maryland.hometownlocator.com/features/
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Physical Features of Washington County

Physical Features Areas Bends Capes Cliffs Gaps Islands Lakes Pillars Ranges Rapids Ridges Springs Streams Summits Swamps Valleys 1 5 2 1 4 4 2 1 3 1 9 11 47 27 1 8
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Valleys in Washington County

USGS Topo Map Bear Pond Hollow Clear Spring Blair Valley Clear Spring Frog Hollow Keedysville Long Hollow Bellegrove Pleasant Valley Harpers Ferry Polecat Hollow Clear Spring Raven Rock Hollow Smithsburg Warner Gap Hollow Smithsburg Name
Ranges in Washington County

Name USGS Topo Map Bear Pond Mountains Clear Spring Pine Hills Mason and Dixon South Mountain Rio
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Summits in Washington County

Name USGS Topo Map Abe Mills Mountain Clear Spring Annapolis Rock Myersville Black Rock Myersville Boyd Mountain Clear Spring Bullskin Mountain Clear Spring Buzzard Knob Smithsburg Devils Backbone Funkstown Fairview Mountain Clear Spring Ferry Hill Shepherdstown Gillians Knob Clear Spring Hauser Ridge Shepherdstown Hawks Hill Keedysville Hearthstone Mountain Clear Spring High Rock Smithsburg Johnson Mountain Clear Spring Maryland Heights Harpers Ferry Moore Knob Cherry Run Nicodemus Heights Shepherdstown Pine Knob Myersville Powell Mountain Clear Spring Quirauk Mountain Smithsburg Raven Rock Smithsburg Red Hill Keedysville Rickard Mountain Clear Spring Roundtop Hill Hancock Short Hill Funkstown Sword Mountain Clear Spring
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2.C.1.c (Grade 3) Identify and describe some features of the ocean floor. y Mountains y Valleys y Canyons Resources to Support 2.C.1.c (Grade 3)
Name of Resource

Pages 196-197 y y y Land Formations All About Land Formations Oceans in Motion
Notes
LESSON SEEDS FOR 2.C.1.a. Be sure to also push in 2.C.1.d.
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2.C.1.d (Grade 3) Recognize and explain that an ocean floor is land covered by water. Resources to Support 2.C.1.d (Grade 3)
Name of Resource

Pages 196-197 y y y Land Formations All About Land Formations Oceans in Motion
Notes
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Unit Vocabulary
Please note the following:
y These words are suggested vocabulary words. Please continue to make instructional decisions about vocabulary words you feel your students may or may not need. y At the bottom of each vocabulary card is a code. This codeindicates the unit and investigation the vocabulary word is found. For example, U2I1 is Unit 2 Investigation 1. y Vocabulary should be reviewed at the end of each investigation. y Science vocabulary may be added to the Word Wall. Have your students help you determine at the end of the module what words should be displayed on the Word Wall. y If you choose not to add the vocabulary words to your Word Wall, be sure these words are displayed where they are visible to all students during the time the module is being taught.
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geology
U2I1
geologist property
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circumference diameter depth

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U2I1
U2I1
U2I1
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meter tape balance mass

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U2I1
U2I1
U2I1
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rock
U2I1
mineral dissolve
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U2I1
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crystal quartz
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U2I1
evaporate
U2I2
U2I1
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gypsum calcite fluorite

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U2I2
U2I2
U2I2
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basalt marble
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U2I3
limestone
U2I3
U2I3
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sandstone vinegar acid

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U2I3
U2I3
U2I3
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evidence granite feldspar

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U2I4
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hornblende mica
U2I4
U2I4
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Ongoing Vocabulary From the State Curriculum
investigations liquid volume mass

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weight volume work

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gas
U2SC
liquid solid
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atmosphere valley
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environment
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river
U2SC
canyon
U2SC
atmosphere
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hydrosphere temperature mountain

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U2SC
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natural features region

U2SC
U2SC
ocean floor
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Earth materials
U2SC
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geology 1 geologist property

1
rock
mineral dissolve crystal
circumference1 diameter depth

1 1
evaporate quartz
1 2
meter tape balance mass

1 1
gypsum calcite fluorite

2
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basalt
hornblende
3
limestone marble
3
mica
mountain
3
sandstone vinegar acid

