Science Grade 1 Unit 2 Guide 2010-1

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

Grade 1

Science Instruction

Unit Guide

Standard 2: Earth/Space Science

and

Standard 5: Chemistry

WCPS 2010-2011 Grade 1 Standard 2: Earth/Space Science


Table of Contents

Standard 2: Earth/Space Science and Standard 5: Chemistry

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

Maryland State Curriculum for Science Alignment 7-9Vertical Content Map 10-12

Planning Guide 13-24Instructional Support for Science Objectives 25-26

Word Cards and Vocabulary Sort 37-64Careers in Earth/Space Science and Chemistry 65-73

Concept Attainment for Earth Materials 74-90Literature To Support Earth/Space Science and Chemistry 91-101

netTrekker Directions 102-106Websites To Support Earth/Space Science and Chemistry 107-111

Formative Assessments 112-124Assessment Window Dates 125Unit 2 Assessment and Key 126-140



Maryland State Curriculum for

Science




Standard 1.0 Skills and ProcessesStudents will demonstrate the thinking and acting inherent in the practice of science.A. CONSTRUCTING KNOWLEDGE

1. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.

a. Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to the things and noting what happens.

b. Seek information through reading, observation, exploration, and investigations.

c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.

d. Explain that when a science investigation is done the way it was done before, we expect to get a very similar result.

e. Participate in multiple experiences to verify that science investigations generally work the same way in different places.

f. Suggest things that you could do to find answers to questions raised by observing objects and/or phenomena (events such as, water disappearing from the classroom aquarium or a pet's water bowl).

g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences.

Standard 1.0 Skills and ProcessesStudents will demonstrate the thinking and acting inherent in the practice of science.B. APPLYING EVIDENCE AND REASONING

1. People are more likely to believe your ideas if you can give good reasons for them.

a. Provide reasons for accepting or rejecting ideas examined.

b. Develop reasonable explanations for observations made, investigations completed, and information gained by sharing ideas and listening to others' ideas.

c. Explain why it is important to make some fresh observations when people give different descriptions of the same thing.C. COMMUNICATING SCIENTIFIC INFORMATION

1. Ask, "How do you know?" in appropriate situations and attempt reasonable answers when others ask them the same question.

a. Describe things as accurately as possible and compare observations with those of others.

b. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.

c. Draw pictures that correctly portray at least some features of the thing being described and sequence events (seasons, seed growth).

d. Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions about what the findings mean.

e. Recognize that everybody can do science and invent things and ideas.



Standard 1.0 Skills and ProcessesStudents will demonstrate the thinking and acting inherent in the practice of science.

D. TECHNOLOGY

1. Design and make things with simple tools and a variety of materials.

a. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task.

b. Recognize that tools are used to do things better or more easily and to do some things that could not otherwise be done at all.

c. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets and the like.

d. Recognize that some kinds of materials are better than others for making any particular thing, for example, materials that are better in some ways (such as stronger and cheaper) may be worse in other ways (such as heavier and harder to cut).

e. Explain that sometimes it is not possible to make or do everything that is designed.2. Practice identifying the parts of things and how one part connects to and affects another.

a. Investigate a variety of objects to identify that most things are made of parts

b. Explain that something may not work if some of its parts are missing.

c. Explain that when parts are put together, they can do things that they couldn't do by themselves.3. Examine a variety of physical models and describe what they teach about the real things they are meant to resemble.

a. Explain that a model of something is different from the real thing but can be used to learn something about the real thing.

b. Realize that one way to describe something is to say how it is like something else.




Maryland State Curriculum Connections for Science Unit 2Grade 2

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.

Science Correlations Other Correlations

A. MATERIALS AND PROCESSES THAT CHANGE THE 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.

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.

changes caused by humans and other animals changes caused by water, wind, etc.

Investigation 1 Parts 1-5Investigation 2 Parts 1-4Investigation 3 Parts 1-3Investigation 4 Part 1

Investigation 2 Parts 3-4Investigation 3 Parts 1-5Investigation 4 Parts 1-3



GRADE 2Standard 5.0 Chemistry

Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.


B. CONSERVATION OF MATTER

1. Provide evidence from investigations that things can be done to materials to change some of their properties.

a. Based on evidence from investigations describe that materials, such as clay are not changed by certain actions, such as reshaping or breaking into pieces.

b. Ask and seek answers to questions about what happened to the materials if other things were done to them, such as being placed in a freezer, heated, etc.

Investigation 3 Parts 1, 3-5Investigation 4 Part 1

Investigation 3 Parts 1, 3-5Investigation 4 Part 1

D. PHYSICAL AND CHEMICAL CHANGES

1. Provide evidence from investigations to identify processes that can be used to change physical properties of materials.

a. Based on investigations, describe what changes occur to the observable properties of various materials when they are subjected to the processes of wetting, cutting, bending, and mixing.

b. Compare the observable properties of objects before and after they have been subjected to various processes.

c. Ask and seek answers to "What if" questions about what might happen to the materials if different processes, such as heating, freezing, and dissolving were used to change them





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 a global perspective.


B. ENVIRONMENTAL ISSUES

1. Recognize that caring about the environment is an important human activity.

a. Recognize and describe that individual group actions, such as recycling, help the environment.

b. Recognize and describe that individual and groups actions, such as littering, harm the environment.

c. Give reasons why people should take care of their environments.

Ongoing



Vertical Content Map for Earth/Space Science and Chemistry

K Grade 1 Grade 2

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. Investigate objects and materials in the environment.

a. Observe and describe a variety of natural and human-made objects found in familiar environments (school, neighborhood, etc.).

b. Examine and describe Earth materials.

rocks soil water

c. Using examples, describe that objects and materials, such as trees, rocks, and hills on Earth's surface can change.

NONE PROVIDED BY MSDE

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.

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.

changes caused by humans and other animals changes caused by water, wind, etc.



