Grade 4 overview solid Earth content goals The Solid Earth Module consists of five sequential investigations, each designed to introduce or reinforce concepts in earth science. The investigations provide students with firsthand experiences with rocks and minerals, and modeling experiences to study changes to rocks and minerals at Earth’s surface. FOSS expects students to • Learn that rocks are composed of minerals and that minerals cannot be physically separated into other materials. • Use measurement in the context of scientific investigations. Overview CONTENTS • Use evaporation to investigate rock composition. Content Goals • Investigate the effect of vinegar (acid) on a specific mineral, calcite. FOSS and California Standards 2 • Identify and organize minerals with a diagnostic table of color, hardness, streak, luster, cleavage, and other special properties. Solid Earth Module Matrix 4 Science Background 6 FOSS Components 16 The FOSS Teacher Guide Organization 18 The FOSS Investigation Organization 19 • Become familiar with the processes that form igneous, sedimentary, and metamorphic rocks and their place in the rock cycle. • Understand the processes that slowly change Earth’s surface (physical and chemical weathering, erosion, and deposition) and those that cause more rapid changes (landslides, volcanism, floods, and earthquakes). 1 FOSS Instructional Pedagogies 20 Science Notebooks 24 Working in Collaborative Groups 27 FOSS for All Students 28 • Follow written instructions to conduct a scientific investigation. Connecting the Experience 30 • Plan and conduct stream-table investigations. Safety in the Classroom 32 Scheduling the Module 33 Scope and Sequence 34 • Observe the effect of water on surface features of the land, using stream tables. • Develop questions and perform scientific investigations to test predictions and draw conclusions. solid earth solid earth overview FOSS and california Standards The Solid Earth Module supports the following Earth Sciences Content Standards for grade 4.* earth scienceS ES4 “Students in grade four study rocks, minerals, and the processes of erosion. They also study the processes of weathering and erosion as a way of leading into the study of the formation of sedimentary rocks.”† The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept: ES4a Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle). ES4b Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties. ES5 Waves, wind, water, and ice shape and reshape Earth’s land surface. As a basis for understanding this concept: ES5aStudents know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. ES5bStudents know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces. ES5cStudents know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition). *Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2000). †Science Framework for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2003), page 56. full option science system The Solid Earth Module supports the following Investigation and Experimentation Content Standards for grade 4.* Investigation and Experimentation I&E6 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: I&E6a Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations. I&E6b Measure and estimate the weight, length, or volume of objects. I&E6c Formulate and justify predictions based on cause-and- effect relationships. I&E6d Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results. I&E6f Follow a set of written instructions for a scientific investigation. *Science Content Standards for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2000). “Students in grade four learn to formulate and justify predictions based on cause-and-effect relationships, differentiate observation from inference, and conduct multiple trials to test their predictions. In collecting data during investigative activities, they learn to follow a written set of instructions and continue to build their skills in expressing measurements in metric system units. They will analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns, all of which support the Mathematics Content Standards. They should conduct scientific investigations and communicate their findings in writing.”† †Science Framework for California Public Schools: Kindergarten through Grade Twelve (Sacramento: California Department of Education, 2003), page 56. solid earth solid earth Module Matrix Synopsis 1. mock rocks Students record observations of mock rocks. They take the rocks apart and sort ingredients. They place some rock material in water, evaporate the liquid, and identify the crystals that form. Students learn that rocks are made of minerals. 2. scratch test Students investigate four unknown minerals and use the property of hardness to make confident identification of the rock-forming minerals. Students learn one important diagnostic property of minerals. 