Academic Standard 3-3
3-3
Topic: Earth’s Materials and Changes
The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Key Concepts:
Types of Rocks: igneous, sedimentary, metamorphic
Types of Soil: humus, clay, sand, silt ; loam, potting soil and topsoil
Mineral properties: hardness, color, luster, acid test
Fossils: molds, casts, preserved parts
Water features: glaciers, saltwater, oceans, seas, freshwater, rivers, lakes, ponds, streams
Land features: volcanoes, mountains, valleys, canyons, caverns, islands
Useful Earth materials: fuels, minerals and rocks, soil
Earth changes – slow processes: weathering, erosion, deposition
Earth changes – rapid processes: landslides, volcanic eruptions, floods, earthquakes
Tools: models, pictures, diagrams, maps
Indicators:
3-3.1 Classify rocks (including igneous, sedimentary, and metamorphic) and soils (including
humus, clay, sand, and silt) on the basis of their properties.
Taxonomy level: 2.3-B Understand Conceptual Knowledge
Previous/future knowledge: Students in 1st grade (1-4.1) recognized that Earth was composed of
rocks, sand, soil, and water. Sand and rocks were classified by physical appearance (1-4.2). Soil
was sorted by properties (1-4.3). Students have not previously identified the names or properties of
the types of rocks or soils. This is new material for 3rd grade. Students will further develop the
concept of soil properties in 7th grade and will explain the relationships between the types of rocks
in the rock cycle in 8th grade.
Classify Rocks:
It is essential for students to know that there are three classifications of rocks – igneous,
sedimentary, and metamorphic. Students must be able to classify these types of rocks by properties
that include how they are formed:
Igneous
Igneous rock was once melted but it has cooled and hardened. The melted material
is called magma or lava. Igneous rocks may be glassy or be grainy with crystals of
different types of minerals in them. Granite is an example of an igneous rock.
Sedimentary
Sedimentary rocks are usually made up of pieces of rock called sediments that have
been pressed and cemented together. Some may contain pieces of animal shells or
skeletons or other remains of plants or animals. Sandstone and limestone are
examples of sedimentary rocks.
Metamorphic Metamorphic rock was once another type of rock deep inside Earth, but heat and the
pressing of the rocks above caused the minerals to change. Rocks that were pressed
down could have the minerals line up in rows or bands. Sometimes the heat just
changes the size of the mineral crystals. Marble and slate are examples of
metamorphic rocks.
1
Academic Standard 3-3
Topic: Earth’s Materials and Changes
Students should be able to observe rocks and separate them by properties; for example, color,
visible crystals or minerals, grain pieces, patterns in the rock such as stripes. By using these
properties and comparing with known samples of igneous, sedimentary, and metamorphic rocks,
students group their rock samples. The scientific investigation process of classification is very
important here.
It is not essential for students to know classifications within each type of rock. The relationship
between the groups of rocks as explained by the rock cycle is also not necessary here.
Classify Soils:
It is essential for students to know that there are classifications of soils – based on content, texture
or grain size – humus, sand, clay, and silt. Students must be able to classify these types of soil by
properties:
Humus
Humus is soil that is made up of decayed parts of once-living things. It is dark, soft
and very crumbly.
Sand
Sand soil has large grains with large spaces between the grains. This lets water leave
it quickly. Sand feels gritty.
Clay
Clay soil has very small grains, much smaller than sand or silt, and holds water
easily. This makes clay soil sticky when wet, but when it dries, it forms hard clumps.
Silt
Silt soil has pieces that are smaller than sand. It feels like powder.
Some soils are combinations of these soil types. For example, “loam” soil has large and small
grains with lots of humus. This makes it dark and rich soil for plants. Another example, “potting
soil” or “topsoil”; also has a lot of humus. Once some sand has been added to it, it is also good for
growing plants.
It is not essential for students to know soil profiles or the layers of soil. The relationship between
the groups of rocks is explained by the rock cycle. Soil conservation is also not necessary but can
be a good class discussion because of the importance of soil as a resource.