K Grade 1 Grade 2

Standard 5.0 Chemistry - Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.A. STRUCTURE OF MATTER

1. Compare the observable properties of a variety of objects and the materials they are made of using evidence from investigations.

a. Examine and describe various objects in terms of the materials, such as clay, cloth, paper, etc. from which they are made.

b. Based on data, describe the observable properties, such as size, shape, color, and texture of a variety of objects.

c. Identify and compare the properties of materials objects are made of and the properties of the objects.

NONE PROVIDED BY MSDE NONE PROVIDED BY MSDE



B. CONSERVATION OF MATTER

1. Provide evidence from investigations that things can be done to materials to change some of their properties.

a. Based on evidence from investigations describe that materials, such as clay are not changed by certain actions, such as reshaping or breaking into pieces.

b. Ask and seek answers to questions about what happened to the materials if other things were done to them, such as being placed in a freezer, heated, etc.



K Grade 1 Grade 2

Standard 5.0 Chemistry - Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.

NONE PROVIDED BY MSDE NONE PROVIDED BY MSDE

D. PHYSICAL AND CHEMICAL CHANGES

1. Provide evidence from investigations to identify processes that can be used to change physical properties of materials.

a. Based on investigations, describe what changes occur to the observable properties of various materials when they are subjected to the processes of wetting, cutting, bending, and mixing.

b. Compare the observable properties of objects before and after they have been subjected to various processes.

c. Ask and seek answers to "What if" questions about what might happen to the materials if different processes, such as heating, freezing, and dissolving were used to change them



Standard 2: Earth/Space Science and Standard 5: ChemistryTime Connections to

State Curriculum

Lesson Vocabulary Assessment Notes

Session 1 2.2.A.1.a2.4.D.1.a-b

FOSS: Pebbles, Sand, and SiltInvestigation 1 Part 1Guiding the Investigation1. Steps 1-7Wrapping Up Part 12. Steps 8-9

rockdustgeologist

Focus QuestionsHow are rocks different?What happens when rocks rub together?When rocks are rubbed together, some rocks make rock dust. Some rocks leave marks. Some rocks are harder than others.



basalttuffscoria

Focus QuestionWhat happens when rocks are washed?When rocks are washed, some rocks have new colors that appear. Some rocks bubble. The wash water gets muddy.

Session 3 2.2.A.1.a FOSS: Pebbles, Sand, and SiltInvestigation 1 Part 3Guiding the Investigation1. Steps 1-10Wrapping Up Part 32. Steps11-12

rough smoothpointedlargesmallcrystaldullgroupsamedifferentshapetexture

Focus QuestionHow are some rocks the same?We sorted rocks by color, shape, texture, size, striped, and crystals.

Time Connections to State Curriculum


Session 4 2.2.A.1.a FOSS: Pebbles, Sand, and SiltInvestigation 1 Part 4

flatroundstriped

Focus QuestionHow many ways can rocks be sorted?We sorted rocks by shine, points, roughness, and



Guiding the Investigation1. Steps 1-4Wrapping Up Part 42. Steps 5-6

sort texture.

Session 5 2.2.A.1.a FOSS: Pebbles, Sand, and SiltInvestigation 1 Part 5Guiding the Investigation1. Steps 1-8Wrapping Up Part 52. Steps 9-10

collectionmuseum

Focus QuestionWhat rocks can we find around us?Student response describes the rocks they found.

Session 6 2.2.A.1.a FOSS: Pebbles, Sand, and SiltInvestigation 1 Part 5Science StoriesExploring RocksColorful RocksSee Science Stories folio for lesson.

Focus QuestionsHow would you describe and compare rocks?Answers will vary. Students should share ideas from the investigations and text.

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


FOSS: Pebbles, Sand, and SiltInvestigation 1Reflection and Assessment

See vocabulary and focus questions from Investigation 1




FOSS: Pebbles, Sand, and SiltInvestigation 2 Part 1Guiding the Investigation1. Steps 1-10Closure2. Have the students share how they have sorted the rocks by size so

Earth materialscreenseparatesizesandgravelpebble

Focus QuestionHow can rocks be sorted by size?The sand can go through the screens with the smallest holes. The gravel can go through screens with medium-sized holes. The largest pebbles stay on top of all the screens.



far.Session 9 FOSS: Pebbles, Sand,

and SiltInvestigation 2 Part 1Guiding the Investigation1. Steps 11-16Wrapping Up Part 12. Steps 17-18

Session 10 2.2.A.1.a2.4.D.1.a-b


cobbleboulder

Focus QuestionHow else can rocks be sorted by size?Pictures of squares are like the holes in the screens. Rocks smaller than the holes can go through.





Session 11 2.2.A.1.a-b2.4.D.1.a-b

FOSS: Pebbles, Sand, and SiltInvestigation 2 Part 3Guiding the Investigation1. Steps 1-10Closure2. Have the students make predictions about what they believe their vials will look like on the next day.

siltlayerparticlemixtureshakesettlesink

Focus QuestionIs there an earth material smaller than sand?Silt is smaller than sand. To find the silt, we added water to sand. We shook it up and let it settle overnight.

Session 12 FOSS: Pebbles, Sand, and SiltInvestigation 2 Part 3Guiding the Investigation1. Steps 11-19Wrapping Up Part 32. Steps 20-21

Session 13 2.2.A.1.a-b FOSS: Pebbles, Sand, and SiltInvestigation 2 Part 3Science StoriesThe Story of SandSee Science Stories folio for lesson.

Focus QuestionWhy is sand so small?The sand was once larger rock that broke apart over time. The more it broke apart the smaller it got.






Session 14 2.2.A.1.a-b2.4.D.1.a-b

FOSS: Pebbles, Sand, and SiltInvestigation 2 Part 4Guiding the Investigation1. Steps 1-9Closure2. Have the students predict what they believe their vials will look like the next day.

claywetdry

Focus QuestionIs there an earth material smaller than silt?Clay is an earth material that is smaller than silt. Earth materials that are larger than silt are sand, gravel, pebbles, cobble, and boulders.


