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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE
approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework
Rocks and More
(13weeks)
OVERVIEW:
This unit teaches about the physical attributes of rocks, soils, fossils and magnets and how they are related. Rocks and soils tell us something about the
surface of the earth and heat. Wind and water change rocks and soil over time. Some rocks contain magnetic materials that attract or repel other objects
while fossils are embedded in rocks and tell us about life long ago.
This science unit framework is used to create an integrated “skeleton” unit that is aligned to the Georgia Performance Standards; this tool allows the teacher
to create their own sequence of instruction and learning - without all the teaching and learning activities for the unit. The teacher can use this framework for
the components that need to be addressed in a GPS Science Unit. They should use the tools that they feel most comfortable with when creating their own
teaching and learning activities that may be added to this framework.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standards: S3E1
Students will investigate the physical attributes of rocks and soils.
a. Explain the difference between a rock and a mineral.
b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness).
c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil,
and sand).
d. Determine how water and wind can change rocks and soil over time using observation and research.
Focus Standards: S3E2
Students will investigate fossils as evidence of organisms that lived long ago.
a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms
that lived long ago.
b. Describe how a fossil is formed.
Focus Standards: S3P2
Students will investigate magnets and how they affect other magnets and common objects.
a. Investigate to find common objects that are attracted to magnets.
b. Investigate how magnets attract and repel each other.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 1 of 18
Copyright 2008 © All Rights Reserved
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STANDARDS ADDRESSED IN THIS UNIT
Supporting Standards:
S3CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits
in their own efforts to understand how the world works.
a. Keep records of investigations and observations and do not alter the records later.
b. Offer reasons for findings and consider reasons suggested by others.
c. Take responsibility for understanding the importance of being safety conscious.
S3CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.
b. Use commonly encountered fractions – halves, thirds, and fourths (but not sixths, sevenths, and so on) – in scientific calculations.
c. Judge whether measurements and computations of quantities, such as length, weight, or time, are reasonable answers to scientific problems
by comparing them to typical values.
S3CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe
laboratory procedures.
a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
b. Use computers, cameras and recording devices for capturing information.
c. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S3CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and describe how parts influence one another in things with many parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of
objects, events, and processes in the real world.
c. Identify ways in which the representations do not match their original counterparts.
S3CS5. Students will communicate scientific ideas and activities clearly.
a. Write instructions that others can follow in carrying out a scientific procedure.
b. Make sketches to aid in explaining scientific procedures or ideas.
c. Use numerical data in describing and comparing objects and events.
d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 2 of 18
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S3CS6. Students will question scientific claims and arguments effectively.
a. Support statements with facts found in books, articles, and databases, and identify the sources used.
S3CS7. Students will be familiar with the character of scientific knowledge and how it is achieved.
Students will recognize that:
a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is
being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.
b. Some scientific knowledge is very old and yet is still applicable today.
S3CS8. Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting
specimens for analysis, and doing experiments.
b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their
ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.
d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.
ELA3R3. The student uses a variety of strategies to gain meaning from grade-level text.
The student
b. Makes predictions from text content.
c. Generates questions to improve comprehension.
d. Distinguishes fact from opinion.
h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
i. Makes connections between texts and/or personal experiences.
l. Identifies and infers cause-and-effect relationships and draws conclusions.
m. Recalls explicit facts and infers implicit facts.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 3 of 18
Copyright 2008 © All Rights Reserved
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LITERATURE SELECTIONS
Source of Recommendation
Title
Author
ISBN
NSTA Recommends
Learning from Fossils
Ann Rubino
1403493170
NSTA Recommends
Using Rocks
Sharon Katz Cooper
140349312
NSTA Recommends
Using Soil
Sharon Katz Cooper
1403493138
NSTA Recommends
First Facts Materials: Rock
Mary Firestone
0736826513
NSTA Recommends
Magnets (My World of
Science)
Angela Royston
0431137102
ENDURING UNDERSTANDINGS
The earth is composed of mineral elements.
Rocks are composed of one or more minerals.
Rocks have physical characteristics (shape, color, texture) that can be classified by using observation and simple tests.
The rock cycle describes how heat, wind and water are involved in rock formation.
Soil is composed of weathered rock, air, water, and humus.
There are three basic types of soil, each with different characteristics.