Assessment Guidelines:
The objective of this indicator is to classify types of rocks and soil; therefore, the primary focus of
assessment should be to group rocks and soils by the properties used to describe them. However,
appropriate assessments should also require students to recognize a particular rocks or soil;
exemplify rocks that are classified as a particular type; or recall how a particular rock type was
formed.
2
Topic: Earth’s Materials and Changes
Academic Standard 3-3
3-3.2 Identify common minerals on the basis of their properties by using a minerals
identification key.
Taxonomy level: 1.1-A,B Understand Factual and Conceptual Knowledge
Previous/future knowledge: Minerals are introduced as new material for 3rd grade. They will be
further studied in 8th grade (8-3.5) Summarize the importance of minerals, ores, and fossil fuels as
Earth resources on the basis of their physical and chemical properties and in high school Earth
Science (3.7) classify minerals and rocks on the basis of their physical and chemical properties and
the environment in which they were formed.
It is essential for students to know that minerals are solid, formed in nature, have never been
alive, and have properties by which they can be identified. Examples of these properties are:
Hardness
Hardness refers to whether the mineral can be scratched or can scratch something
else. The harder a mineral, the fewer things can scratch it. Diamond is the hardest
mineral.
Color
Color can be used along with other properties to help identify a mineral. Since many
minerals have the same color, it cannot be used as the only property for
identification.
Luster
Sometimes minerals can be very shiny or glassy and other minerals are dull.
Acid test
If an acid is placed on a mineral, it may bubble or fizz.
A mineral identification key will give information about the properties of the minerals listed on the
key. Students should be able to match properties that they investigate or are given and find the
mineral on the key. It is important for students to use common minerals with very observable
properties for this introduction to minerals, for example calcite, talc, mica, quartz, fluorite, and
gypsum.
Mineral
Sample: Minerals Identification Key
Properties
Hardness
Color
Luster
(scratch test)
Calcite
3
White
Dull/Glassy
Pink or white
Dull/Pearly
Black/Gray
Shiny
White
Dull
scratched by nail
Feldspar
6
Special
Properties
Bubbles with
acid
---
scratches glass
Mica
2
scratched by fingernail
Talc
1
Splits into thin
sheets
---
easily scratched by
fingernail
3
Academic Standard 3-3
Topic: Earth’s Materials and Changes
It is not essential for students to know about crystal shape of minerals or the breakage properties
of minerals. They do not need to know about the Mohs scale of hardness. The streak color of a
mineral formed when the mineral is scratched across a ceramic plate is interesting but may be
beyond the understanding for 3rd grade identification.
Assessment Guidelines:
The objective of this indicator is to identify minerals; therefore the primary focus of assessment
should be to locate a mineral by its properties by using the information found on an identification
key. However, appropriate assessments should also require students to identify mineral properties
or recall what would be observed when making an identification of a particular property.
4
Academic Standard 3-3
Topic: Earth’s Materials and Changes
3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and
animals).
Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/future knowledge: Fossils are introduced as new material for 3rd grade. They will be
studied further in 8th grade (8-2.2) Summarize how scientists study Earth’s past environment and
diverse life-forms by examining different types of fossils (including molds, casts, petrified fossils,
preserved and carbonized remains of plants and animals, and trace fossils) and in high school Earth
Science 6.3 summarize how fossil evidence reflects the changes in environmental conditions on
Earth over time.
It is essential for students to know that a fossil is the remains of a living thing that lived long ago
that has turned to rock. There are several types of fossils:
Mold
is a cavity or opening in a rock that has the shape of once living thing. Fossil
imprints of leaves and other thin objects, such as wings, feathers, are also molds.
The leaves or animal parts rotted away long ago.
Cast
is a mold that has been filled in with sediments that harden and take the shape of
the once living thing
Preserved parts are actual parts of the living thing such as shells, bones, or teeth that have turned to
stone.
If given the opportunity to directly observe some of these fossils as samples or to make models of
molds and casts, the experience will help students to recognize the fossils easier.
It is not essential for students to know about carbonized imprint fossils or trace fossils. It may be
interesting to discuss that some fossils are frozen remains or remains found in tar pits but these are
not necessary for assessment.
