Assessment Methods
Assessment is an integral part of education.
Because assessment engages naturally from the
activities in the lessons, students are assessed in
the same manner in which they are taught.
Students may, for example, perform experiments,
record their observations, and participate in class
discussions.
Such assessments permit the
examination of processes as well as of products,
emphasizing what students know and can do.
This method allows the teacher the flexibility to
make decisions regarding review, reinforcement,
and extensions.
In order to assess the child’s success with
concepts, skills, and attitudes in this science
module, the teacher may use a variety of
assessment tools, some of which may include:
▪ Science journals
▪ Record sheets
▪ Pre- and Post- unit assessments
▪ Class discussions
▪ Anecdotal observations
▪ Homework assignments
▪ Student products and drawings
▪ Individual student conferences
A Cautionary Note to Parents:
EARTH PROCESSES
In order for the science instruction to be truly
inquiry-based, we ask that you avoid “prepping”
your child for upcoming lessons. This brochure is
designed to keep you informed about your child’s
science experiences at school and to provide you with
suggestions for extending the studies at home.
Please don’t give away any of our teaching secrets!

Student Resources
Below please find fiction and non-fiction titles to
support this particular science unit of study.
Dance of the Contitnets
Gallant, Roy
Eyewitness:Volcano and Earthquake Van Rose, S.
Rocks and Minerals
Squire, Ann
Plate Tectonics
George, Linda
Vacation Under the Volcano Osborne, Mary Pope
Journey to the Volcano Palace
Abbott, Tony
Journey to the Center of the Earth
Verne, Jules
The Land of the Silver Apples
Farmer, Nancy
http://www.ucmp.berkeley.edu/geology/tectonics.html
http://earthquakes.usgs.gov/4kids/
http://www.iris.edu/gifs/animations/faults.htm
A Science Module Handbook for Parents
Madison Public Schools
359 Woodland Road
Madison, NJ 07940
Grade 6
What is Inquiry-Based Science?
The Madison School District participates in a National
Science Foundation supported science reform effort
called inquiry-based science instruction. Through this
approach to science education, children are able to view
themselves as scientists in the process of learning. The
centerpieces of our program are the modules that serve
as our primary science curriculum materials.
Throughout these units, students participate in a variety
of activities involving observation, measurement,
identification of properties, and controlled experiments
that uncover important concepts in the life, physical,
and earth sciences. The children’s own questions often
lead them to investigations that they plan and carry out.
This hands-on, motivational approach captures
children’s natural curiosity and stimulates their interest.
As children experiment, they propose explanations and
solutions and build a store of concepts. Students use a
variety of communication methods, including journals,
reporting out, drawing, graphing, and charting. They
are encouraged to listen, speak, and write about their
growing understanding of science with parents,
teachers, and their peers. Direct student participation
means that students discover science concepts for
themselves and, as a result, have a deeper understanding
of science.
Overview
The Earth Processes Module allows students to explore the
ongoing forces inside Earth and on Earth’s surface that
have been shaping our planet for hundreds of millions
of years. The module begins and ends with two
important, related geological theories: continental drift
and plate tectonics. In fourteen hands-on activities,
students examine the evidence supporting these
explanations of Earth’s dynamic landforms. As a
foundation, students construct a layered Earth replica
that demonstrates the planet’s structure. Next, students
replicate the formation of the three types of rock and
trace how heating and cooling, weathering and erosion,
and compression create a perpetual rock cycle. They
model, map, and measure the forces that result in
earthquakes, volcanic eruptions, and mountain building.
And finally they investigate the relentless, and
sometimes explosive, events that occur at plate
boundaries and discover why the Pacific Rim’s Ring of
Fire is the most volatile area on Earth.
Parent Involvement
Concepts, Skills, and Goals
Students will:
▪ Observe the locations and shapes of the
continents on a globe
▪ Discover that Earth is composed of layers
▪ Examine the composition of Earth’s crust
▪ Discuss the roles of weathering, erosion, and
deposition in the formation of sedimentary rocks
▪ Compare the formation of igneous rocks with the
formation of sedimentary rocks
▪ Explore the interactions of metamorphic,
sedimentary, and igneous rocks in the rock cycle
▪ Investigate the effects of compression on layers of
rock
▪ Model the energy waves produced by an
earthquake, and identify the focus and epicenter
▪ Explore and discuss the role of a seismograph and
the Richter scale during earthquakes
▪ Identify the Ring of Fire
▪ Illustrate the effects of mountain building and
weathering on the floating continental crust
▪ Compare convection currents in water to
convection currents in Earth’s mantle
▪ Model sea-floor spreading
▪ Discuss the different types of boundaries that exist
between plates
Guest Speakers: In order for students to appreciate
the life cycle of insects in the real world, it is beneficial
to have guests visit the classroom. If your field of work
or hobbies relates to our science module, please inform
your child’s teacher if you would be interested in
speaking to the class.
Classroom Assistance: Classroom volunteers may be
needed for assistance with some science activities. If
you would like to volunteer some of your time to help
with these activities, please let your child’s teacher know
when you are available.
Parent-Child Communication:
In order to
encourage broader communication with your child
regarding each science lesson, ask your child to explain
what they did in science today.
Extension and At-Home Activities
▫
Once your child has learned about the structure of
the Earth and it layers, you may want to ask them
to explain the names and characteristics of each
layer or have them draw and label a diagram
applying the learned vocabulary..
▫
Have your child look for examples of weathering,
erosion, and deposition in your yard or on their
way to and from school, and have them share
these examples with you.
▫
Have your child drop a pebble into a sink or tub of
water and observe waves. Ask them to compare
these waves to seismic waves and have them
explain to you the similarities and differences.
▫
To reinforce the concepts of latitude and longitude
have your child use a map, atlas, or globe to plot the
locations of places your family has visited or lived.