Soils can be classified by observation and simple tests.
Some common objects are attracted to magnets because of having iron or steel in them.
Some rocks contain magnetic materials.
Magnets have poles.
Opposite poles of a magnet attract one another and like poles repel one another.
Magnets have different strengths.
Fossils are evidence of organisms that lived long ago
Fossils are formed in different ways.
The investigation of fossils gives us evidence of how they were formed.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 4 of 18
Copyright 2008 © All Rights Reserved
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ESSENTIAL QUESTIONS:
What are minerals?
What are rocks?
How are rocks and minerals alike and different?
What is the rock cycle?
How is soil formed?
How do wind and water change rocks and soil over time?
How are rocks and soils classified?
What objects are attracted to magnets?
What are characteristics of objects that are attracted to magnets?
What types of rocks contain magnetic minerals?
How do magnets interact with one another?
Why do magnets attract and repel one another?
What are characteristics of different fossil types?
What information about the original organism did you gain from observing the fossil?
Which organisms left these fossils?
Why might you find a fossil of an aquatic organism in a desert?
What knowledge about fossils did you gain from your research?
How are different fossil types formed?
Where are fossils most likely to be found?
MISCONCEPTIONS
Rocks and soil are the same all over Georgia.
Rocks do not change.
Magnets "stick to" other objects.
Magnets repel non-magnetic objects.
Magnets attract all things that are made of metal.
All living things become fossils when they die
Fossils can come to life.
PROPER CONCEPTIONS
Georgia has a wide variety of rocks and soils.
Rocks are formed in a cycle and change according to conditions of the
environment.
Magnets pull certain objects toward them.
A pole of a magnet pushes away the like pole of another magnet.
Not all metals are attracted to a magnet
Specific conditions must exist in order for a fossil to form.
Fossils are mineralized remains of a dead organism.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 5 of 18
Copyright 2008 © All Rights Reserved
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CONCEPTS:
KNOW AND DO
LANGUAGE
EVIDENCE OF LEARNING
Rocks and soils are made of
minerals
- Explain that rocks and soils are
made of minerals
rocks
soils
minerals
- Explanation in science journal. of
the relationship between rocks,
soils, and minerals
Scientific tests can be used to
determine the identity of rocks,
minerals, and soils.
- Observe, measure, and describe
the physical attributes of rocks and
soils
- Perform simple tests on rocks and
soils
- Classify rocks and soils based on
student observations
- Compare and contrast two or more
rocks and minerals
- Compare and contrast types of
soils (clay, sand, loam)
- Apply skills to perform science
investigations
- Utilize balance scale to mass rocks
and soils
- Use tape measure to measure
circumference of rocks
- Use a graduated cylinder
- Analyze and communicate results
of soil testing
hardness scale
characteristics
scratch test
attributes of rocks - shape, color,
texture
attributes of soils - texture.
grain/particle size, color,
absorption
- Chart of attributes of rocks/ soils
- Notes on observations from tests
on rocks and soils
Rocks are broken down to form soil
- Explain how soil is formed as a
result of weathering by wind and
water
Magnets attract objects that contain
iron or steel.
- Identify, through experimentation,
objects that are attracted to magnets
- Chart of rock/soil classification
- Comparison/contrast of
rocks/soils in Science journal
- Notes from scientific
investigations/tests on rocks and
soils, using balance scale, tape
measure, graduated cylinder
- Results of Task A
-Results of GRASPS task
- Journal entry explaining in words
or pictorially how wind and water
weather rock to form soil
magnet, characteristics, iron, bar
magnet, horseshoe magnet,
lodestone
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 6 of 18
Copyright 2008 © All Rights Reserved
- Science journal with object
attraction chart
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Some rocks contain magnetic
minerals
- Identify, through experimentation,
rocks containing magnetic minerals
magnetism, minerals
- Explanation in science journal
with rocks/magnet attraction chart
Magnets have two poles (North
and South)
- Identify, through experimentation,
objects that are attracted to magnets
and their common characteristics
magnetism
poles
- Illustration in Science journal
- Illustrate how a magnetic field
is formed
magnetic field
- Description in Science journal
- Describe the ways magnetic poles
attract and repel one another
attract
repel
- Object that moves (see Task C)
- Create an object that moves
through the use of magnetism
force
Magnets have different
strengths
- Use ruler to measure the distance
required for a bar magnet to
push/pull another bar magnet.
strength
Magnets are used in everyday
life.
