Grade 3 Unit 2 Guide 2010

8/6/2019 Grade 3 Unit 2 Guide 2010

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O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 1

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

Grade 3

Science InstructionUnit Guide

Standard 2: Earth/Space Science


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Table of Contents


Topic PageMaryland State Curriculum for Science Skills and Processes 3-6

Maryland State Curriculum for Science Alignment 7-10

Vertical Content Map 11-17Planning Guide 18-27

Instructional Support for Science Objectives 28-55

Word Cards and Vocabulary Sort 56-76

Careers in Earth/Space Science 77-85Concept Attainment for Earth Materials 86-93

Literature To Support Earth/Space Science 94-97netTrekker Directions 98-104

Websites To Support Earth/Space Science 105-111Formative Assessments 112-127

Earth/Space Science Assessment and Key 128-144


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Maryland

State Curriculum forScience


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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. Selectand 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 th e 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 frominvestigationsincludingunexpected differences in the methods used or in the circumstances inwhich 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 values when measuredto the nearest:

y Millimeter - lengthy Square centimeter - areay Milliliter - volume

y Newton - weighty Gram - massy Second - timey Degree C - temperature


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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 about what was observed,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 abouttheir work, expose theirideas 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 wom en of all ages and backgrounds.


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D.TECHNOLOGY

1. DESIGN CONSTRAINTS: Develop designs and analyze the products: "Does it work?" "Could I make it work better?" "Could I h ave 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 sacrificed to get others, for example, designs that are best in onerespect (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 torepresent 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 2Standard 2.0 Earth/Space Science

Students will use scientific skills and processes to explain the chemicaland physical interactions (i.e., natural forces and cycles, transfer of energy)

of the environment, Earth, and the universe that occur over time.

Science Correlation Other Correlations

A.MATERIALS AND PROCESSESTHATSHAPE A PLANET

1. Describe and compare properties of a variety of Earth materials.

a. Classify a collection of rocks based on the properties that distinguishone type from another.

b. Collect soil from different locations and compare the properties of thesamples.

y Color

y Texture

y Reaction to water

y Remains of living things

c. Use examples of observations from places around the school andneighborhood to describe ways Earth materials can change.

y Changes caused by humans and other animals

y Changes caused by water, wind, etc.

All Investigations from EarthMaterials

Grade 1 ~ Pebbles, Sand, andSilt

See Lesson Seeds


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GRADE 5

Standard 2.0 Earth/Space Science

Students will use scientific skills and processes to explainthe chemical and physical interactions (i.e., natural forcesand cycles, transfer of energy) of the environment, Earth,and the universe that occur over time.

Science Correlations Other Correlations

A.MATERIALS AND PROCESSESTHATSHAPE A PLANET

3. Explain how rock is formed from combinations of differentminerals and that smaller rocks come from the breakage andweathering of bedrock (solid rock underlying soilcomponents) and larger rocks; soil is made partly fromweathered rock, partly from plant remains-and also containsmany living organisms.

a.Observe andclassify a collection of minerals based on theirphysical properties.

y Colory Luster

y Hardnessy Streak

All Investigations from Earth Materials


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GRADE 3Standard 2.0 Earth/Space Science

Students will use scientific skills and processes to explain the chemicaland physical interactions (i.e., natural forces and cycles, transfer ofenergy) of the environment, Earth, and the universe that occur over time.


C.PLATETECTONICS

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 Mountainsy Valleysy

R

iversy Canyons

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 Valleysy Canyons

d. Recognize and explain that an ocean floor is land covered by water

Earth Materials, Science Stories, pp. 5-7Water, Science Stories, pp. 9 & 12

See Lesson Seeds

HMThemes 1 and 5Social Studies GeographyObjectives from the State

Curriculum


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GRADE 3

Standard 2.0 Earth/Space Science

Students will use scientific skills and processes to explain the chemicaland physical interactions (i.e., natural forces and cycles, transfer ofenergy) 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 onthe Earth's surface and as a gas in the Earth's atmosphere.

a. Describe that air is a substance that surrounds us and contains suchthings as oxygen, water vapor (gas), pollen, dust, etc.

b.Observe and explain what happens when liquid water disappears.

y Turns into water vapor (gas) in the air

y Can reappear as a liquid or solid when cooled, such as clouds, fog,

rain, snow, etc.