3 3
river canyon region
evidence granite feldspar

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natural features ocean floor
Earth materials
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Careers in Earth/Space Science
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Atmospheric Scientist
Atmospheric science is the study of the physics and chemistry of gases, clouds, and aerosols that surround the planetary bodies of the solar system. Research in atmospheric science focuses upon such areas as:
y y y y y
Climatology. the study of long-term weather and temperature trends, Dynamic meteorology. the study of the motions of the atmosphere, Cloud Physics: the formation and evolution of clouds and precipitation, Atmospheric chemistry: the study of atmospheric chemical reactions, Oceanography: the study of the Earth's oceans and how they affect the atmosphere.
Some atmospheric scientists study the atmospheres of the planets in our solar system, while others study the Earth's atmosphere. Atmospheric scientists may work in the following areas: field research, laboratory studies and/or computer analysis and modeling. Good communication skills (oral and written) are necessary as atmospheric scientists attend conferences and workshops, where they share their r esults with other researchers. They write papers and technical reports detailing the results of their research, give progress reports, and disseminate information on satellite data. The majority of atmospheric scientists in the United States work for the Federal Government. The largest number of civilian atmospheric scientists work for the National Weather Service and other branches of the National Oceanic and Atmospheric Administration (NOAA), as well as NASA, the Environmental Protection Agency, the Forest Service, the Department of Defense, and the Department of Energy. Atmospheric scientists may also be found working for private weather services, television and radio stations, commercial airlines, state governments, colleges and universities, public ut ilities, consulting firms, and aircraft and instrument manufacturing companies. They often work in groups where their different skills and backgrounds can be combined to study specific scientifi c questions such as the effects of aircraft emissions on the atmosphere. These multidisciplinary teams usually include people in other related careers such as aerospace engineers, electronics engineers, computer and communications technicians, photographers, science writers, data systems analysts, astronauts, pilots, astronomers, physicists, geologists, oceanographers, and biologists
Updated: January 22, 2003
Responsible NASA Official: Ruth Netting WCPS 2010-2011 Grade 3 Standard 2: Earth/Space Science
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Graphic Designer
One of the most interesting parts of NASA's Earth Science division is the images of deep space that are taken by the Earth Science technology equipment. We're very proud of the images discovered and wish to share them with the world through all types of me dia such as video, Internet, and print. Graphic designers are able to display these images in amazing ways using computer software and personal talents. NASA graphic designers are some of the most creative people that you will ever meet. They have to be extremely creative because their job revolves around creativity. There are many steps that designers must take before an idea can come to life. The steps in the designing process include creating designs, page layouts, illustrations, and graphics with the a of computer id design tools and other graphic design software packages. Designers are also skilled in the use of graphics equipment such as reproduction cameras and copiers, laser printers, scanners, disk drives, and modems. Creative people are always needed in a field where original designs are required on a daily basis. If you would like a job where you can be creative, and see you're designs come to life on the Internet, then you may want to study graphic designing.
Responsible NASA Official: Ruth Netting
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Geologist Geology is the study of the solid earth, its rocks and minerals. Geologists are the 'field hands' of earth science: without ground-based observation to confirm or e pand on space-based tools, we would have an incomplete or even inaccurate picture of our planet. Geologists understand how the dynamic forces which shape our earth work, and use this knowledge to predict their affect on mankind. Earthquakes, volcanoes and soil erosion affect all of us: even if the geological event occurs halfway around the world, we are all touched to a greater or lesser extent. Food grown in Nebraska depends on accurate soil sampling, land erosion monitoring and water drainage informa tion all provided by earth scientists with a geological background. Fishermen who experience a 'drought' of fish look to geologists to explain silting, underwater seismic events or other phenomena in order to react appropriately. More than just naming rocks and digging up fossilized bones, geologists tell us the story of the earth. That story goes back billions of years, and leaves its impression in the very ground we walk on. If that story is one you want to help tell, a career in geology and earth scie nce is for you!
I
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Forest Ranger
America's forest land is managed largely by the Department of Agriculture's Forest Service. In addition to maintaining the man-made objects in the park, like roads and buildings, the Park Service's Forest Rangers oversee the safety of both man and beast in their care. Forest fires, drought and pollution cause a great deal of damage to America's forests each year. NASA's earth science provides valuable data to Forest Rangers, who in turn use this information to establish where it is safest for people to go in our National Parks. Balanced against this is the over-riding concern of conserving our natural resour ces so that future generations will still have them to see and appreciate. Each year millions of Americans make use, indirectly, of earth science data through the work of Forest Rangers. If conserving our wilderness through better knowledge of ourenvironment appeals to you, maybe you'll have 'Forest Ranger' on your resume someday!
Updated: September 15, 2003
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Meteorologist (Weather Man)
Perhaps the most direct way in which people benefit from earth science research is through daily weather prediction. Weather systems thousands of miles away have an effect on you right here at home. Earth science satellites provide up-to-the-minute information about weather patterns across the entire world, allowing meteorologists to forecast what's headed your way. More than just images of clouds, meteorologists compare temperature readings, winds, atmospheric pressure, precipitation patterns, and other v ariables to form an accurate picture of our climate. From past readings, meteorologists are able to draw conclusions and make predictions about how our climate will translate into local weather every day. They can also develop computer models that predict how climate and weather may vary in the future as a result of human activity. Meteorologists also carry out basic research to help us understand the way the atmosphere works, ranging from why hurricanes and tornadoes form when and where they do, to why the ozone hole formed over the Antarctic in the spring. They use satellites, aircraft, ships, and balloons to take the data needed to help understand, document, and predict weather and climate. If understanding the atmosphere around you, helping to predict h ow it behaves - both today and in the future - sounds interesting to you, learn more about meteorology!
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Politician/Lobbyist
The environment is an important political issue. Year after year one or more environmental questions come up in virtually every election campaign. Earth scientists know a lot about how the planet's complicated systems work, and how we humans are affecting the planet , but they can't take steps to clean the air or protect against hurricanes -- only politicians and lobbyists who inform politicians can do that. Every good law that gets written to revise building codes, to withstand earthquakes, or stand up to tornadoes is the result of hard work by men and women in politics making use of Earth Science information. Every time people are successfully evacuated from hurricane paths and lives are saved by government -sponsored rescue teams, it can be traced back to forward-thinking and aware politicians or the people they appoint. Disaster relief committees, groups prepared for emergencies, and other community -sponsored programs need people knowledgeable about Earth Science to help plan how best to react to environmental threats. Similarly, government agencies that protect endangered species, keep drinking water clean, and crops healthy rely on educated activists and consultants, who are well versed in Earth Science areas. Politics is about bettering our community and our cou ntry; why not put an Earth Science background to use for us all!
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Computer Programmer
The Earth Science Enterprise, like all of NASA, relies heavily on computers for many of their operations. Computers aid in the design and building of spacecraft, as well as in their launching and tracking in orbit. Computers are used to capture the comple data Earth-observing satellites send back, and are used still more in analyzing that data to come up with useful results. All these various applications required dedicated programmers to keep them going. But there is even more: every Earth Scientist is p art of a larger community of researchers. They share information over the Internet and via electronic mail-systems designed specifically for their use by computer programmers who understood what they needed. And it's not just scientists; all earth scien agencies need computer ce programmers to design applications to track their budgets, manage personnel records, schedule meetings and even publish scientific findings to the world. The need for programmers, system administrators, designers and network arch itects is only going to increase. Our global community has ever more information it needs to collect, compile and share. That's where you come in: weather stations, volcano monitoring sites and satellite tracking stations all need specialized equipment and software, which can only be provided by trained professionals. If you like the smell of Java in the morning, there is a career for you in earth science!
P
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Oceanographer/Marine Biologist
Oceanographers help us gain a better understanding of how our oceans, and living creatures in them, function as an ecosystem. Oceanography contains a wide range of jobs including engineers, marine biologists, and zoologists (people who study animals). People with skills in these and other areas are involved in oceanography because Earth has more oceans than land, and it is a huge task to understand how the oceans work.
One of the better-known careers in oceanography is marine biology. While oceanographers study oceans as a whole, marine biologists focus on the living creatures in different types of water, not just huge oceans. They also study life in seas, bays, and other large bodies of water. Oceanographers may also be technicians who specialize in working on equipment used to study the oceans. Oceanography needs technicians who are able to work on boats, electronics, and specialty equipment to make sure that their experiments run smoothly. Oceanographers also get to travel quite a bit to do research and experiments. Although some oceanographers write technical reports in a lab, others explore the oceans. If you enjoy the water, or marine animals then you should think about a career in oceanography.
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Sorts (Also known as concept attainment)
Students can use sorting mats to categorize pictures and words. Students identify characteristics that match the categories and their discussions about their sorts demonstrate a deeper understanding of the content.
How do you do sorts? Cut out each picture or word. Pose the question from the top of the page. Sort the pictures and/or words into the yes or no column on the sorting mat.
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For Example:
Wh t are f
R
we can eat?
Ye
No
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Yes
No
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***Use the following statements for concept attainment.
Investigation 1 Part 1
1. Geologists use rock properties to help identify different rocks.
2. It is impossible to measure and compare the dimensions of a rock.
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1. Rocks are made of minerals.
2. Minerals are made of 3 ingredients.
3. Ingredients can be identified when the rock is broken apart.
4. Water can be used to separate ingredients.
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1. Evaporation is one way to put liquid and solid ingredients together.
2. Mineral crystals have identifiable shapes.
1. A mineral is a basic earth material that can be broken down into smaller pieces.
2. Minerals are ingredients that make up rocks.