3. calcite quest Students investigate the mineral calcite and its special property of reacting in vinegar. They place four rock samples in vinegar and look for evidence that calcite is an ingredient. Students are introduced to common sedimentary and metamorphic rocks. 4. take it for granite Students investigate more mineral properties—streak and luster—and use a diagnostic table to identify several unknown minerals. Students are introduced to the rock cycle and the processes that form the three types of rocks. 5. Landforms Students investigate chemical weathering by soaking limestone in vinegar, and physical weathering by shaking granite in a jar. They investigate erosion and deposition in a stream table. They learn about processes that cause rapid changes to Earth’s surface—earthquakes, volcanism, landslides, and floods. CA Science CONTENT Standards ES4b Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties. I&E6a Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations. I&E6b Measure and estimate the weight, length, or volume of objects. ES4b Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties. I&E6f Follow a set of written instructions for a scientific investigation. ES4a Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle). ES4b Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties. I&E6a Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations. ES4a Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle). ES4b Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties. I&E6a Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations. ES5a Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. ES5b Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces. ES5c Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition). I&E6b Measure and estimate the weight, length, or volume of objects. I&E6c Formulate and justify predictions based on cause-and-effect relationships. I&E6d Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results. I&E6f Follow a set of written instructions for a scientific investigation. full option science system Concepts Reading and Writing Assessment • Rocks have many properties, including shape, color, and texture. • What Geologists Do • Rocks are made of ingredients called minerals; minerals are made of only one substance. • Mock Rocks Pretest Embedded Assessment • Crystal Identification Table • Teacher observation • Mineral crystals have identifiable shapes. • Summary: Mock Rocks • Science Notebook: Students record observations, make drawings, and come to conclusions about mock rock ingredients. • Science notebook • Response sheet Benchmark Assessment • I-Check 1 • A mineral is an earth material that cannot be physically broken down any further. • Mining for Minerals Embedded Assessment • Hardness, a mineral property, is the resistance of a mineral to being scratched; minerals can be identified and seriated by hardness. • Birthstones • Summary: Scratch Test • Science notebook • Response sheet • Science Notebook: Students record mineral observations and organize hardness data in a chart to help identify minerals. Benchmark Assessment • Rocks are made of minerals. • Calcite = Calcium Carbonate Embedded Assessment • Calcite is one of the most common minerals on Earth. • Rock of Ages • Science notebook • Sometimes more than one test is needed to provide conclusive evidence. • Science Notebook: Students record rock observations and organize evidence for the presence of calcite in rock samples. Benchmark Assessment • Rocks are made of ingredients called minerals. • Identifying Minerals Embedded Assessment • Minerals can be identified by their properties (e.g. hardness, luster, streak, fizzing in acid). • Where Do Rocks Come From? • Teacher observation • The three basic rock types are igneous, sedimentary, and metamorphic. • Science Notebook: Students record their rock and mineral observations and organize this information on a diagnostic chart to identify the minerals. • Crystal patterns can help us identify certain minerals. • Summary: Calcite Quest • I-Check 2 • Response sheet • I-Check 3 • Limestone and marble are two rocks that contain calcite. • The rock cycle is a way to describe how the three types of rocks form from one another. • Summary: Take It for Granite • Response sheet • Science notebook Benchmark Assessment • I-Check 4 • Chemical weathering of rocks changes minerals into different minerals. • Weathering Embedded Assessment • Physical weathering breaks rock into smaller particles by physical forces. • Landform Vocabulary • Science notebook • Erosion and Deposition • Teacher observation • Erosion wears away and transports earth materials by water, wind, or ice; deposition relocates eroded earth materials. • Volcanoes, earthquakes, and landslides contribute to rapid changes in landforms. solid earth • Landforms Photo Album • It Happened So Fast! • Cynthia Dusel-Bacon: USGS Geologist • Summary: Landforms • Science Notebook: Students record observations of results, draw stream-table maps, and interpret results. • Response sheet • Performance assessment