These objectives will be covered in Unit 3

Water, Science Stories, p. 14

Water, Investigation 3, Parts 1-4Science Stories, pp. 13-16Foss Web, Activity: Evaporation


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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 andcycles, transfer of

energy) of the environment, Earth, and the universe that occur over time.

A.MATERIALS AND PROCESSESTHATSHAPE A

PLANET

1. Describe and compare properties of a variety of

Earth materials.

a. Classify a collection of rocks based on theproperties that distinguish one type from another.

b. Collect soil from different locations and comparethe properties of the samples.

y Color

y Texture

y Reaction to water

y Remains of living things

c. Use examples of observations from places around

the school and neighborhood to describe ways Earthmaterials can change.

y Changes caused by humans and otheranimals


None Provided by MSDE

A.MATERIALS AND PROCESSESTHATSHAPE APLANET

3. Explain how rock is formed from combinations of

different minerals and that smaller rocks come fromthe breakage and weathering of bedrock (solid rock

underlying soil components) and larger rocks; soil ismade partly from weathered rock, partly from plantremains-and also contains many living organisms.

a.Observe and classify a collection of minerals basedon their physical properties.

y Color

y Luster

y HardnessStreak


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None Provided by MSDE None Provided by MSDE

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 th at the remains o r imprints

of plants or animals can b ecome fossils.

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 li ved.

y Watery Land


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C.PLATETECTONICS

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 ofcontinents.

y Mountains

y Valleysy Riversy Canyons

b. Describe the natural features in their immediate

outdoor environment, and compare the features withthose of another region in Maryland.

c. Identify and describe some features of the ocean

floor.

y Mountainsy Valleys

y Canyonsd. Recognize and explain that an ocean floor is land

covered by water.



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energy) of the environment, Earth, and the universe that occur overtime.

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.

E.INTERACTIONS OF HYDROSPHERE ANDATMOSPHERE

1. Recognize and describe that water can be found asa liquid or a solid on the Earth's surface and as a gasin the Earth's atmosphere.

a. Describe that air i s a substance that surrounds us

and contains such things as oxygen, water vapor(gas), pollen, dust, etc.

b. Observe and explain what h appens when liquid

water disappears.

y Turns into water vapor (gas) in the a ir

y Can reappear as a liquid or solid whencooled, such as clouds, fog, rain,

E.INTERACTIONS OF HYDROSPHERE AND

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 a verage daily wind speed and direction

during different seasons.

c. Compare average daily precipitation during

different seasons.

y Amount

y Type


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Grade 2 Grade 3 Grades 5

Standard 6.0 Environmental Science

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 aglobal 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 f rom

the natural environment that is used to meet one's

needs.

b. Identify water, air, soil, minerals, animals, andplants as basic natural resources.

c. Explain that food, fuels, and fibers are producedfrom basic natural resources.

d. Identify ways th at humans use Earth's naturalresources to meet their needs.

e. Explain that some natural resources are limitedand need to be used w isely.


A.NATURAL RESOURCES AND HUMAN NEEDS

1. Recognize and explain how renewable and nonrenewablenatural resources are used by humans in Maryland to meetbasic needs.

a. Identify and compare Maryland's renewable resourcesand nonrenewable resources.

b. Describe how humans use renewable natural resources,such as plants, soil, water, animals.

c. Describe how humans use non renewable natural

resources, such as oil, coal, natural gas, minerals, includingmetals


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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


1.R

ecognize and explain that decisions influencing the useof natural resources may have b enefits, 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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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 aglobal perspective.