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1. Minerals can be put in order by hardness.
2. The harder object always scratches the softer one.
1. Calcite is one of the most common minerals on earth.
2. Calcite does not react to cold acid.

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1. Granite is a rock made up of minerals.
2. One of the minerals found in granite is salt.
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Literature in the Science Classroom

The use of literature in the science classroom enhances student understanding of scientific concepts. Literature can expose students to lives of real and fictitious people were instrumental in scientific discovery or who have applied scientific ideas to real life situations. Resource: Fossweb.com Children should be encouraged to use many different books to learn about science. A book can be the expert to refer to for an answer or clarification, or a book can spark an interest or an investigation. More often, however, books, simply serve to de epen a childs understanding of some familiar topic, helping them to make increasing sense of the world and function more confidently in it. Resource: Science and Language Links, Johanna Scott
WCPS 2010-2011
Office of Elementar y Education Crysta and Gem Author: R. F. Symes, R. R. Hardin Level: 3-6 Description: Photos show the natural beauty of crystals of every size, shape, and color.
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Fossil Fuel Power Author: Josepha Sherman Level: 3-5 Description: Introduces the history, uses, production, advantages and disadvantages, and future of fossil fuel energy as a power resource. Let's Go Ro k Colle tin Author: Roma Gans Level: K-4 Description: Discusses the formation and characteristics of igneous, metamorphic, and sedimentary rocks and how to recognize and collect them.
X X W
Let's Look at Ro ks (Spanish) Author: Jeri Cipriano Level: Pre-K-3 Description: Simple te t and photographs introduce rocks, where they can be found, some formations they make, and how people use rocks.
X
A Look at Ro ks: From Coal to Kimberlite Author: Jo S. Kittin er Level: 3-6 Description: Describes the formation and appearance of rocks, changes they can undergo, and how to start a collection.
X
MammothCaveNational Park Author: Mike Graf Level: 3-5 Description: Discover MammothCaveNational Park. E plore how it formed; the people, animals, and plants that live there; its weather; and more. Includes bibliography and inde .
Y Y
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Office of Elementar y Education Ro k Author: Mary Firestone Level: K-3 Description: Discusses features of rock, including how it forms, the different types, and how people use rocks.
`
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Ro ks and Minerals Author: Chris Pellant Level: Unknown Description: A geology e pert e plains how to tell rocks from minerals and then shares secrets of spotting sulfides, chromates, igneous and metamorphic rocks, and more. This Eyewitness Handbook is packed with over 600 vivid full-color photos of more than 500 specimens.
` a
Ro ks And Minerals (Po ket) Author: Sue Fuller Level: 3-12 Description: A pocket-size reference guide for identification of rocks and minerals. Includes color photographs for many common rocks and minerals.
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Volcano! When a Mountain Explodes Author: Linda Barr Level: 3-6 Description: Discusses what causes volcanic eruptions, the three main types of volcanoes, early myths about volcanoes, and the environmental impact of eruptions. ZionNational Park Author: Mike Graf Level: 3-5 e Description: E plore Zion National Park, how it formed, the people, animals and plants that live there, its weather, and more. Includes bibliography and ind .
a
The Boy Trap Author: Nancy Matson Level: 3-6 Description: Fifth-grader Emma decides to do a science fair project to prove scientifically that girls are better than boys. In the process, she learns about herself, her friends, and research methods. WCPS 2010-2011 Grade 3 Standard 2: Earth/Space Science
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Everybody Needs a Rock Author: Byrd Baylor Level: K-3 Description: Everybody needs to have a special rock. This book lists ten rules for finding the rock you need. Provides a useful connection to units on geology, rocks, and soil. Iktomi And The Boulder: A Plains Indian Story Author: Paul Goble Level: 1-2 Description: Iktomi, a Plains Indian trickster, attempts to defeat a boulder with the assistance of some bats, in this story that e plains why the Great Plains are covered with small stones.
b
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netTrekker What is netTrekker?