Session 16 2.2.A.1.a-b2.4.D.1.a-b



Session 17 2.2.A.1.a-b2.4.B.1.a-b2.4.D.1.a-b


bricksidewalkasphaltmortarbuildconcrete

Focus QuestionHow do people use earth materials?Clay, sand, gravel, pebbles, cobbles, are boulders are used in making buildings, streets, bricks, playgrounds, sidewalks, and decoration.



Session 18 2.2.A.1.a FOSS: Pebbles, Sand, and SiltInvestigation 3 Part 1

Focus QuestionHow do rocks move?Wind and water move rocks.




Science StoriesRocks MoveSee Science Stories folio for lesson.

Session 19 2.2.A.1.a-b2.4.D.1.a-b


sandpapercoarsemediumfinetexture

Focus QuestionWhat does sand do for sandpaper?Sandpaper is made from sand, paper, and glue. Bigger sand will rub off more wood. Fine sand paper does not rub off as much wood as medium or coarse. Coarse sandpaper rubs off the most.



sculpturematrix

Focus QuestionHow else can sand be used?We added sand to matrix and molded it together to make sculptures.





OPTIONAL 2.2.A.1.a-b2.4.B.1.a-b2.4.D.1.a-b


beadharden

Focus QuestionWhat can be made with clay?Clay is smooth and sticks together. Sand is rough and needs a matrix to keep it together.

This is an optional investigation. You may share this observation with your art teacher. They may be interested in doing it in their classroom.Clay beads will need to dry for a couple of days before they can be painted. Paint will need to dry overnight.

OPTIONAL 2.2.A.1.a-b2.4.B.1.a-b2.4.D.1.a-b

FOSS: Pebbles, Sand, and SiltInvestigation 3 Part 5Guiding the Investigation1. Steps 1-5Closure2. Have the student discuss how they made their bricks from earth materials.

Focus QuestionHow are bricks made?Clay mixes with water and is easy to mold. It is easy to find. It is very strong when it hardens.

This is an optional investigation. You may share this observation with your art teacher. They may be interested in doing it in their classroom.

OPTIONAL FOSS: Pebbles, Sand, and SiltInvestigation 3 Part 5Guiding the Investigation1. Steps 8-10Wrapping Up Part 52. Steps 11-13





Session 21 2.4.B.1.a-b2.4.D.1.a-b

FOSS: Pebbles, Sand, and SiltInvestigation 3 Part 5Science StoriesMaking Things with RocksSee Science Storiesfolio for lesson.

Focus QuestionWhat are some things that are made with rocks?Response may include but not limited to statues, churches, streets, sidewalks, and useful objects made of clay.










FOSS: Pebbles, Sand, and SiltInvestigation 4 Part 1Guiding the Investigation1. Steps 1-6Closure2. Have the students discuss how they can take the soil apart.

humussoilingredient

Focus QuestionsWhat is in dirt?What is humus made from?What is soil?What is the best way to separate the parts of soil?Humus is made of decayed plants and animals.Soil is a mixture of humus and different kinds of earth material. You can separate the parts of soil by mixing it with water in a vial, shaking it, and letting it sit overnight.

Session 25 FOSS: Pebbles, Sand, and SiltInvestigation 4 Part 1Guiding the Investigation1. Steps 7-18Closure2. Have the students share out how they took the soil apart.






Session 27 2.2.A.1.b FOSS: Pebbles, Sand, and SiltInvestigation 4 Part 2Guiding the Investigation1. Steps 1-5Wrapping Up Part 22. Steps 6-7

Focus QuestionAre all soils the same?Soils can be different colors and textures. Different kinds and amounts of plants grow in different soils.

Session 28 2.2.A.1.b FOSS: Pebbles, Sand, and SiltInvestigation 4 Part 2Science StoriesWhat is in Soil?See Science Stories folio for lesson.

Focus QuestionWhat is in soil?Soil has a variety of rocks and humus that support plant and animal life.






Session 29 2.2.A.1.b FOSS: Pebbles, Sand, and SiltInvestigation 4 Part 3Guiding the Investigation1. Steps 1-7Closure2. Have the students make prediction about how they think their vials will look tomorrow.

alikedifferentamount

Focus QuestionHow do soils differ?Soils have different amounts of humus and different kinds of earth materials.Soils contain some of the same ingredients.






Session 31 2.2.A.1.a-b FOSS: Pebbles, Sand, and SiltInvestigation 4 Part 3Science StoriesTesting SoilFossilSee Science Stories folio for lesson.

Focus QuestionDo plants grow better in soil or sand?Answer depends on results from experiment.What is a fossil?A fossil is part of a plant or animal that lived long ago and has turned to rock.





Session 33 Unit 2 ReflectionsSession 34 Unit 2 AssessmentSession 35 Unit 2 Assessment



Instructional Support for Science Objectives



2.A.1.a (Gr. 2)

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


Resources to Support 2.A.1.a (Gr. 2)

Name of Resource Where Can the Resource Be Found? Notes

ScienceSaurus® Pages 176-181

FOSS: Pebbles, Sand, and Silt Investigation 1 Parts 1-5Investigation 2 Part 1-4Investigation 3 Parts 1-3Investigation 4 Part 1

Safari Montage All About Rocks and Minerals Every Stone Has A Story Sylvester and the Magic Pebble

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 102.


Assessment: Is it a rock? I

Which things on this list could be rocks? How do you decide if something is a rock? Put a X next 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 togethe

r

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



Assessment Teacher Notes

The purpose of this assessment is to find out about rocks. All of the items on the list could be a rock. Rocks are aggregates of minerals.



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?



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.



2.A.1.b (Gr. 2) Collect soil from different locations and compare the properties of the samples.