None Provided by MSDENone Provided by MSDE


2. Recognize and describe that consequences may occur

when Earth's natural resources are used.

a. Explain how human activities may have positiveconsequences on the natural environment.

y Recycling centers

y Native plantings

y Good farming practice

b. Explain how human activities may have a negative

consequence on the natural environment.

y Damage or destruction done to habitats

y 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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Time State

Curriculum

Objectives

Lesson Overview Vocabulary Formative Assessment Extensions and Modifications

Session

1

2.2.A.1.a FOSS: Earth Materials

Investigation 1 Part 1

Guiding the Investigation

1. Steps 1-10

Wrapping Up Part 1

2. Steps 11-12

geology

geologiesproperty

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



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 wonderabout what they see.

Visit Fossweb.com for the audio

version of this story.


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Time State

Curriculum

Objectives


Session

3



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.

Session4




1. Steps 1-6

Observing Dishes on Another

Day

2. Steps 7-13

Wrapping Up Part 3

3. Steps 14-15

crystalevaporate

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 haveidentifiable shapes. We used a key to

identify these shapes.

Plan to observe the evaporationdishes when they have

completely dried. Allow 20

minutes for students to make

observations.


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Time State

Curriculum

Objectives


Session

5

2.2.A.1.c

2.C.1.a

FOSS: Earth Materials


Science Stories

Postcards from the Ledge



lesson plans.

Focus Question

What are some examples of well-

known rocks?

Devils Tower, Wyoming

A core of a volcano that is sacred toNative Americans.

Moon Rocks

Rocks brought back from the moon by

astronauts.

Sugar Loaf

Granite mountain in Brazil that is p art

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.



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 Mountains

y Valleys

y Rivers

y Canyons


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Time State

Curriculum

Objectives


Sessions

6-10

2.C.1.a-d See Lesson Seeds for

geographic features.

natural feature

mountain

valley

river

canyon

environmentregion

ocean floor

Focus Questions

How would you describe the natural

features of continents? (mountains,

valleys, rivers, and canyons)

How would you describe the naturalfeatures 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




1. Steps 1-8

Wrapping Up Part 1

2. Steps 9-10

Focus Question

What properties can we use to identifyminerals?

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


Session

12

2.2.A.1.a

5.2.A.3.a



Science Stories

Treasure Underfoot

X Marks the Spot



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 manyindividuals at the same time.

Session

13

2.2.A.1.a

5.2.A.3.a-b




1. Steps 1-17

Wrapping Up Part 2

2. Steps 18-19

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


Session

14

2.2.A.1.a

5.2.A.3.a-b



Science Stories

Digging It Up: Mining forMinerals

Birthstones: A Mineral for

Each Month



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.


version of these stories.

Session

15


Investigation 2Reflections

See vocabulary and focus questions

for Investigation 2.


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Time State

Curriculum

Objectives


Session

16

2.2.A.1.a

5.2.A.3.a-b




1. Steps 1-14

Wrapping Up Part 1

2. Steps 15-16

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 commonminerals 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 h ardens 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


Session

17

2.2.A.1.c FOSS: Earth Materials


Science Stories

Old Man and theR

ock: ANative American Tale



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 howthe world works. They used them in

stories to teach important concepts or

to entertain.


version of this science story.

Session

18

2.2.A.1.a

5.2.A.3.a-b




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

Is there another test we can do to know

for sure which rocks contain calcite?

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.

Plan to observe the evaporation

dishes when they have

completely dried. Allow 20

minutes for students to makeobservations.


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Time State

Curriculum

Objectives


Session

19

2.2.A.1.c FOSS: Earth Materials


Science Stories

The

Two Boys: An AborigineStory



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. Somestones look like food, a digging stick,

and even a dog.



Session

20


Investigation 3 Reflections



Session21

2.2.A.1.a

5.2.A.3.a-b




1. Steps 1-13

Wrapping Up Part 1

2. Steps 14-15

granitefeldspar

hornblende

mica

Focus Question

What are the mineral ingredients in

granite?

Granite is a rock made up of minerals,

including feldspar, hornblende, mica,

and quartz.

Building BackgroundKnowledge

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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Time State

Curriculum

Objectives


Session

22

2.2.A.1.a

5.2.A.3.a-b



Science Stories

R

ock of Ages

Identifying M inerals

Where Do Rocks Come From?