Assessment Guidelines:
The objective of this indicator is to recognize fossils; therefore, the primary focus of assessment
should be to locate a fossil type based on the information presented about that fossil. However,
appropriate assessments should also require students to identify a particular fossil from a drawing or
picture; or recall what type of living thing could be a fossil.
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Academic Standard 3-3
Topic: Earth’s Materials and Changes
3-3.4 Infer ideas about Earth’s early environments from fossils of plants and animals that
lived long ago.
Taxonomy level: 2.5-B Understand Conceptual Knowledge
Previous/future knowledge: Fossils and their relationship to the early environments of plants and
animals is new material for 3rd grade. They will be studied further in 8th grade (8-2.2) Summarize
how scientists study Earth’s past environment and diverse life-forms by examining different types
of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and
animals, and trace fossils)] and in high school Earth Science.
It is essential for students to know that fossils can give information about what the environment
was like in the location where the fossil was found.
 Fossils of a water organism found in an area that is now mountains means that area was once
under water.
 Fossils of trees or tree parts that are found in a desert mean that area was possibly once a
forest.
 Fossils of plants that are found in very cold areas of Earth means that area at one time had a
warmer climate.
Every time a new fossil is found more information about life on Earth and the environment of Earth
is discovered.
It is not essential for students to know any specific times of early Earth history like the Paleozoic
Era or the Jurassic Period. The exact names of organisms that lived long ago might be an
interesting discussion, but it is not necessary for this indicator.
Assessment Guidelines:
The objective of this indicator is to infer early Earth environments from fossil information;
therefore the primary focus of assessment should be to make a conclusion about the early
environment in an area on the basis of the fossil organism. However, appropriate assessments
should also require students to compare environments of early Earth with environments today; or
exemplify organisms that might help determine an environment.
6
Academic Standard 3-3
Topic: Earth’s Materials and Changes
3-3.5 Illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers,
lakes, ponds, streams, and glaciers).
Taxonomy level: 2.2-A Understand Factual Knowledge
Previous/future knowledge: In 1st grade (1-4.5) students illustrated the locations of water on Earth.
The identification of specific water features found on Earth is new to this grade.
In 4th grade students will explain the characteristics of environments that include rivers and streams.
In 5th grade students will compare ecosystems that include oceans, lakes, and ponds.
It is essential for students to know that there are many places on Earth where water is found.
Sometimes the water is saltwater and other times it is freshwater. Most of the water on Earth is
saltwater. Water is mostly in liquid form in these features but sometimes it can be ice. Earth’s
water features include:
Oceans
An ocean is a large body of salt water that surrounds a continent.
Seas
A sea is a large body of salty water that is often connected to an ocean. A sea may be
partly or completely surrounded by land.
Rivers
A river is a large, flowing body of water that usually empties into a sea or ocean.
Streams
Streams are running water over Earth’s surface that flow into rivers.
Lakes
& ponds
Lakes and ponds are areas where water, usually freshwater, is surrounded by land.
Lakes and ponds differ in size with ponds usually being smaller than lakes.
Glaciers
Glaciers are huge sheets of ice that cover land. They are found where temperatures
are very cold – high in the mountains or near the poles of Earth.
Students should be able to locate Earth’s water features on maps, globes, or other models.
It is not essential for students to name specific bodies of water.
Assessment Guidelines:
The objective of this indicator is to illustrate bodies of water on Earth; therefore the primary focus
of assessment should be to give illustrations of these concepts or use illustrations to show
understanding of saltwater and freshwater features of Earth. However, appropriate assessments
should also require students to identify oceans on a world map; compare the size of oceans, lakes,
and pond; or identify where glaciers might be found.
7
Academic Standard 3-3
Topic: Earth’s Materials and Changes
3-3.6 Illustrate Earth’s land features (including volcanoes, mountains, valleys, canyons,
caverns, and islands) by using models, pictures, diagrams, and maps.
Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/future knowledge: The identification of specific land features found on Earth is new to
this grade. In 5th grade (5-3.1) students will explain how volcanic eruptions affect the land. In 8th
grade students illustrate the creation and changing of landforms including volcanic eruptions and
mountain-building.