netTrekker is an educational search tool for K-12 that brings digital resources into the classroom in a safe, relevant and engaging way, making it faster and easier to provide a more personalized and productive learning experience for every student.
Special features for entering websites through net Trekker

y y y Read Aloud ~ Select the Read Aloud tab at the top of the page. Highlight any text you wish to have read aloud. The text highlighted wi be read ll aloud. Make sure that the speaker volume is turned on through your computer settings. Dictionary ~ Select the Dictionary tab at the top of the page. Select any word in the text. A window with definitions and translationswill appear. If Read Aloud is on, the word selected will be read aloud. Vote if you Dislike or Like the website.
See the netTrekker Quick Reference Guide for More Information
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Office of Elementar y Education Teachers and students can use this website at home or school to access all of the reference links below. http://www.youseemore.com/wcps
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Click on References then choose one of the Subscription Databases shown.
For home access students will need your school login information. See your school s Media Specialist for this code. Teachers can use the generic account information as well or in some cases you will be asked to create your own individual account.
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Choose your school from the list of available then click SUBMIT
Once your school page appears Click Register
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Complete the Create New User form to create your own individual teacher account. (Previously you may have been using the generic student account for your school.)
After you are logged in, locate the My Account box on the right side of the screen. Click on the My Profile link.
Your current role is Student. Enter the Teacher Codewcps , then click Done. Changing your role to Teacher will allow you to create individual classes and to save and share resources within those classes, your school or your district. If you further support please see your Media Specialist or contact Instructional Technology.
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How do I access suggested sites for this unit of instruction?
1. Log In. 2. On the far right side select My Portfolio under My Tools.
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3. Select District: Washington County Schools District Portfolio.
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4. Select Elementary.
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5. Select Science.
6. Select your grade level. (example: Grade 3) 7. Select the folder identified by the unit of study. (example: Earth/Space Science (Unit 2)) 8. Select the site you wish to visit. You may select (more) to learn more about the site before leaving the Portfolio. 9. See below for special features once the site you have selected is opened. 10. To close a site, close the window the site is opened on. The Portfolio will still remain in an opened window.
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Websites
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Web Sites
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Association Of AmericanState Geolo ists (student and teacher resource) URL: http://www.state eolo ists.org/ Description: Includes links to websites and information from the various state geological surveys.
h
Borax (student and teacher resource) URL: http://www.borax.com/borates1.html Description: This site e plains what the mineral bora is, and where it is mined and refined.
i
Building Stones of our Nation's Capital (student and teacher resource) URL: http://pubs.usgs.gov/gip/stones/ Description: This online booklet describes the source and appearance of many of the stones used in building Washington, D.C. The buildings have been constructed with rocks from quarries throughout the United States and many distant lands. Each building shows important features of various stones and the geologic environment in which they were formed. Career Profiles: Association of Women Geoscientists (student and teacher resource) URL: http://www.awg.org/eas/profiles.html Description: This site from the Association of Women Geoscientists includes career information plus profiles of many women who have made geoscience a career. Careers in the Geosciences (teacher resource) URL: http://guide.agiweb.org/employer/index.html Description: The American Geological Institute has included an online version of their pamphlet concerning earth science careers. It also includes addresses to connect with for more information. Cascades Volcanoes Images (student and teacher resource) URL: http://vulcan.wr.usgs.gov/Photo/Volcanoes/framework.html Description: The U.S.G.S. Cascades Volcano Observatory in Vancouver, Washington maintains a website with up-to-date information about volcanoes in the northwestern United States and around the world,
WCPS 2010-2011
Office of Elementar y Education Creating Crystals At Home (student and teacher resource) URL: http://chemistry.about.com/cs/growingcrystals/a/aa012604.htm Description: Includes information and recipes for homemade crystals, including alum, sodium thiosulfate, and rock candy.
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Earthquakes for Kids (student resource) URL: http://earthquakes.usgs.gov/learning/kids.php Description: A great site from the U.S. Geological Survey with all sorts of information about earthquakes, including the science of earthquakes, science fair project ideas, puzzles and games, and information about the latest earthquakes Geology Fieldnotes: Carlsbad Caverns National Park (student and teacher resource) URL: http://www2.nature.nps.gov/grd/parks/cave/index.htm Description: Learn about the geologic history and environment of Carlsbad Caverns National Park in New Me ico. This site incl des maps, a photo album, other u links and resources, a glossary of terms, and teacher features. Geology Fieldnotes: Mount Rushmore (student and teacher resource) URL: http://www2.nature.nps.gov/grd/parks/moru/index.htm Description: Learn about the geologic environment of the Mount Rushmore area at this National Park Service website. The site includes information about park geology, park maps, a photo album, links to other resources, visitor information, and a teacher feature. Geology Fieldnotes: YosemiteNational Park (student and teacher resource) URL: http://www2.nature.nps.gov/grd/parks/yose/index.htm Description: You can learn about the geologic history and natural environment about YosemiteNational Park in California at this website. The site includes park geology, park maps, a photo album, selected links, visitor information, and a teacher feature. I Know That: Science Lab (student and teacher resource) URL: http://www.iknowthat.com/com/L3?Area=Science%20Lab Description: This is a great site for activities, animations, simulations and other resources related to the human body, sounds, matter the solar system, weather and other science topics to supplement sound.
p
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Mineral Database (teacher resource) URL: http://www.mindat.org Description: Mindat.org is the largest mineral database on the Internet. It was started by Jolyon Ralph in 1993 as a PC mineralogy software package for his own use - and was launched for free on the web in October 2000. Currently there are 11,201 different minerals, varieties, and synonyms listed, and information on 164,151 mineral occurrences worldwide, from 31,135 different sites. You can even add your own mineral information and photos to the database. Mineral Gallery (student and teacher resource) URL: http://www.theimage.com/mineral/minerals1.html Description: This commercial site includes images of a number of common and rare minerals with information about their properties. Mineral Gallery: Mohs Hardness Scale (student and teacher resource) URL: http://mineral.galleries.com/minerals/hardness.htm Description: A good property in mineral identification is one that does not vary from specimen to specimen. In terms of reliability, hardness is one of the better physical properties for minerals. The Mohs Hardness Scale starting with talc at 1 and ending with diamond at 10, is universally used around the world as a way of distinguishing minerals. Specimens of the same mineral may vary slightly from one to another, but generally they are quite consistent. Inconsistencies