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 roc ks?

Metamorphic, igneous, and

sedimentary are the three types of

rocks. Rocks are classified into these

three families.


version of these stories.

Session

23


Investigation 4 Reflections



Session

24

Earth/Space Science

Reflections

Session Earth/Space Science


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25 Assessment


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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 ofResource Where Can the Resource Be Found? Notes

ScienceSaurus Pages 168-171, 176, 178-181

FOSS: Earth Materials All Investigations

Safari Montage y All AboutRocks and Minerals

y Eyewitness: Rocks and Minerals

y Every Stone Has a Story

y Splendid Stonesy Bill Nye: Fossils

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 SURETO VISITnetTrekker FORADDITIONAL 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 watery Remains of living things

Resources to Support 2.A.1.b (Grade 2)



FOSS: Pebbles, Sand, and Silt All Investigations in Grade 1


y Eyewitness: Rocks and Minerals


y Splendid Stones

y Bill Nye: Fossils




to be used as a stand-alone activity.

Please select chapters or segments


your students.




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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.


Resources to Support 2.A.1.c (Grade 2)



Safari Montage y Bill Nye: Erosion These videos may be used to enhancescience investigations. The videos are





your students.




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Lesson Seeds

M

ngmodels to showhowrocks are broken down to make soil~ The wearing away ofrocks into

smallerparticles thatmake up soils takes place in a variety ofways. Depending upon the locality ofthe school, students can (1) observe the wind carrying and depositing dirt and dust; (2) observe astreamwearing away the earth, carrying sediments, and depositing them in otherplaces; (3) observehowocean shores are continually beingworn away bywateraction; (4) observe howplants crackrocks.

Resource:EverydayScience Sourcebook, Lowery

Wind andwater~Use different kinds ofrocks varying in degrees of hardness. Have student scratchone rockwith anotherto see howrocks can be worn into soil. The can rub various otherrockstogetherovera sheet of black paperand observe the soil-like grains as they fall. They can realize thatwind andwatercarry abrasive materials thatwearaway softermaterials in a similarway. Youmight

have them find pictures of areas eroded bywind orwater.

Resource:EverydayScience 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 Hardnessy Streak

Resources to Support2.A.3.a (Grade 5 Assessed)



FOSS: Earth Materials Investigation 2 Parts 1-2

Investigation 3 Parts 1-2


Safety: Students should be wearing goggles

during these investigations. One class set (24)

of goggles and alcohol swabs for cleaning are

in each school.


y Eyewitness: Rock and Mineral


y Splendid Stones

y Bill Nye: Fossils

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.


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Lesson Seeds

Observingmineralswithinrocks ~ Usin3

ahamm4 5

,pu v4 5

ize apiece o7

granite that is wrapped inac othor a bag. Pour the fragments onapiece ofpaper a nd

observe them withahand lens. Have the students sort some ofthe fragments. There are three main kinds ofminerals: feldspar (ma8

be man8

colors),mica

(ma8

be black or light),and quartz (ma8

be man8

colors). Tell students thatall rocks ofthe worldare made upofmaterials calledminerals. Explainthatall the

rocks ofthe worldare made upofvarious combinations ofminerals andthatminerals have adefinite,unchanging composition while rocks ma8

containvarying

amounts ofdifferentminerals. Pulverize other rocks and sortoutthe differentminerals thatare found. (Some will be made upofonly one mineral while others

will be made upofmany.)

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 b lack paper or paper plate.

Have each group examine its sand and sort the pieces by colors. After sorting, students can use the table to identify some of the minerals that commonly make up

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 m inerals within them.

Color Mineral

White or colorless Usually quartz

Pink Usually feldspar

Black Hornblende

Green Serpentine

Black and flat Black mica

Shiny and flat Light mica

Resource: The Everyday Science Sourcebook, Lowery


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Iden9

@

fy@

nA

mineB

aC

D

bya 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.