- Explain ways that we use magnets
in everyday life
Fossils give us information
about organisms that lived long
ago.
- Explain how scientists use fossils
as evidence of organisms that lived
long ago
- Use sketches to represent fossils
and organisms
- Recognize patterns between
fossils and the organisms from
which they came
Opposite poles attract and like
poles repel.
- Object that moves (see Task C)
Fossils form in specific ways.
- Informative essay on how
magnets are used in everyday life.
fossil
organism
evidence
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 7 of 18
Copyright 2008 © All Rights Reserved
- Explanation in Science journal of
process by which scientists link
fossils and organisms
- Sketches in Science journal that
represent fossils and organisms
- “Fossil Feud” matching activity
using fossils and organisms (see
Task D)
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Fossils commonly form in
sediment layers.
- Design a "future fossil" display
based on a particular organism and
its habitat
- Support statements with facts
found in a variety of resource
materials
- Defend the use of fossils as
evidence of past organisms
- Future Fossil display (see Task D)
- Information in Task D
- Explanation in Science journal of
process by which scientists link
fossils and organisms
- List the types of fossils
- Observe and describe the
differences between fossil types
fossil formation
archaeologist
paleontologist
- Create a model of a fossil
- Write clear, step-by-step
instructions for creating a model of
a fossil
mold
cast
imprint
- Discuss why there are more of
some kinds of fossils than others
characteristics
sedimentary (introductory term)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 8 of 18
Copyright 2008 © All Rights Reserved
- Journal entry explaining in words
or pictorially the different types of
fossils
- Created model of a fossil with
instructions for how others can
create their own fossil model
(Information from “future fossil” in
Task D)
- Journal entry explaining why there
are more of some kinds of fossils
than others
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Culminating Activity: GRASP
Goal: To use various observations tests to assess rock types and soil samples on planet Xedra.
Role: Students are astronauts on their way to the moon.
Audience: “NASA Scientists”
Scenario: You and your classmates were on your way to the Moon when you had to make an emergency landing on a Planet Xedra because a
meteorite damaged the fuel tank on your spaceship. You only have 3 months worth of food and water on your space vessel. According to
NASA, a rescue ship with supplies will not arrive to Xedra for another 12 months! Your spaceship is so badly damaged that you must build a
home out of the rocks that you find in order to survive on that planet until help arrives. You have brought plants and seeds with you to grow
food crops on the moon but now you must determine if they will grow in the soil on Planet Xedra. Using tests and observations, determine if
you can survive on Planet Xedra for the next year. You have only one day to communicate what you have determined to NASA by e-mail
before the power goes out on your spaceship!
Product: E-mail communication of observations and tests.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 9 of 18
Copyright 2008 © All Rights Reserved
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TASK A
Lesson Title: Solid As a Rock
Essential Question: What are rocks and minerals? How are they alike and different? How are rocks classified? How do wind and water change
rocks over time?
Teacher Instructions:
Begin the lesson by identifying out what students know about rocks and minerals. Create a T-Chart and record these characteristics in one
column. DO NOT POST. Show the video clips, Identifying Rocks and What Are Rocks Made Of? from Discovery Education Streaming: Junior
Geologists: Rocks and Minerals. Ask students to identify out what students know about rocks. Record these characteristics in the second
column of the T-Chart. POST the chart for students to compare conceptions. Ask students to identify proper conceptions and misconceptions
about rocks and minerals. Re-emphasize proper conceptions of rocks and minerals.
Display your rock collection and allow the class to take turns in small groups observing different rock samples. Once students are seated, ask
them to write in their science journals at least 4 characteristics of two different rocks that they have observed such as color, size, shape, etc.
Create a list of these characteristics. Describe different rock types from the collection band explain where each type could be was found.
Provide students with a collection of rock samples identified only by letters so that they can complete the table below. Students should repeat
this activity below using at least three rock samples.
(a) ILLUSTRATE by sketching and coloring (if appropriate) the rock sample.
(b) SHAPE: Look closely at the shape of the sample. Does it have nice edges? Is it crystalline? Look for smooth edges and any cracks
(factures) in the sample. Record your observations.