occur when the specimen is impure, poorly crystallized, or actually an aggregate and not an individual crystal. Minerals in Your World (student and teacher resource) URL: http://republicans.resourcescommittee.house.gov/archives/ii00/subcommittees/emr/usgsweb/index.html Description: Photos and information about their use for a variety of minerals that you might find used in your surroundings. Natural Gemstones (student and teacher resource) URL: http://pubs.usgs.gov/gip/gemstones/ Description: This pamphlet from the U.S. Geological Survey includes useful information and terms concerning natural gemstones. For e ample, a natural gemstone is a mineral, stone, or organic matter that can be cut and polished or otherwise treated for use as jewelry or other ornament. A precious gemstone has beauty, durability, and rarity, whereas a semiprecious gemstone has only one or two of these qualities. A gem is a gemstone that has been cut and polished. Pilgrim Monument & Provincetown Museum (student and teacher resource) URL: http://www.pilgrim-monument.org/ Description: The Pilgrim Monument is the tallest all-granite structure in the United States and is built entirely of granite from Stonington, Maine. The tower is 77 meters (252 feet 7-1/2 inches) high. The top of the Monument is 109 meters (353 feet) above sea level. This website describes the monument and ProvincetownMuseum in words and photographs. WCPS 2010-2011 Grade 3 Standard 2: Earth/Space Science
q
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Rock Around the World (student and teacher resource) URL: http://marsprogram.jpl.nasa.gov/rockworld/ Description: Mars scientists are asking students from around the world to help them understand the Red Planet. Send in a rock collected by you or your classroom from your region of the world, and they will use a special tool like the one on the Mars Rover to tell you what itis made of. Then everyone can compare their rocks to the ones found on Mars. Rock of Ages Granite Quarry, Vermont (student and teacher resource) URL: http://www.rockofages.com/quarry.htm Description: Founded in 1885, Rock of Ages has grown to include dozens of quarries producing the highest combined volume of dimensional granite in North America. From Barre Gray Granite, the finest gray granite available, to the unrivaled purity of Bethel White, Rock of Ages has very high standards for the granite it quarries and delivers. Rocks and Images (student and teacher resource) URL: http://interactive2.usgs.gov/learningweb/explorer/topic_rocks.htm Description: This website from the U.S. Geological Survey describes the three basic kinds of rocks and how they form. Includes images. Schoolyard Geology: U.S. Geological Survey (student and teacher resource) URL: http://education.usgs.gov/schoolyard/index.html Description: Use resources from the U.S. Geological Survey to create a map of your schoolyard using aerial photographs and try other geology-related activities. Scientific American/Ask The Experts (student and teacher resource) URL: http://www.sciam.com/askexpert_directory.cfm Description: This site, maintained by Scientific American magazine, provides visitors with the opportunity to ask questions c oncerning specific phenomenon in science, mathematics, and technology. Scientific American then passes these queries on to e perts in both academia and industry. U.S. Geological Survey (student and teacher resource) URL: http://www.usgs.gov Description: This is the site for the U.S. Geological Survey, a part of Department of Interior. Includes links to the various functions, activities and products of the Survey,
r
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U.S. National Parks Page (student and teacher resource) URL: http://www.us-national-parks.net/ Description: Provides information on all U.S. national parks. Includes information that will be of assistance in planning a trip or obtaining data about a park. USGS Publications Online (student and teacher resource) URL: http://pubs.usgs.gov/products/books/gip.html Description: Provides access to a variety of electronic documents from the U.S. Geological Survey. Includes the Geologic Time and Fossils, Rocks, and Time brochures. USGS Science Education Website (teacher resource) URL: http://www.usgs.gov/education/ Description: E plore things on, in, around, and about Earth, such as plants and animals, land, water, and maps. Shows how biology, geology, hydrology, and geography help us understand our changing world. Women Who Walk Through Time (student and teacher resource) URL: http://www.earth.utah.edu/women Description: Encourages young women to consider the earth sciences as a career. Includes a variety of activities, information, project ideas, and links related to earth science. A companion piece to the Women Who Walk through Time video. Video can be downloaded from this site. Wonderwise: Women in Science Learning Series (student and teacher resource) URL: http://net.unl.edu/wonderwise/index.htm Description: Introduces you to women who have made science their career. You can take several field trips, including space geology, African plant e ploration, and urban ecology.
s s
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FOSSweb.com offers the following resources for you to use to enhance your science lessons and to support instruction. The website includes the following:
Photo gallery of fossils and rocks
Ask a Scientist ~ Common questions and answers about earth materials
Websites with descriptions and links
Activities ~ Rock Database, Mohs Drill, and Castle of Doom
Tips and tricks for preparing and teaching the earth materials module
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Formative Assessments
Formative assessments are used to gain information that improves instruction and advances student learning. Formative assessment entails both gathering information about children s ongoing development of ideas and skills and using this in modifying activities and the teacher s interventions to meet the children s needs (Harlen 2001, p. 64) This process of gathering and using information about student understanding is thus ongoing and cyclical.
Resource: Science and Learning, March 2007, Assessing for Science Learning , Michele H. Lee and Sandra K. Abell
Administering the formative assessments is optional and the scores are NOT reported. Formative assessments provide an opportunity to informally assess students after each investigation for instructional purposes. The formative assessments do not serve as a practice for the end of the unit assessment. A formative assessment is provided for each unit investigation. A key is provided for each formative assessment.
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Name_______________________ Date________________
Investigation 1: Mock Rocks Formative Assessment
1. ______________ is the study of Earths history and structures. A. Balance B. Property C. Geology D. Depth
2. Geologists use ______________ to help them identify different rocks. A. rock properties B. different tools C. circumference D. meter tape
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3. A ______________ is an earth material that cannot be broken down any further. A. rock B. dirt C. mineral D. ingredient
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4. Your 2nd grade brother found a rock on the way to school. He is convinced that it is a precious mineral; however, you know that it is a rock.
Write an explanation to your brother to convince him that the object he found is a rock, not a mineral. In your explanation be sure to include y differences between rocks and minerals y similarities between rocks and minerals
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________
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Investigation 1: Mock Rocks Formative Assessment Key Item Indicator 1. Scoring Tool 1 Correct answer 0 Incorrect answer 2. 1 Correct answer 0 Incorrect answer 3. 1 Correct answer 0 Incorrect answer 4.
Score 2.2.A.1.a-b 2 (1)Rocks are made of minerals but minerals are made of only one ingredient And (2)Some rocks and minerals may look alike but their ingredients can be identified by breaking them apart. OR Water can be used to separate ingredients to determine if it is a rock or a mineral. 1 0 WCPS 2010-2011 Response includes 1 item from above. Other Grade 3 Standard 2: Earth/Space Science Student Response
Performance Criteria C
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Name_______________________ Date________________
Investigation 2: Scratch Test Formative Assessment