Studentswill begin to understand that the color streak is useful in the identification ofsome minerals,but that white streaks are not. The table lists the eE

ternal

coloring and the mineral streak made by some common minerals.

EE

ternal Color Streak Test Mineral

Blue-green White Apatite

Blue or white White Calcite

Brass yellow Greenish-black Chalcopyrite

Green purple,white White Fluorite

Lead gray Lead gray Galena

Gray, red-brown Red-brown Hematite

Brown Ochre yellow Limonite

Gray or green White Talc

Black Black Magnetite

Bright green Pale green Malachite

Pale yellow Greenish-black 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)



FOSS: Earth Materials Investigation 2 Parts 1-2

Investigation 3 Parts 1-2


Safety: Students should be wearing goggles

during these investigations. One class set (24)

of goggles and alcohol swabs for cleaning are

in each school.


y Eyewitness: Rock and Mineral


y Splendid Stones

Bill Nye: Fossils






of your students.




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WCPS 2010-2011 Grade 3 Standard 2: EarthF

Space Science

Assessment: Is it a rock? I

Which things on this list could be rocks? Howdo you decide if something is a rock? Put anXnext to the things

you think could be a rock.

Jagged

boulder

Smooth

boulder

Small

stone

Large

stone

Small

stone

Large

stone

Pebble Piece

of

gravel

Piece

of sand

Dust

from

two

stones

rubbed

together

Explain yourthinking. Whatruleorreasoning did you use to decide if something is a rock?


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AssessmentTeacher 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

Piece

of clay

pot

Coal Dried mud

Coral Brick Harden

lava

Limestone

Asphalt

(road

tar)

Iron

ore

Marble

statue

Glass

Concrete granite

Explain your thinking? What rule or reasoning did you use to decide if something is a rock?


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AssessmentTeacher 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

R

iversy Canyons

Resources to Support 2.C.1.a (Grade 3)


Safari Montage y Bill Nye: Rivers and Streamsy Bill Nye: Erosiony Eyewitness: Mountainsy Eyewitness: Ponds andRiversy Eyewitness: Rivers and Streamsy The Southwesty Land Formationsy All About Land Formations

y

Primary Geography: Weather, Place







your students.




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WCPS 2010-2011 Grade 3 Standard 2: EarthG

Space Science

Lesson Seeds

Have the students research andreport on one of the natural features listed in the objective. Images

are included on the following pages forstudents to also use. Students can use models and foldables

to display theirfindings. Students can share theirfindings usingPowerPoint orPrezi presentations.


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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)


Safari Montage y Bill Nye: Rivers and Streamsy Bill Nye: Erosiony Eyewitness: Mountainsy Eyewitness: Ponds andRiversy Eyewitness: Rivers and Streamsy Land Formationsy All About Land Formations

Primary Geography: Weather, Place






of your students.




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WCPS 2010-2011 Grade 3 Standard 2: EarthH

Space Science

Lesson Seeds

Have the students use words and drawings to describe theirimmediate environment orarea in Washington County. The y can useweb resources such as www.googleearth to help them. Also http://maryland.hometownlocator.com/features/counties.cfm will help

them forgeographic features forall the counties in Maryland. Fourth grade teachers will have Marylandresource s thatmay helpwith research. Considerhaving the students use digital camera to take pictures. Have the students research anotherregion for

making comparisons. Some students may have theirown photograph of places they have visited in Maryland. The following pages

give information about the types of physical features found in Maryland andWashington County. Students can display theirfindingson a foldable accompanied by a model. Students can use PowerPoint orPrezi presentations to share theirfindings.