(c) COLOR: Look closely at the color of the sample and record your observations. Next, place a white tile face down so that the rough surface
of the tile is facing upwards. Rub a rock sample against the tile until a streak of color appears and record your observations. Compare the color
streaks to those in your reference guide. Record your observations.
(d) SIZE: Wrap a tape measure around the largest width of the rock. What is the circumference? Record your observations.
(e) MASS: Place the rock sample on a mass balance. How much mass is present? Record your observations.
(f) HARDNESS: Collect a microscope slide and scratch the edge of the rock sample. Remove any powder and look for lines etched on the
glass. Record your observations.
(g) TEXTURE: How does the rock feel? Can you flake off pieces from the rock? Is it soft or hard? Is the surface smooth or rough?
(h) Identify the type of mineral and the type of rock that makes the sample. Record your observations.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 10 of 18
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Rock
sample
A
B
C
Shape
Color
Circumference
Mass in
grams
Hardness:
Scratch Test
Texture
Mineral
type
Rock
type
(i) Explain the relationship between the rock and the minerals in the rock? All claims must show evidence to support your answer.
Assessment: Comparison/contrast of rocks in science journal/poster; Notes on observations from tests on rocks and soils; Chart of
rock/mineral classification; Notes from scientific investigations/tests on rocks and soils
Enrichment/Extension/Homework: Help students start their own rock collection using a clean piece of wood on which to glue the rocks and
minerals collected. Another option would be to use Styrofoam egg cartons or a small fishing tackle boxes.Inspire students to begin their
collection using websites such as the Smithsonian Education’s site on Amazing Collections at
http://www.smithsonianeducation.org/students/idealabs/amazing_collections.html and the Educator Resource at the Geological Society of
America http://www.geosociety.org/educate/resources/i_rocks.htm.
TASK B
Lesson Title: Dirt Under My Fingernails
Essential Question: How is soil formed? How does wind and water change soil over time? How are soils classified?
Teacher Instructions:
Begin the lesson with the story Diary of a Worm (by Doreen Cronin (Author) and Harry Bliss (Illustrator) ISBN: 0060001506). Allow students to
look closely at the pictures to identify the size and location of these animals. Have students record their ideas of the relationship between worms and
soil. Facilitate a discussion on the role of earthworms in improving the quality of soil.
Have the class take a walk around the school. Have them sketch and record in their science journals at least 5 different types of rocks and building
materials (concrete, stepping stones, gravel, etc.) that they observe. Ask students to collect soil samples from pre-marked areas on the school ground
and place in a Zip-Lock bag. Have them observe any organisms in the soil. Students should record in their science journals how they collected the
soil sample, what organisms they observed, and what their soil sample looks and feels like. Ask students discuss what they observed. Let students use
the Texture By Feel Guide from the NASA website http://soil.gsfc.nasa.gov/tbf/tbfguide.htm to help identify the soil type from the school ground.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 11 of 18
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Ask students to record their findings in their science journals. Students should also complete a sketch their soil sample and color it. Have each
student or group share with the class their rationale for conclusions about the rocks and building materials as well as the soil sample.
Continue to introduce soil science while watching the video segments Introduction (00:59), What is Soil? (00:47), and Bugs and Worms (02:03) and
Erosion (02:29) and selected portions of Soil Properties and Types (09:39) from Discovery Education Streaming: Getting to Know Soil. These could
be downloaded and embedded into a PowerPoint.
Relate this scenario for students: A Georgia farmer has just purchased hundreds of acres of farmland and needs to know which areas on the land are
suitable for growing crops. The farmer collects soil sample from several areas on the land and takes them for analysis at the Soil Analysis
Laboratory at the County Extension Agency in his county. The farmer has requested a soil analysis so that he can find out sample areas would be
best for his crops.
Organize the class into groups of three (3) students. Each group represents a team of soil analysts from the Soil Analysis Laboratory and the teacher
is the farmer. Each team of soil analysts will use various tests and observations to assess one soil sample handed to them by the farmer to identify soil
characteristics and type(s). These samples should represent the different soil types. Each team will prepare a report for the farmer in the form of a
poster. Ask students to be very creative. The team must provide evidence to support any claim of soil type(s) present in the sample. Post each teams
report and conduct a gallery walk. Each team member must decide which portion of the report they will orally present in a meeting with the farmer
and the other teams of soil analysts at the Soil Analysis Laboratory at the County Extension Agency.