1. When identifying minerals, it may be important to identify which property? A. color B. hardness C. mass D. all of the above
2. If you didnt have any tools, how could you learn if one mineral was harder than another? A. throw it against something hard and see if it breaks B. the harder one will always scratch the softer one C. squeeze them with your hands D. the harder one will always break the softer one
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3. Which of the following minerals can be classified as the softest?
A. Calcite B. Fluoride C. Gypsum D. Quartz
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4. A group of students found a mineral on the playground. They wondered what it might be. The students did not have any tools to test for hardness. The group decided to use a fingernail to try and scratch the mineral. The students were able to scratch the mineral with a fingernail. They predicted the mineral was
gypsum.
Explain whether you agree or disagree with the groups prediction. In your explanation, be sure to include y why you agree or disagree with the prediction . y what you know about hardness of minerals and how to test for hardness.
Formatted: Indent: First line: 0"
_________________________________________________________________________________ _______________________ __________________________________________________________ _________________________________________________ ________________________________ _______________________ __________________________________________________________ _________________________________________________________________________________ _______________________ ______________________________________ ____________________ _________________________________________________________________________________ _______________________ __________________________________________________________
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Investigation 2: Scratch Test Formative Assessment Key Item Indicator 1. Scoring Tool 1 Correct answer 0 Incorrect answer 2. 1 Correct answer 0 Incorrect answer 3.
2.2.A.1.a-b
Performance Criteria D
1 Correct answer 0 Incorrect answer
4.
Score 5.2.A.3.a 2
Student Response (1)They agree with the prediction. And (2)They e plain that the reason they agree is that gypsum is a very soft mineral that can be scratched (to test for hardness) with a fingernail. The harder a mineral is the more difficult it is to scratch.
t
1 0
Response includes 1 item from above. Other
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Name_______________________ Date________________
Investigation 3: Calcite Quest Formative Assessment