Color Texture

Reaction to water Remains of living things

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



FOSS: Pebbles, Sand, and Silt Investigation 2 Parts 3-4Investigation 3 Parts 1-5Investigation 4 Parts 1-3

Safari Montage All About Rocks and Minerals Every Stone Has A Story

Sylvester and the Magic Pebble






2.A.1.c (Gr. 2)

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

Changes caused by humans and other animals

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



Safari Montage Bill Nye: Erosion All About Land Formations




Changes caused by water, wind, etc.



5.B.2.a (Gr. 2)

Based on evidence from investigations describe that materials, such as clay are not changed by certain actions, such as reshaping or breaking into pieces.

Resources to Support 5.B.2.a (Gr. 2)



FOSS: Pebbles, Sand, and Silt Investigation 3 Parts 1, 3-5Investigation 4

Safety: Students should be wearing goggles during these investigations. One class set (24) of goggles and alcohol swabs for cleaning are in each school.



5.B.1.b (Gr.2)



Ask and seek answers to questions about what happened to the materials if other things were done to them, such as being placed in a freezer, heated, etc.

Resources to Support 5.B.1,b (Gr. 2)


ScienceSaurus® Page 236-244

FOSS: Pebbles, Sand, and Silt Investigation 2 Parts 1, 3-5Investigation 4 Part 1





5.D.1.a (Gr. 2)Based on investigations, describe what changes occur to the observable properties of various materials when they are subjected to the processes of wetting, cutting, bending, and mixing.

Resources to Support 5.D.1.a (Gr. 2)



FOSS: Pebbles, Sand, and Silt Investigation 1 Parts 1-2Investigation 2 Parts 1-4Investigation 3 Parts 1-5Investigation 4 Part 1





5.D.1.b (Gr. 2)Compare the observable properties of objects before and after they have been subjected to

various processes.

Resources to Support 5.D.1.b (Gr. 2)



FOSS: Pebbles, Sand, and Silt Investigation 1 Parts 1-2Investigation 2 Parts 1-3Investigation 3 Parts 1-5Investigation 4 Part 1





Unit Vocabulary

Please note the following:

These words are suggested vocabulary words. Please continue to make instructional decisions about vocabulary words you feel your students may or may not need.

At the bottom of each vocabulary card is a code. This code indicates the unit and investigation the vocabulary word is found. For example, U2I1 is Unit 2 Investigation 1.

Vocabulary should be reviewed at the end of each investigation. Science vocabulary may be added to the Word Wall. 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.

rock U2I1



dusk U2I1

geologist U2I1

basalt U2I1

tuff U2I1

scoria U2I1



rough U2I1

smooth U2I1

pointed U2I1

large U2I1

small U2I1



crystal U2I1

dull U2I1

group U2I1

same U2I1

different U2I1



shape U2I1

texture U2I1

flat U2I1

round U2I1

striped U2I1



sort U2I1

collection U2I1

museum U2I1

Earth materials U2I2

screen U2I2



separate U2I2

size U2I2

sand U2I2

gravel U2I2

pebble U2I2



cobble U2I2

boulder U2I2

silt U2I2

layer U2I2

particle U2I2



mixture U2I2

shake U2I2

settle U2I2

sink U2I2

clay U2I2



wet U2I2

dry U2I2

brick U2I3

sidewalk U2I3

asphalt U2I3



mortar U2I3

build U2I3

concrete U2I3

sandpaper U2I3

coarse U2I3



medium U2I3

fine U2I3

texture U2I3

sculpture U2I3

matrix U2I3



bead U2I3

harden U2I3

hummus U2I4

soil U2I4

ingredients U2I4



sample U2I4

alike U2I4

different U2I4

amount U2I4



Ongoing Vocabulary From the State Curriculum

environment SC

planet SC

energy SC

forces SC



investigations SC

observations SC



rock 1 small 1 striped 1

dusk 1 crystal 1 sort 1

geologist 1 dull 1 collection 1

basalt 1 group 1 museum 1

tuff 1 same 1 earth materials 2

scoria 1 different 1 screen 2

rough 1 shape 1 separate 2

smooth 1 texture 1 size 2

pointed 1 flat 1 sand 2

large 1 round 1 gravel 2

pebble 2 clay 2 coarse 3

cobble 2 wet 2 medium 3

boulder 2 dry 2 fine 3



silt 2 brick 3 texture 3

layer 2 sidewalk 3 sculpture 3

particle 2 asphalt 3 matrix 3

mixture 2 mortar 3 bead 3

shake 2 build 3 harden 3

settle 2 concrete 3 hummus 4

sink 2 sandpaper 3 soil 4

ingredients 4

sample 4

alike 4

different 4

amount 4



Careers in Earth/Space Science



Atmospheric ScientistAtmospheric 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:

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 results 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 utilities, 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 scientific 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


mailto:[email protected]


Graphic DesignerOne 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 media 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 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.






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 expand 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 information 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 science is for you!






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 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 resources 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 our environment appeals to you, maybe you'll have 'Forest Ranger' on your resume someday!

Updated: September 15, 2003





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 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 and climate.

If understanding the atmosphere around you, helping to predict how it behaves - both today and in the future - sounds interesting to you, learn more about meteorology!






Politician/LobbyistThe 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 country; why not put an Earth Science background to use for us all!






Computer ProgrammerThe 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 complex 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 part 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 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

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.






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: What are foods we can eat?