Benchmark Assessment • I-Check 5 Posttest solid earth Overview safety in the classroom Following the procedures described in each investigation will make for a very safe experience with earth science in the classroom. You should also review your district safety guidelines and make sure that everything that you do is consistent with those guidelines. Look for the safety-note icon in the Getting Ready section, which will alert you to safety concerns throughout the module. You will need to provide goggles for students when they take apart the mock rocks. Small amounts of household vinegar are put on rocks in Investigations 3, 4, and 5. If your district requires goggles for students using household vinegar, provide them at that time. Materials Safety Data Sheets (MSDS) for materials used in the FOSS program can be found on the Delta Education website (http://www.delta-education.com/msds. shtml). If you have questions regarding any MSDS, call Delta Education toll free at 800258-1302 (Monday–Friday 8 a.m. to 6 p.m. EST). General classroom safety rules to share with students include 1. Listen carefully to all instructions. Follow directions. Ask questions if you don’t know what to do. 4. Never smell any unknown material. If your teacher asks you to smell a material, wave your hand over the material to draw the smell toward your nose. 5. Do not touch your face, mouth, ears, nose, or eyes while working with chemicals, plants, or animals. 6. Always protect your eyes. Wear safety goggles when necessary. Tell your teacher if you wear contact lenses. 7. Always wash your hands with soap and warm water after working with chemicals, plants, or animals. 8. Never mix any chemicals unless your teacher tells you to do so. 9. Report all spills and accidents to your teacher. 10. Treat animals with respect, caution, and consideration. 11. Clean up your work space after each investigation. 12. Act responsibly during science investigations. These rules are provided for your class on the FOSS safety poster and are in the Science Resources book for each student. 2. Tell your teacher if you have any allergies. 3. Never put any materials in your mouth. Do not taste anything unless your teacher tells you to. 32 full option science system scheduling the module For comprehensive teaching of the science standards at grade 4, with multiple exposures, science should be taught every day. Active-investigation sessions (including wrap-up) and reading sessions might be 40–45 minutes, I-Check and assessment-review sessions 20–25 minutes. Active-investigation (A) sessions include hands-on work with rocks, minerals, and stream tables, active thinking about the concrete experiences, small-group discussion, writing in science notebooks, learning new vocabulary in context, and completing written embedded assessments to inform instruction. Week Day 1 Day 2 Pretest 1 2 3 4 5 6 7 8 9 10 11 Reading (R) sessions (Science Resources book) include individual and interactive reading, answering review questions, and discussing the reading to ensure that students integrate the information. I-Checks are short summative assessments. Students respond to written prompts. The next day, after you have scored the assessments, students review their written responses to reflect on and improve their understanding. Day 3 Day 4 Start Inv. 1 part 2 Start Inv. 1 part 1 A/W Wrap-up (W) sessions are teacher-directed vocabulary reinforcement and science content review. R A/W Day 5 Start Inv. 1 part 3 R A Start Inv. 2 part 1 A/W R I-Check 1 Review A/W W R R Start Inv. 2 part 2 R A I-Check 2 Review A/W R A R R I-Check 3 Review Start Inv. 3 part 2 Start Inv. 3 part 1 A/W Start Inv. 4 part 2 Start Inv. 4 part 1 A A/W R A/W Start Inv. 5 part 1 R R I-Check 4 Review A Start Inv. 5 part 2 A A Start Inv. 5 part 3 A/W A/W R A/W A/W R Start Inv. 5 part 4 R A Start Inv. 5 part 5 R I-Check 5 Review A A Posttest solid earth 33 solid earth overview Scope and Sequence for FOSS California 2007 Edition Grade Physical Sciences Life Sciences Earth Sciences 5 Mixtures and Solutions Living Systems Water Planet 4 Magnetism and Electricity Environments Solid Earth 3 Matter and Energy Structures of Life Sun, Moon, and Stars 2 Balance and Motion Insects and Plants Pebbles, Sand, and Silt Plants and Animals Air and Weather Animals Two by Two Trees Wood and Paper Trees 1 K Published and distributed by P.O. Box 3000 80 Northwest Boulevard Nashua, NH 03063-4067 1-800-258-1302 34 Solids and Liquids Air and Weather Wood and Paper The FOSS program was developed with the support of National Science Foundation grants Nos. MDR-8751727 and MDR-9150097. However, any opinions, findings, conclusions, statements, and recommendations expressed herein are those of the authors and do not necessarily reflect the views of NSF. Developed by Full Option Science System Lawrence Hall of Science University of California Berkeley, CA 94720 510-642-8941 full option science system
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