1.Calcite1.Calcite is the only mineral that A. explodes B. bubbles C. disappears D. turns to a gas when it comes in contact with cold acid.
2. Which technique is used to separate liquid from solid parts of a mixture? A. erosion B. precipitation C. condensation D. evaporation
Formatted: Indent: Left: 0.13"
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3. Two friends each found a rock in the backyard. They decided to add vinegar to the rock s to see if either one contained calcite. The first rock had a constant string of tiny bubbles rise to the top of the vial. The second rock had larger bubbles that stopped rising to the top of the vial after a few minutes. The friends decided that both rocks contained calcite .
Formatted: Indent: Left: 0", First line: 0"
Explain whether you agree or disagree with the friends decision. In your explanation, be sure to include y wWhy you agree or disagree with the decision y wWhat you know about how calcite reacts when it comes in contact with an acid, like vinegar
Formatted: Indent: First line: 0"
_________________________________________________________________________________ _______________________ __________________________________________________________ _________________________________________________________________________ ________ _______________________ __________________________________________________________ _________________________________________________________________________________ _______________________ __________________________________________________________ _________________________________________________________________________________ _______________________ __________________________________________________________
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Investigation 3: Calcite Quest Formative Assessment Key Item Indicator 1.

2.2.A.1.a-b 5.2.A.3-b
Scoring Tool 1 Correct answer 0 Incorrect answer 1 Correct answer 0 Incorrect answer D B
Performance Criteria
2.
3.
Score 2
Student Response (1)They disagree with the prediction because only the first rock bubbled like it contained calcite. And (2)E plain that the second rock bubbled but it wasn t a constant string of tiny bubbles rising to the top. The second rock most likely was giving off air bubbles and doesn t really contain calcite.
u
1 0
Response includes 1 item from above. Other
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Name_______________________ Date________________
Investigation 4: Take It For Granite Formative Assessment

1. Which of the following earth materials is a rock? A. feldspar B. granite C. hornblende D. mica
2. Which of the following would be a good set of properties to observe to determine the identity of an earth material? A. size, shape, taste B. smell, color, hardness C. hardness, color, shape D. size, shape, smell
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3. What are the mineral ingredients in granite? A. calcite, sand, quartz, and mica B. quartz, mica, hornblende, and feldspar C. sand, hornblende, quartz, mica D. feldspar, quartz, hornblende, and calcite
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4. Your friend came to school with a box of 4 earth materials. He knew that 1 was a rock and the other 3 were minerals. However, he wasnt sure how to tell them apart. Explain whatWhat suggestions would you give him to determine which one was the rock and which ones were the minerals?
In your explanation, be sure to include y the differences between rocks and minerals y a description of various tests that could be performed to determine the difference between the rocks and minerals
Formatted: Indent: Left: 0", First line: 0"
_________________________________________________________________________________ _______________________ __________________________________________________________ _________________________________________________________________________________ _______________________ __________________________________________________________ _________________________________________________________________________________ _______________________ __________________________________________________________ _________________________________________________________________________________ _______________________ __________________________________________________________
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Investigation 4: Take It For Granite Formative Assessment Key Item Indicator 1. 2. 3. 4. 1 0 1 0 1 0

3 2.2.A.1.a-b 5.2.A.,3.a-c
Scoring Tool Correct answer Incorrect answer Correct answer Incorrect answer Correct answer Incorrect answer
Student Response
Performance Criteria B C B
Score
(1)Rocks are made up of minerals and minerals are made of only one ingredient And (2)E plain that there are tests that the friend could perform to determine the difference between the rocks and minerals (student should name 2): (3)hardness/scratch test, look for minerals contained in the rock, conduct an acid/vinegar test to determine if calcite is an ingredient in the rock, etc.
v
2 1 0
Response includes 2 item from above. Response includes 1 item from above. Other
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SCIENCE
Grade 3 Unit 2
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Standard 2: Earth/Space Science
BENC MARK
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1. Rocks are made up of ingredients called
A. solutions
B. minerals
C. mi tures
x
D. liquids
2. The name of the scientist that studies Earth materials is called a
A. rockist B. mineralist
C. geologist
D. miner
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3. Which tool would help you measure the size of a rock?
A. meter tape B. hand lens C. hammer D. thermometer
4. Which tool would help you find the mass of a rock?
A. meter tape
B. hand lens
C. thermometer
D. balance
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5. Which tool would help you see the details of a rock?
A. meter tape
B. hand lens
C. thermometer
D. balance
6. Something that you can observe, such as size, color, shape, or te ture is called a(n)
y
A. property B. ingredient
C. evaporation
D. mineral
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7. A mineral is made up of
A. 1 ingredient
B. 2 ingredients
C. 3 ingredients
D. 4 ingredients
8. What is one way a geologist can identify the minerals in a rock? A. smell the rock
B. break the rock apart
C. feel the rock
D. heat the rock up
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9. Crystals are identified by their A. size
B. color
C. te ture
D. shape or pattern
10. Which process would separate liquids and solids? A. mining
B. observing
C. evaporating
D. stirring
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11. Which test does a geologist use to check the hardness of a mineral? A. streak test
B. color test
C. scratch test
D. calcite test
12. Minerals can be put in order by A. streak
B. color
C. hardness
D. calcite
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13. What would happen if you put a mineral, containing no calcite, in a solution of vinegar and water?
A. tThe mineralwould bubble .
b.B. Thethe mineral would change color.
Formatted: Bullets and Numbering
c.C. tThe mineral would float.
D. nNothing would happen .
14. A mineral is a basic earth material that is an ingredient of rocks and
a.A.
can be broken down further .
b.B.
can not be broken down further .
c.C.
is made up of many other earth materials
D. isidentified by its taste