End the lesson by reading Wiggling Worms at Work (by Wendy Pfeffer (Author) and Steve Jenkins (Illustrator); ISBN: 0064451992). Ask students
to identify ways that worms improve the quality of soil and compare responses to those recorded from the beginning of the unit.
Assessment: Illustrations and findings in science journal; team report on soil analysis using observations and simple tests; oral communication of
report findings by each team member.
Enrichment/Extension/Homework:
The class will create a virtual library (a PowerPoint can be substituted) of soil types from different counties in Georgia. The teacher will select one
county in Georgia for each student to write a letter to another third-grader. In this letter, the student will request a soil sample for testing. The student
will explain how the soil sample should be collected and labeled. The letter will make a hypothesis about what the student expects the soil type will
be based on prior knowledge of the geology of Georgia (Piedmont, Coastal Plains, Fall Line, etc.). The letter will describe what types of observations
and different tests will be performed to identify the minerals and soil types from the county. The letter will guarantee the best possible analysis based
on observations and tests using techniques to determine texture, grain/particle size, color, absorption. These NASA websites can be used to assist
students with the project: http://soil.gsfc.nasa.gov/tbf/txtbyfel.htm, http://soil.gsfc.nasa.gov/soilform/parmat.htm,
http://soil.gsfc.nasa.gov/soil_pH/plant_pH.htm, http://soil.gsfc.nasa.gov/soilform/minerals.htm.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 12 of 18
Copyright 2008 © All Rights Reserved
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TASK C
Lesson Title: Magnets
Essential Question: How do magnets interact with one another? Why do magnets attract and repel one another? What objects are attracted to
magnets? What are characteristics of objects that are attracted to magnets? What types of minerals in rocks attract magnets?
Teacher Instructions: This task includes several activities that are designed to engage students in describing the forces that magnets exert on
each other, the strength of the force and how a magnetic field is formed.
1. That Magnetic Dog: Read the story That Magnetic Dog (by Bruce Whatley ISBN: 0207184208) and ask students to identify what
things Skitty was attracted to in the story.
2. Magnetic Forces: Divide the class into groups. Give each group a pair of bar magnets. Students should manipulate the two magnets by
(a) holding the south poles facing each other; (b) holding the north poles facing each other; and (c) holding the north and south poles
facing each other. Students will be asked to record in their science journals what they observe and to account for their observations
using the following terms: magnet, bar magnet, horseshoe magnet, attract, repel, north pole, south pole.
3. Strength of Magnetic Forces: Divide the class into groups. Each group will be given a pair of bar magnets, a ruler, some masking tape
and a sheet of paper. Instruct students to perform the following tasks: (a) Tape ruler to the paper. (b) Place the first magnet on the ruler
and note the position of the edge of the magnet on the sheet of paper. (c) Place the second magnet on the ruler. (c) Slide the second
magnet closer toward the first magnet until the first magnet begins to move. (d) Record the distance between the magnets when the first
magnet moves. Instruct students to record three trials in their science journals for each pair of magnets having poles facing south-south,
north-north, and north-south. An average of the three trials should be calculated. Students should record what they observe and account
for their observations using the following terms: strength, bar magnet, attract, repel, north pole, south pole.
4. Magnetic Field: (Preparation: Divide the class into groups. Ask one student per group to bring a shoebox cover to school. Line each
shoebox cover with light-colored paper). Each group will be given a bar magnet and some iron filings in a paper cup. Instruct students
to perform the following tasks: (a) Place the bar magnet on the table and place the shoe box on top of the magnet so that it is balanced.
(b) Pour the iron filings onto the lined surface of the shoebox. (c) Record any patterns observed. (d) Carefully lift the shoebox from the
magnet. (e) Ask students to take turns holding the shoebox while another group member moves the magnet underneath the box. Ask
students to record in their science journals what they observe and to sketch what they see. Students should account for their
observations using the following terms: bar magnet, magnetic field, north pole, south pole.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 13 of 18
Copyright 2008 © All Rights Reserved
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5. Magnetic Attraction: (Preparation: Create a table, as shown below, to demonstrate the effect of a magnet on different objects. Cut a
hole in the top of the shoebox large enough for a student’s hand to fit. Place at least 7 household items in the box and a compass.