Yes No



Yes No



***The following statements are to be used with concept attainment.

Investigation 1 Part 1

1. When rocks are rubbed together some rocks leave marks.

2. When rocks are rubbed together some rocks leave dust.

3. Some rocks are harder than others.




1. When rocks are washed, all rocks look the same.

2. When rocks are washed, some rocks bubble.

3. The wash water gets muddy.



Investigation 1 Parts 3-4

Rocks can be sorted by…

1. Color

2. Shape

3. Age

4. Texture

5. Size



6. Stripes

7. Crystals

8. Temperature

9. Shine

10. Points




1. Sand can go through the screens with the smallest holes.

2. Gravel can go through the screens with the smallest holes.

3. The largest pebbles can go through the screens with the medium holes.


1. Silt is larger than sand.WCPS 2010-2011 Grade 1 Standard 2: Earth/Space Science


2. Sand is larger than silt.

3. Boulders are larger than cobbles.

4. Pebbles are smaller than boulders.




1. Sandpaper is made from sand, glue, and paper.

2. Smaller sand will rub off more wood.

3. Clay is smoother and will stick together.

4. Sand is smooth as clay and also sticks together.




1. Humus is made of decayed plants and animals.

2. Soil is a mixture of different kinds of earth materials.

3. Parts of soil cannot be separated.




1. All soils are brown.

2. Soils can be different textures.

3. Different kinds and amounts of plants grow in different soils.



What are examples of pebbles, sand, or silt?











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 deepen a child’s 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



Archaeologists Dig for CluesAuthor: Kate Duke Level: K-5 Description: A boy and his friends go on a dig in a local cornfield with their archaeologist friend Sophi and make discoveries about how scientists learn about the past. They learn that small pieces of stone, bone, or fossils are clues to long ago.

Be a Friend to TreesAuthor: Patricia Lauber Level: K-5 Description: This easy-to-read book discusses the importance of trees as sources of food and oxygen for people and wild animals. Diagrams and full-color labeled illustrations complement the text. The author recommends actions such as conserving and recycling paper.

Best Book Of Fossils, Rocks, And MineralsAuthor: Chris Pellant Level: 2-4 Description: A colorfully illustrated overview of different kinds of rocks and minerals with suggestions on how to start and organize a rock collection.

The Big RockAuthor: Bruce Hiscock Level: K-5 Description: This concept book tells how a large granite rock in the forest came to be and its changes over time. Geological terms are explained and can be enhanced with teacher support. Full-page, realistic illustrations help to clarify the story.

ClayAuthor: Mary Firestone Level: K-3 Description: Discusses where clay comes from, its features and how it is used.

Digging Up DinosaursAuthor: Aliki Level: K-2 Description: Introduces various types of dinosaurs whose skeletons and reconstructions are seen in museums. Explains how scientists uncover, preserve, and study fossilized dinosaur bones.



Dinosaur BonesAuthor: Aliki Level: K-2 Description: Shows how scientists study fossil remains, and provides information on how dinosaurs lived long ago. It shows working scientists gathering fossils, studying them, and piecing together evidence to show what dinosaurs were like.

Dinosaurs and FossilsAuthor: Delta Education Level: K-2 Description: Students discover what dinosaurs were, when they lived, what they were like, and how they may have become extinct. They read about fossils, and find out how different kinds of fossils form and what scientists can learn from fossils.

Dinosaurs to the Rescue: A Guide to Protecting Our PlanetAuthor: Laurie Krasny Brown, Marc Brown Level: K-2 Description: Dinosaur characters are featured in this book that offers a variety of suggestions for minimizing waste, garbage, and pollution. It also offers suggestions of ways that children can help to protect and conserve Earth’s resources.

Dinosaurs! Strange and WonderfulAuthor: Laurence P. Pringle Level: K-5 Description: Presents basic information about dinosaurs, explaining that fossil records are often incomplete. The book shows scientists at work and explains how recent discoveries continue to add new information about dinosaurs.

Dirt: The Scoop on SoilAuthor: Natalie M. Rosinsky Level: K-2 Description: Discusses the nature, uses, and importance of soil and the many forms of life that it supports.

Earth Steps: A Rock’s Journey Through TimeAuthor: Diane Nelson Spickert Level: K-6 Description: Describes the geological setting for the transformation of a rock to a grain of sand over the course of millions of years.

EarthmoversAuthor: Linda D. Williams



Level: Pre-K-2 Description: Read about different earthmovers in action with colorful photographs showing them in action. Bibliography and index.

ErosionAuthor: Rebecca Olien Level: 2-4 Description: Full-page photographs reveal examples of wind, water, and ice erosion. Endnotes include a glossary of terms, Internet sites, and other books about erosion. An activity about how readers can create a sugar cave allows a hands-on experience with erosion.

FossilsAuthor: Melissa Stewart Level: 2-4 Description: Explains fossils in an easy-to-understand way.

Fossils Tell of Long AgoAuthor: Aliki Level: K-2 Description: Explains how fossils form and what they tell us about the past.

GlassAuthor: Mary Firestone Level: K-3 Description: Discusses features of glass including how it is manufactured and made into products we use everyday.

A Handful of DirtAuthor: Raymond Bial Level: K-5 Description: The nature and importance of soil is presented, accompanied by large full-color photographs showing the myriad creatures living there. Explains the process by which soil is created and the forms of life it supports.

How Mountains are MadeAuthor: Kathleen Weidner Zoehfeld Level: K-5



Description: Packed with diagrams and maps, this simple and engaging first look at earth science describes the theory of plate tectonics––how the continents rest on slow-moving plates––and how the forces of nature sculpt our world.

How to Dig a Hole to the Other Side of the WorldAuthor: Faith McNulty Level: K-2 Description: A child takes an imaginary 8000-mile journey through Earth to discover what is inside. The child learns all about Earth’s composition from what is close to the surface, and at varying depths.

If You Find A RockAuthor: Peggy Christian Level: K-5 Description: Hand-tinted, black-and-white photographs provide a background to poetic text celebrating the variety of rocks that children might find, such as those for skipping across ponds, for wishing, or for hiding creatures.

Igneous RocksAuthor: Melissa Stewart Level: K-3 Description: An overview of igneous rocks, including how they form, their characteristics, where they are found, and their uses throughout the world.

It Could Still Be A RockAuthor: Allan Fowler Level: 1-2 Description: Discusses the size, shape, composition, origin, and other aspects of different kinds of rocks.