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15. Which land formation is V shaped with steep cliffs? A. mountain B. river C. canyon D. valley
16. Which land formation is wide and shallow with lots of water and plants? A. mountain B. canyon C. valley D. cliff
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17. Which is the best e planation for why oceans have mountains, valleys, and canyons? A. Oceans have rocks falling in it. B. Oceans are land covered by water. C. Large ships dig holes in the ocean floor. D. The organisms in the ocean make all the mountains, valleys, and canyons?
18. Why are rivers important? A. Rivers cool the earth. B. Rivers never stop running. C. Rivers protect rocks from moving. D. Rivers cause changes in land formation.
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19. Canyons are formed by A. rivers B. oceans C. animals D. plants
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Marcus used a steel nail, paperclip, penny, and fingernail to test the hardness of different minerals. Below are Marcus s observations.
Mineral
Steel Nail
Paper Clip
Penny
Fingernail
Hardness According to the Mohs Hardness Scale 1 2 3 4 5 6 7 8 9 10
Talc Gypsum Calcite Fluorite Apatite Orthoclase Quartz Topaz Corundum Diamond
Yes Yes Yes Yes Yes Yes Yes Yes No No
Yes Yes Yes Yes Yes Yes Yes No No No
No No Yes Yes No No No No Yes Yes
Yes Yes No No No No No No Yes Yes
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20. E plain if this Marcus s results are correct or incorrect. Be sure to include evidence from the table to support your answer.
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
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Earth Materials Assessment Key 22 Points Possible

Item 1. 2. 3. 4. 5. 6. 7. 8. 9. Indicator Scoring Tool 5.2.A.3.a 5.2.A.3.a 1.A.1.b 1.A.1.b 1.A.1.b 5.2.A.3.a 5.2.A.3.a 5.2.A.3.a 5.2.A.3.a 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer Performance Criteria/Answer B C A D B A A B D C C C
10. 2.E.1.a 11. 5.2.A.3.a 12. 5.2.A.3.a
WCPS 2010-2011
Office of Elementar y Education 13. 5.2.A.3.a 14. 5.2.A.3.a 15. 2.C.1.a 16. 2.C.1.a 17. 2.C.1.d 18. 2.C.1.a 19. 2.C.1.a 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer 1 - Correct answer 0 Incorrect answer D B C C B D A
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Earth Materials Assessment Key 22 Points Possible

20. 5.2.A.3.a Score 3 ~ Full and Complete Understanding Student Response The student identifies that Marcus s results are incorrect with some of the minerals. The response includes but not limited to the following points: If talc and gypsum could be scratched with a fingernail, then a penny should have been able to scratch them. Talc and gypsum are very soft minerals that we were able to scratch with our fingernail during the investigation. y Corundum and diamond would not be able to be scratched by a penny or fingernail if a steel nail or paper clip was not able to scratch them. Corundum and diamond are very hard minerals. A penny and fingernail would not be able to scratch them. We were not able to scratch quartz with our fingernail during the investigation. The student identifies that Marcus s results are incorrect. The response includes some of the details mentioned in the points above. y The student identifies that Marcus s results are incorrect. The response does not include any e planation that supports why Marcus s results are incorrect. Other
2 ~ General Understanding
1 ~ Minimal Understanding
0 ~ No Understanding
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MSA Science Rubric LEVEL 3

There is evidence in this response that the student has a full and complete understanding of the question or problem.
y y y y
The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills. The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology strengthens the response. An effective application of the concept to a practical problem or real world situation reveals a complete understanding of the scientific principles.* -
LEVEL 2
There is evidence in this response that the student has a general understanding of the question or problem.
y y y y
The supporting scientific evidence is generally complete with some integration of scientific concepts, principals, and/or ski lls. The response reflects some synthesis of information, such as data, cause -effect relationships, or other collected evidence. The accurate use of scientific terminology is present in the response. An application of the concept to a practical problem or real world situation reveals a general understanding of the scientific principles.* -
LEVEL 1
Thereis evidence in this response that the student has minimal understanding of the question or problem.
y y y y
The supporting scientific evidence is minimal. The response provides little or no synthesis of information, such as data, cause -effect relationships, or other collected evidence. The accurate use of scientific terminology may not be present in the response. An application , if attempted, minimal*
LEVEL 0
There is evidence that the student has no understanding of the question or the problem.
y
The response is completely incorrect or irrelevant or there is no response.
WCPS 2010-2011

Grade 3 Unit 2 Guide 2010

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Office of Elementar y Education

Grade 3 Science Instruction Unit Guide Standard 2: Earth/Space Science

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Table of Contents Standard 2: Earth/Space Science Topic

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Maryland State Curriculum for Science

Office of Elementar y Education

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Maryland State Curriculum for Science

See Lesson Seeds

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Color Luster Hardness Streak

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Mountains Valleys Rivers Canyons

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

These objectives will be covered in Unit 3 Water, Science Stories, p. 14

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Vertical Content Map for Earth/Space Science

Color Texture Reaction to water Remains of living things

Color Luster Hardness Streak

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

None Provided by MSDE

Mountains Valleys Rivers Canyons

None Provided by MSDE

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Grade 2 Standard 6.0 Environmental Science

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

None Provided by MSDE

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

None Provided by MSDE None Provided by MSDE

Recycling centers Native plantings Good farming practice

Damage or destruction done to habitats Air, water, and land pollution

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Standard 2: Earth/Space Science

Visit Fossweb.com for the audio version of this story.

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

rock mineral dissolve

Grade 3 Standard 2: Earth/Space Science

Office of Elementar y Education

Mountains Valleys Rivers Canyons