Include 2 minerals from Task A in the shoebox: one should be non-magnetic and the other magnetic (such as Magnetite or any
containing nickel and iron). Prepare one shoebox for each group of students.) Divide the class into groups. Each group will be given
one bar magnet and a shoebox of secret items. Instruct each team to perform the following tasks: (a) Close your eyes and remove one
secret item from the box. (b) Identify the object and what material you think makes the object. (c) Bring the bar magnet close to the
object and record your observations using the table provided. (d) Repeat this exercise for all of the secret objects in the shoebox. (e)
Students should record what they observe and account for their observations using the following terms: characteristics, bar magnet,
attract, repel. (f) Post results of each team’s data in the hallway or in the classroom and conduct a gallery-walk for students to compare
and discuss each others’ findings. (g) Read What Makes a Magnet? (by Franklyn M. Branley (Author), True Kelley (Illustrator) ISBN:
0064451488) and have students compare/contrast their observations with those in the book.
Object
Attracted to
magnet?
Repelled by
magnet?
Neither attraction
nor repulsion?
What material(s) make up
this object?
6. Re-read That Magnetic Dog and ask students to identify and describe different misconceptions about Skitty’s magnetic characteristics
in the story.
Assessment: Description of claims and supporting evidence in science journals such as illustrations and data entries; list of misconceptions and
evidence from That Magnetic Dog story; informative essay on how magnets are used in everyday life; explanations of magnetic characteristics
from magnetic science show.
Enrichment/Extension/Homework: Ask students to write a one-page story entitled The Day My Hands Turned Into Magnets, using the lesson
adapted from More Picture Perfect Science Lessons Chapter 13.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 14 of 18
Copyright 2008 © All Rights Reserved
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TASK D
Lesson Title: Future Fossils
Essential Question: What are characteristics of different fossil types? How do different types of fossils form and where are these fossils most
likely to be found? What information about the original organism did you gain from observing the fossil? Why might you find a fossil of an
aquatic organism in a desert?
Teacher Instructions:
Begin the lesson by facilitating a discussion about how fossils are made and what fossils tell about life long ago. Read the book Fossils Tell of
Long Ago (by Aliki ISBN: 0064450937) and compare students perceptions of fossils.
Show the video clip, What are Fossils? (02:20) from Discovery Education Streaming- Fossil Life: An Introduction. Show students examples of
different fossil types and ask them to identify rocks/minerals that encase the fossil and characteristics of the fossils in their science journals.
Use segments of video clip Three Major Ecosystems on Earth: Connections Between Ancient Species and Those Alive Today (12:38) to
highlight characteristics, patterns and fossil records in the three major ecosystems. This is a long segment so a start and stop approach is
necessary. Ask students respond orally to the quiz on Video Quiz: Fossil Life: An Introduction with evidence and reasoning to support their
answers. Have students sketch a fossil and identify the type of fossil, parts of the fossil, where the fossil could be found, what was the original
organism that was fossilized based on patterns between the fossil and the organism.
Play the Fossil Feud game. Give half of the class a variety of animal and plant shapes (such as dinosaurs, ferns, fish, mollusks, and more). Give
the other half pictures of the skeletons of the animals and plants. Students take 5-7 minutes to find their correct “match” and to correctly label
the type of animal or plant. Once students successfully complete this task, they ring a “bell, collect a “prize” from the teacher and a number
card. The number cards will indicate the order in which students will present their “match” to the remainder of the class.
Ask students to prepare and present a short creative piece (rap, song, poem, story, PowerPoint) around the topic “If I Were A Fossil How
Would You Know What I Used to Be? In the creative piece, students must highlight what evidence a third-grade fossil hunter, archaeologist,
geologist, or paleontologist would find that would clearly tell what the type of organism the student was before they were fossilized. This
should include where the fossil will be found, how the fossil was formed, rock/mineral types surrounding the fossil, and the fossil imprint.