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Physical Features of Maryland Overview

Maryland

Physical Features

Areas

15

Bars 61

Basins 14

Bays 746Beaches 35

Bends 12

Capes 1,166

Cliffs 20

Falls 14

Flats

12Forests 12

Gaps 12

Guts

59

Islands 305

Lakes 162

Pillars 4

Ranges 11

Rapids 3

Ridges 77

Springs 47

Streams

2,146

Summits 227

Swamps

219

Valleys 93

Woods 3

Resource: http://maryland.hometownlocator.com/features/


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Physical Features of Washington County

Physical Features

Areas 1

Bends 5

Capes 2

Cliffs 1

Gaps 4

Islands 4

Lakes 2

Pillars 1

Ranges 3

Rapids 1

Ridges 9

Springs 11

Streams 47

Summits 27

Swamps 1

Valleys 8



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Valleys in Washington County

NameUSGS Topo

Map

Bear Pond HollowClear Spring

BlairValley Clear Spring

Frog HollowKeedysville

Long Hollow Bellegrove

PleasantValley

Harpers FerryPolecat Hollow

Clear Spring

Raven Rock HollowSmithsburg

Warner Gap HollowSmithsburg

Ranges in Washington County

Nam

e US

GS

Top

oMap

Bear PondMountains Clear Spring

Pine Hills Mason and Dixon

South Mountain Rio



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Summits in Washington County

Name USGS Topo Map

Abe MillsMountain Clear Spring

Annapolis Rock Myersville

Black Rock Myersville

BoydMountain Clear Spring

BullskinMountain Clear Spring

Buzzard Knob SmithsburgDevilsBackbone Funkstown

FairviewMountain Clear Spring

Ferry Hill Shepherdstown

Gillians Knob Clear Spring

Hauser Ridge Shepherdstown

Hawks Hill Keedysville

Hearthstone Mountain Clear Spring

High Rock Smithsburg

JohnsonMountain Clear Spring

Maryland Heights Harpers Ferry

Moore Knob Cherry Run

Nicodemus Heights Shepherdstown

Pine Knob Myersville

PowellMountain Clear Spring

QuiraukMountain Smithsburg

Raven Rock Smithsburg

Red Hill KeedysvilleRickardMountain Clear Spring

Roundtop Hill Hancock

Short Hill Funkstown

SwordMountain Clear Spring

Resource:

http://maryland.hometownlocator.com/features/


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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

LESSON SEEDS FOR2.C.1.a. Be sure to also push in 2.C.1.d.

Resources to Support 2.C.1.c (Grade 3)


ScienceSaurus Pages 196-197

Safari Montage y Land Formationsy All About Land Formations

y Oceans in Motion






of your students.




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2.C.1.d (Grade 3)

Recognize and explain that an ocean floor is land covered by water.

Resources to Support2.C.1.d (Grade 3)


ScienceSaurus Pages 196-197

Safari Montage y Land Formationsy All About Land Formations

y Oceans in Motion






of your students.




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Unit Vocabulary

Please note the following:

y These words are suggested vocabulary words. Please continue to make instructional decisions aboutvocabulary 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 displayedwhere they are visible to all students during the time the module is being taught.


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geology U2I1

geologist U2I1

property U2I1


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circumference U2I1

diameter U2I1

depth U2I1


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meter tape U2I1

balance U2I1

mass U2I1


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rock U2I1

mineral U2I1

dissolve U2I1


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crystal U2I1

evaporate U2I1

quartz U2I2


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gypsum U2I2

calcite U2I2

fluorite U2I2


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basalt U2I3

limestone U2I3

marble U2I3

O f f i f E l t E d t i P 67


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sandstone U2I3

vinegar U2I3

acid U2I3



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evidence U2I3

granite U2I4

feldspar U2I4



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hornblende U2I4

mica U2I4



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Ongoing Vocabulary From the State Curriculum

investigationsU2SC

liquid volume U2SC

mass U2SC



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y g


weight U2SC

volume U2SC

work U2SC



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gas U2SC

liquid U2SC

solid U2SC



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atmosphere U2SC

environment U2SC

valley U2SC



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river U2SC

canyon U2SC

atmosphere U2SC



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hydrosphere U2SC

temperature U2SC

mountain U2SC



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natural features U2SC

region U2SC

ocean floor U2SC



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Earth materials U2SC



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geology 1 rock 1

geologist 1 mineral 1

property 1 dissolve 1

circumference1 crystal 1

diameter 1 evaporate 1

depth 1 quartz 2

meter tape 1 gypsum 2

balance 1 calcite 2

mass 1 fluorite 2



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basalt 3 hornblende 4

limestone 3 mica 4

marble 3 mountain

sandstone 3 river

vinegar 3 canyon

acid 3 region

evidence 3 natural features

granite 4 ocean floor

feldspar 4 Earth materials



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Careers in 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 willever 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 aid of computer

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.