Learning about Rocks, Weathering, and Erosion with Graphic OrganizersAuthor: Diana Estigarribia Level: K-3 Description: Describes how scientists learn about the earth by studying different kinds of rocks and how they weather and erode.

Let's Go Rock CollectingAuthor: Roma Gans Level: K-4 Description: Discusses the formation and characteristics of igneous, metamorphic, and sedimentary rocks and how to recognize and collect them.



Let's Look at RocksAuthor: Jeri Cipriano Level: Pre-K-2 Description: Simple text and photographs describe the various places rocks are found, the stories they can tell and how people use them.

Let's Look at Rocks (Spanish)Author: Jeri Cipriano Level: Pre-K-3 Description: Simple text and photographs introduce rocks, where they can be found, some formations they make, and how people use rocks.

Letting Swift River GoAuthor: Jane Yolen Level: K-5 Description: This is the bittersweet, historically based story of how the Swift River Valley was swallowed up to create a reservoir for “thirsty” Boston, relating the changing times in rural America through the eyes of Sally Jane.

Metamorphic RocksAuthor: Melissa Stewart Level: K-3 Description: An overview of metamorphic rocks, including how they form, where they are found, and their characteristics, history, significance, and uses.

Nature and Science of RocksAuthor: Jane Burton, Kim Taylor Level: 2-4 Description: Explores such aspects of rocks as their location, how they form, what they are made of, their appearance, how they can be dated, and their changing nature.

Rare Treasure: Mary Anning and Her Remarkable DiscoveriesAuthor: Don Brown Level: K-5 Description: A short biography of Mary Anning (1800–1847), who spent her life looking for and collecting fossils. It includes details about her discovery of an ichthyosaur fossil as well as many others. Includes a brief description of how fossils form.

Recycle! A Handbook for KidsAuthor: Gail Gibbons



Level: K-3 Description: This colorful picture book shows how glass, paper, aluminum cans, plastic, and polystyrene are recycled. Lists facts about trash and practical ways that we can all make a difference.

RockAuthor: Mary Firestone Level: K-3 Description: Discusses features of rock, including how it forms, the different types, and how people use rocks.

Rocks and MineralsAuthor: Ann O. Squire, Jan Jenner Level: 3-5 Description: Introduces different types of rocks and minerals and where they are found.

Rocks and MineralsAuthor: Delta Education Level: 5-6 Description: Discusses minerals, mineral properties, crystals, and igneous, sedimentary, and metamorphic rocks.

Rocks and SoilAuthor: Neil Morris Level: 1-3 Description: What is a volcano? Do rocks last forever? Where does soil come from? How are fossils made? The answers to these and many other questions are explored in this look at the earth and at how rocks, soil, and minerals form and change.

Rocks: Hard, Soft, Smooth, and RoughAuthor: Natalie M. Rosinsky Level: K-4 Description: Discusses the formation and features of various gems and minerals, fossils, and sediment.

SandAuthor: Ellen J. Prager Level: 1-3 Description: Inspector



Sedimentary RocksAuthor: Melissa Stewart Level: K-3 Description: An overview of sedimentary rocks, discussing their formation, location, identifying characteristics, history, significance, and uses throughout the world.

SoilAuthor: Adele D. Richardson Level: 2-4 Description: Readers will discover exactly what soil is, the different types of soil, animals that make their home in the soil, why plants need soil, and the importance of topsoil.

SoilAuthor: Alice K. Flanagan Level: 2-3 Description: Briefly describes the composition of different types of soil, the variety of plants and animals that live in it, and the necessity of soil for human life.

Soil ScienceAuthor: Delta Education Level: 2-3 Description: Students read about the composition and characteristics of different types of soil. They learn about the effects of weathering and erosion in producing and changing soil.



The Sun, the Wind, and the RainAuthor: Lisa Westberg Peters Level: K-5 Description: Elizabeth makes a mountain at the beach one day, piling wet sand high and patting it smooth. She watches the mountain change as it is visited by wind and rain. The pictures and text show how this beach experience parallels that of Earth, making it easy to understand how mountains form and change.

Water, Water EverywhereAuthor: Mark J. Rauzon, Cynthia Overbeck Bix Level: K-3 Description: Introduces the many forms, properties, and essential role of water in our world. Appealing full-color photographs effectively enhance the text, imparting the important role of water in life.

Children of the Earth...RememberAuthor: Schim Schimmel Level: K-5 Description: Illustrates the interrelationships of animals and people in protecting the natural world. Dramatic, original paintings convey the author’s love of the environment.

Dinomike and Tzeasaura Find a PlesiosaurAuthor: Mike Baldwin Level: K-2 Description: Dinomike and Tzeasaura go looking for fossils, answering many questions along the way.

Everybody Needs a RockAuthor: 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.

A Gift from the SeaAuthor: Kate Banks Level: K-2 Description: Reveals the geological history of a rock found at the beach by a young boy. The passage of time is reflected in the detailed paintings that begin with a volcano and go on to show jungle, glaciers, and dinosaurs.

Iktomi And The Boulder: A Plains Indian StoryAuthor: 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 explains why the Great Plains are covered with small stones.

The Magic School Bus in the Time of the DinosaursAuthor: Joanna Cole Level: K-5 Description: A visit to a dinosaur dig turns into a time-travel journey through the Triassic, Jurassic, and Cretaceous periods to see dinosaurs and fossils. Every page is brimming with dinosaur facts and theories.

The Magic School Bus Inside the EarthAuthor: Joanna Cole Level: K-5 Description: On a special field trip in the magic school bus, Ms. Frizzle’s class learns firsthand about different kinds of rocks and the formation of Earth.

Mountain DanceAuthor: Thomas Locker Level: K-5 Description: A poetic description of various kinds of mountains and how they form and erode.