Complete the unit by asking each student to design a museum diorama depicting how a "future fossil" might form. Ask students to pretend that
are museum curators in a paleontology department at the State Capitol. Each curator must design a plant or an animal fossil. Each diorama
should include information about conditions necessary for a fossil to form, sedimentary rock characteristics, homemade models of fossils, and
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 15 of 18
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the location of different kinds of fossils that have been found. The curator must prepare a description of the “future fossil’s” characteristics that
will accompany the exhibit and will be displayed in the museum next to the diorama. The curator’s description must also include instructions
for how others can create their own fossil model.
Assessment: Oral responses from video quiz; written responses to “If I Were A Fossil…”; the "future fossil" diorama; written description with
diorama
Enrichment/Extension/Homework: http://www.eduref.org/cgi-bin/lessons.cgi/Science/Paleontology. This site contain additional activities on
creating fossils and dinosaur digs, excavating a recycling bin as a fossil record and more.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 16 of 18
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TEACHER RESOURCES
Additional Children’s Literature:
If You Find A Rock by Peggy Christian (Author), Barbara Hirch Lember (Photographer) ISBN: 0152393390
The Big Rock by Bruce Hiscock ISBN: 06898295820152393390
Magnetic and Non-Magnetic by Angela Royston ISBN: 1403431684
Magnets by Anne Schreiber (Author), Adrian C. Sinnott (Illustrator) ISBN: 0448431491
Marion the Magnet's First Mission by Sharon Hackleman ISBN: 0971534519
Ivy + Bean - Book 3: Break the Fossil Record by Annie Barrows (Author), Sophie Blackall (Illustrator) ISBN: 0811862509
Fossil Fever (Road to Reading, Mile 4) by Kathleen Weidner Zoehfeld (Author), Paulette Bogan (Illustrator) ISBN: 0307264009
Dinosaurs Walked Here and Other Stories Fossils Tell by Patricia Lauber ISBN: 0689716036
Web Resources:
http://education.usgs.gov/common/primary.htm
This is an educational site from the U.S. Geological Survey. Information can be used in the classroom lessons, as demonstration materials or
teacher resources.
http://www.minersoc.org/pages/education/dragons_cave/entercave.html
This interactive web quest allows students to find and learn about different minerals in a dragon’s cave.
http://www.rockhoundkids.com/
This site is geared towards children and contains a virtual display of different rocks, monthly newsletters on rocks, great links to key
rocks/minerals sites including the National Smithsonian Museum of Natural History’s Department of Mineral Sciences and the GeoMysteries
interactive website (http://www.childrensmuseum.org/geomysteries/necklace/a1.html).
http://soil.gsfc.nasa.gov/index.html
This NASA website is dedicated to soil science education and features basic soil science including resources, activities and links to rocks as
parent materials of soil, factors that result in weathering of rocks to create soils, soils and society, working with soils and more. weathering .
http://coreknowledge.org/CK/resrcs/lessons/298AmazingMags.htm
The website presents a number of lesson plans on magnets for teachers.
http://www.billnye.com/episode_pdfs/episodeguide21.pdf
This site features an online guide to the Bill Nye The Science Guy episode on magnetism including some fast facts, and book ideas for teachers.
The Nye site can be found at http://billnye.com.
http://www.fossilsforkids.com
This site contains fossil information including a safety guide, tools of the trade, fossil history timelines and great links to other fossil sites.
http://www.fossils-facts-and-finds.com/index.html
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 17 of 18
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
This site contains a variety of articles, fossil facts, fun activities for K-4, lesson plans and coloring pages.
http://www.amnh.org/exhibitions/permanent/fossilhalls/
This is the website of the Fossil Halls of the American Museum of Natural History. The site includes virtual tours of the fossil halls, great
curator videos, people in paleontology, and information on vertebrate evolution.
Additional Teacher Resources:
More Picture-Perfect Science Lessons Using Children’s Books to Guide Inquiry (NSTA Press) ISBN: 978-1-93353-112-0
Rocks & Minerals by Steve Parker ISBN: 0789416824
The World Beneath Our Feet: A Guide to Life in the Soil by James B. Nardi
Toil in the Soil by Michelle Myers Lachner ISBN: 0761318070
http://streaming.discoveryeducation.com
United Streaming Video
http://ww.gystc.org
Science for 3rd Grade GYSTC (Georgia Youth Science & Technology Centers, Inc.) Supplemental Guide for GPS www.gystc.org
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 3  Rocks & More
June 1, 2008 Page 18 of 18
Copyright 2008 © All Rights Reserved