Updated: January 22, 2003

Responsible NASA Official: Ruth Netting



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GeologistGeology 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 eI

pand on space-based

tools,we would have an incomplete or even inaccurate picture of our planet . Geologists

understand how the dynamic forceswhich 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 thegeological 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 information all provided by earth scientistswith 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 science is for you!





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Forest RangerAmerica'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 ofboth man and beast in their care.

Forest fires, drought and pollution cause a great deal of damage toAmerica'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 theover-riding concern of conserving our natural resources so that future

generations will still have them to see and appreciate.

Each year millions ofAmericans 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 comparetemperature readings, winds, atmospheric pressure, precipitation patterns, and other variables 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 andclimate.

If understanding the atmosphere around you, helping to predict how it behaves - both today and inthe 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 systemswork, and howwe 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 withstandearthquakes, or stand up to tornadoes is the result of hard work by men and women in politicsmaking 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 country; why not put an Earth Science background

to use for us all!




C P


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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 ofspacecraft, aswell as in their launching and

tracking in orbit. Computers are used to capture the compleP

data Earth-observing satellitessend

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 part of a larger community ofresearchers. 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 science agencies need computer

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 architects 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!




Oceanographer/

Marine Biologist


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ceanographer/ arine BiologistOceanographers 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.




S t


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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.


For Example WhR

t are fS S

T

U

we can eat?


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WCPS 2010-2011 Grade 3 Standard 2: EarthQ

Space Science

For Example: Wh t aref wecaneat?

Ye No



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Yes No


***Use the following statements for concept attainment


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Use the following statements for concept attainment.


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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n st g t n rt

1. Granite is a rock made up of minerals.

2. One of the minerals found in granite is salt.


Literature in the Science Classroom


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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 exposestudents 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 ananswer or clarification, or a book can spark an interest or an investigation. More often, however, books, simply serve to de epen achilds understanding of some familiar topic, helping them to make increasing sense of the world and function more confidently init.

Resource: Science and Language Links, Johanna Scott


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Ro`

k

Author:Mary Firestone

Level: K-3


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Level: K-3

Description:Discusses features of rock, including how it forms, the different types, and how people use rocks.

Ro`

ks and Minerals

Author: Chris Pellant

Level: Unknown

Description: A geology ea

pert ea

plains how to tell rocks from minerals and then sharessecrets ofspotting sulfides, chromates, igneous and metamorphic rocks,

and more.This EyewitnessHandbook is packed with over 600 vivid full-color photos of more than 500 specimens.

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.

Volcano! WhenaMountain Explodes

Author: Linda Barr

Level: 3-6

Description:Discusseswhat 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

Description: Ea

plore Zion National Park, how it formed, the people, animals and plants that live there, itsweather, and more. Includesbibliography and indea

.

The BoyTrap

Author:NancyMatson

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.


EverybodyNeeds aRock

Author: Byrd Baylor

Level: K-3


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Level: K 3

Description: Everybody needs to have a special rock.Thisbook lists ten rules for finding the rock you need. Provides a useful connection to units on geology,

rocks, and soil.

IktomiAnd 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 ofsome bats, in thisstory that eb

plainswhy the Great Plains are

covered with small stones.


netTrekker

What is netTrekker?


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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 netTrekker

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 will be read

aloud. Make sure that the speaker volume is turned on through your computer settings.

y Dictionary ~ Select the Dictionary tab at the top of the page. Select any word in the text. A window with definitions and translationswill appear.

IfRead Aloud is on, the word selected will be read aloud.

y Vote if you Dislike or Like the website.

Grade 3 Unit 2 Guide 2010

Documents

Transcript of Grade 3 Unit 2 Guide 2010