Our Big Home: An Earth PoemAuthor: Linda Glaser, Elisa Kleven Level: K-5 Description: Poetry. Colorful illustrations and poetic text describe the soil, air, water, sky, sun, and more that are shared by all the creatures on this big Earth home.

The Quicksand BookAuthor: Tomie dePaola Level: 1-2 Description: Describes two children’s adventure with quicksand, its composition, and rescue procedures.

Rocks in His HeadAuthor: Carol Otis Hurst Level: K-2



Description: A young man’s lifelong love of rocks, which includes identifying and classifying specimens, eventually leads him to work at a science museum. Includes labeled drawings of rock specimens to assist in identification.

Stone SoupAuthor: Ann McGovern Level: 1-2 Description: The cumulative tale of a clever vagabond and an old woman who is gullible enough to believe he can make soup from a stone.

Sylvester And The Magic PebbleAuthor: William Steig Level: 1-2 Description: On a rainy day, Sylvester finds a red magic pebble that makes wishes come true, and soon he makes a wish that he cannot change. When he is finally back home with his parents, he finds that he really has everything he needs.

When Clay SingsAuthor: Byrd Baylor Level: 1-2 Description: A story of the ancient people represented by the prehistoric American clay pottery that can be found in the desert hills of the West.

Crystal and GemAuthor: R. F. Symes, R. R. Harding Level: UnknownDescription: Describes the seven basic shapes of crystals and how they form in nature; how crystals are studied and identified, grown artificially, and used in industry; and other aspects of crystallography.

netTrekker

What is netTrekker?



Net Trekker 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.

How do I access suggested sites for this unit of instruction?

1. Login on netTrekker. (See next page for directions.)2. On the far right side select My Portfolio under My Tools.

3. Select District: Washington County Schools District Portfolio.



4.

4. Select Elementary.



5. Select Science.



6. Select your grade level. (Example: Grade 5)7. Select the folder identified by the unit of study. (Example: Chemistry (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.

Special features for entering websites through net Trekker

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.

Dictionary ~ Select the Dictionary tab at the top of the page. Select any word in the text. A window with definitions and translations will 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



Websites



Web Sites

Ask a Geologist (student and teacher resource)URL: http://walrus.wr.usgs.gov/ask-a-geologist/Description: USGS earth scientists provide a limited service in which you may ask scientific questions about geology, geophysics, and geochemistry. You can e-mail any questions you have about earth science to geologists at this site, and browse through their frequently asked questions.

Association Of American State Geologists (student and teacher resource)URL: http://www.stategeologists.org/Description: Includes links to websites and information from the various state geological surveys.

Career Profiles: Association of Women Geoscientists (student and teacher resource)URL: http://www.awg.org/eas/profiles.htmlDescription: This site from the Association of Women Geoscientists includes career information and profiles of many women who have made geo-science a career.

Careers in the Geosciences (teacher resource)URL: http://guide.agiweb.org/employer/index.htmlDescription: The American Geological Institute has included an online version of their pamphlet concerning earth science careers. It also includes addresses for more information.

Mineral Database (teacher resource)URL: http://www.mindat.orgDescription: 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 add your own mineral information and photos to the database.

Musical Sand (student and teacher resource)URL: http://www.chariho.k12.ri.us/curriculum/MISmart/ocean/sand4.htmDescription: This site includes a description of the phenomena known as "singing sands" and includes images and audio of various types and locations.

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 example, 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.



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 it is 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.htmDescription: 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.

Sand Castle Central (student and teacher resource)URL: http://www.sandcastlecentral.com/Description: Check out their tips and tricks to building great sand castles, and see the incredible photos of sand-sculpture competitions.

Sands of the World (student and teacher resource)URL: http://www.chariho.k12.ri.us/curriculum/MIsmart/ocean/sands.htmDescription: This successful interactive project was initiated by a fourth-grade teacher in Rhode Island involved in a multiple-intelligences program. Students in grades 3–12 from around the world send in samples of sand for the class to analyze and photograph under microscopes. Check out the sand sampler for a collection of beautiful photos, or listen to the sounds of "singing sand."

U.S. Geological Survey (student and teacher resource)URL: http://www.usgs.govDescription: 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,

USGS Publications Online (student and teacher resource)URL: http://pubs.usgs.gov/products/books/gip.htmlDescription: 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: Explore 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.



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 a rock quarry and photos of different uses of rocks

Ask a Scientist ~ Common questions and answers about pebbles, sand, and silt

Websites with descriptions and links

Interactive game ~ Find Earth Materials



Tips and tricks for preparing and teaching the pebbles, sand, and silt module

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 people who study rocks aregeologists farmers


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.

Name __________________________ Date _________________

Investigation 1: First Rocks

Formative Assessment

DIRECTIONS: Circle the correct answer for numbers 1-3.

1.

2.

WCPS 2010-2011 Grade 1 Standard 2: Earth/Space Science Rocks have many different

properties people


3.

4. Tell one thing you have learned about rocks.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


What happens to rocks when they are put in water?

They float. They change colors.


Investigation 1: First Rock

Formative Assessment Key

Item Indicator Scoring Tool Performance Criteria/Answer

1.

2.2.A.1.a

2.4.D.1.a-b

1 - Correct answer

0 – Incorrect answer

geologists

2. 1 - Correct answer


properties



They change colors.



Student writes 1 correct statement about rocks from Investigation 1.

Example may include but not limited to:

Rocks have a variety of properties. Some rocks are soft. Rocks can be sorted by their properties. Rocks are all around us.



Name_____________________ Date________________

Investigation 2: River Rocks



1.

2.

3.


Rocks can be sorted by__________.

smell size

Which one is the smallest size of rock ?

silt pebble

Sand particles look like little _____________.

rocks beans


4.


What happens to clay when it sits out overnight?

It gets soft. It gets hard.


Investigation 2: River Rocks



1.

2.2.A.1.a-b

2.4.D.a-b

1 - Correct answer


size



silt



rocks



It gets hard.



Name_____________________ Date________________

Investigation 3: Using Rocks



1.

2.

3.


Which of these items can be made with clay?

bead pencil

Sandpaper has different textures fine, ______, and course.

medium round

Bricks can be used to build _________________.

a house a car


4. Draw a picture of something you can make with sand.

4. Circle the correct answer.

Investigation 3: Using Rocks





1.

2.2.A.1.a-b

2.4.B.1.a-b

2.4.D.1.a-b

1 - Correct answer


bead

2. 1 – Correct answer


medium



a house



Examples: sidewalk, sand castle, road, etc



Name_____________________ Date________________

Investigation 4: Soil Explorations



1.

2.

3.


A combination of sand, gravel, and decaying plant material is

soil mulch

Which bug helps plants grow by mixing and turning the soil?

a fly a worm


4. Draw a picture of something that grows in soil.

Investigation 4: Soil Exploration

Formative Assessment KeyWCPS 2010-2011 Grade 1 Standard 2: Earth/Space Science

What is humus made from?

decaying materials cracker crumbs



1.

2.2.A.1.a-b

2.4.B.1.a-b

2.4.D.1.a-b

1 – Correct answer


soil



a worm



decaying materials



Examples: a flower, a tree, a plant, a vegetable, etc.



Science Assessment Collection Windows

Teachers should determine the most appropriate date to administer the end of the module assessment, keeping in mind the dates they are due to Central Office.

End of the module assessment must be completed, scantrons bubbled, and received at Central Office by the dates listed below.

Unit Assessment Due Dates

Unit 1 Unit 2 Unit 3

November 19, 2010 February 25, 2011 Last Day of School




Grade 1

Unit 2


SCIENCE

BENCHMARK


Standard 2: Earth/Space Science


1. Which type of rock is the smallest?

A. gravel

B. pebble

C. silt

D. boulder

2. Which type of rock is the largest?

A. clay

B. boulder

C. gravel

D. pebble



3. A person who studies rocks is called a

A. farmer

B. geologist

C. rockist

D. Doctor

4. Which is NOT a rock?

A. sand

B. pebble

C. plastic

D. clay



5. What would you find in soil?

A. humus

B. glue

C. wax

D. plastic

6. What should be used to build a tower?

A. clay

B. sand

C. boulders

D. pebbles



7. What should be used to make a pot?

A. clay

B. sand

C. boulders

D. pebbles

8. What happens to soil when it rains?

A. The soil gets hot.

B. The soil gets hard.

C. The soil gets wet.

D. The soil stays dry.



9. Why do animals live in soil?

A. They don’t like being clean.

B. They are protecting themselves.

C. They are angry.

D. They are getting old.

10. Humus is made of

A. wet clay

B. different sizes of pebbles

C. different colored sand

D. plant and animal decay



11. Rocks are made of

A. minerals

B. water

C. wood

D. plastic

12. What moves rocks from place to place?

A. sun and moon

B. wind and water

C. clouds and stars

D. plants and soil



13. People use rocks to build because rocks are

A. fun

B. rough

C. strong

D. easy to hold

14. Worms are good for soil because they

A. break the soil apart

B. keep the soil dry

C. are the same color as soil

D. are long and skinny



15. Fossils are parts of plants and animals that turned to

A. rock

B. water

C. wind

D. plants

16. What do all living things need to grow and stay healthy?

A. rocks

B. wind

C. minerals

D. nutrients



17. Which tool would you use to separate different sized rocks?

A. ruler

B. thermometer

C. screen

D. hand lens

18. Which tool would you use to measure the size of a rock?

A. thermometer

B. hand lens

C. screen

D. ruler



19. Sue has a collection of many different rocks. Draw a picture of 2 ways she can sort her rocks. Write about how she could sort her rocks using words from the unit.



Pebbles, Sand, and Silt Assessment Key

20 Points Possible


1 2.2.A.1.a 1 – Correct answer0 – Incorrect answer

C


B

3 1.C.1.e 1 – Correct answer0 – Incorrect answer

B


C

5 2.2.A.1.b 1 – Correct answer0 – Incorrect answer

A


C

7 2.2.A.1.c 1 – Correct answer0 – Incorrect answer

A



Item Indicator Scoring Tool Performance Criteria/Answer8 2.A.1.b 1 – Correct answer

0 – Incorrect answerC

9 2.A.1.c 1 – Correct answer0 – Incorrect answer

B

10 2.A.1.b 1 – Correct answer0 – Incorrect answer

D

11 2.A.1.a 1 – Correct answer0 – Incorrect answer

A


B


C


A

15 2.2.A.1.b 1 – Correct answer0 – Incorrect answer

A

16 3.E.1.a 1 – Correct answer0 – Incorrect answer

D


C


D



Pebbles, Sand, and Silt Assessment Key20 Points Possible

19 2.A.1.a 2 – Complete Answer

1 – Partial Answer

0 - Incorrect

2 -Complete Answer – Students draw a rock collection that is sorted by 2 different properties and writes to explain how the rocks were sorted using vocabulary learned from the unit.

1 -Partial Answer – Student draw a rock collection that is sorted by 1 or 2 different properties without an explanation about how they were sorted.

0- Incorrect Answer – Students did not complete either part of the question.



MSA Science Rubric

LEVEL 3There is evidence in this response that the student has a full and complete understanding of the question or problem.

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 2There is evidence in this response that the student has a general understanding of the question or problem.

The supporting scientific evidence is generally complete with some integration of scientific concepts, principals, and/or skills. 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 1There is evidence in this response that the student has minimal understanding of the question or problem.

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 0There is evidence that the student has no understanding of the question or the problem.

The response is completely incorrect or irrelevant or there is no response.


Science Grade 1 Unit 2 Guide 2010-1

Documents

science skills

practice of science

science investigations

parts of things

things better

science objectives word

chemistry wcps

processes students