It is essential for students to know that Earth’s surface has many natural shapes or features called
landforms. Earth’s water features include:
Volcanoes
A volcano is an opening in Earth’s surface from which lava flows. As the lava
hardens and builds up, a volcanic mountain forms.
Mountains
A mountain is a place on Earth’s surface where the land is much higher than the land
that surrounds it. Some mountains are tall and rocky and others are rounded and
covered with trees.
Valleys
A valley is a lowland area between higher areas such as mountains. Sometimes
rivers can wear away land to form valleys.
Canyons
A canyon is a deep valley with very steep sides. They are often carved from the
Earth by a river.
Caverns
A cavern is a large cave or underground chamber. Caverns are formed underground
when water wears away the rock.
Islands
An island is an area of land that is entirely surrounded by water. Sometimes islands
are located in lakes, or they may be out from the seashore as barrier islands.
Students should be able to locate Earth’s water features on maps, globes, or other models.
It is not essential for students to name specific landforms such as Rocky Mountains or Carlsbad
Caverns.
Assessment Guidelines:
The objective of this indicator is to illustrate land features on Earth; therefore the primary focus of
assessment should be to give illustrations of these concepts or use illustrations to show
understanding of land features of Earth. However, appropriate assessments should also require
students to identify a feature on a world map or model; compare features as to height; or identify
where a feature might be found.
8
Academic Standard 3-3
Topic: Earth’s Materials and Changes
3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials,
and as a medium for growing plants.
Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/future knowledge: Students in 1st grade (1-4.6) gave examples of Earth materials used
for building structures or for growing plants. Students will further develop this concept in 8th grade
(8-3.5) to include the importance of fossil fuels as Earth resources. Fuels are new Earth materials
for this grade.
It is essential for students to know that Earth is rich in useful resources that can be used for
various purposes:
Fuels
Earth resources such as oil and coal come from inside Earth and are used as
fuels. Fuels can be burned to produce heat or made into gasoline to help run
cars and other vehicles.
Building structures
Earth resources such as rocks and minerals can be mined from Earth and used
to make building blocks or other building materials. For example, granite,
marble, and sandstone have been used to make blocks for homes and office
buildings. The mineral calcite is used to make cement for building.
Growing plants
Earth resources, such as soil, are used as a medium for growing plants. This
Earth material is made up of weathered pieces of rocks, minerals, and humus
which supply water, nutrients and support for growing plants. There are
different types of soil needed depending upon the type of plants that need to
grow in the soil.
It is not essential for students to know less common materials to this age group such as natural
gas or propane for fuels, or peat moss or vermiculite as growing mediums for plants.
Assessment Guidelines:
The objective of this indicator is to exemplify useful Earth materials; therefore the primary focus of
assessment should be to give examples of uses for Earth materials as fuel, as building materials, and
as a growing medium for plants. However, appropriate assessments should also require students to
identify a resource that would meet one of the criteria.
9
Academic Standard 3-3
Topic: Earth’s Materials and Changes
3-3.8 Illustrate changes in Earth’s surface that are due to slow processes (including
weathering, erosion, and deposition) and changes that are due to rapid processes
(including landslides, volcanic eruptions, floods, and earthquakes).
Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/future knowledge: Students in 1st grade recognized that water flows downhill. This
concept can be used as background for understanding weathering and erosion. All the other
concepts are new to 3rd grade but can be tied to other indicators such as 3-3.1, 3-3.5, and 3-3.6.
Students will further develop this concept in 5th grade to include how these natural processes affect
the land and oceans in constructive and destructive ways.
It is essential for students to know that the surface of Earth does change in natural ways.
Sometimes the change can be very slow and at other times it occurs rapidly. Students are looking at
the evidence on Earth’s surface that these processes caused a change (not the reason why).
Slow
processes
Weathering
Erosion
Deposition
Rapid
processes
Landslides
Volcanic
eruptions
Floods
Earthquakes
When weathering is occurring, Earth materials, like rocks,
are being broken apart. Little or big cracks in the rock are
evidence that weathering is taking place.
When erosion is occurring, Earth materials, like rock, sand,
and soil, are being carried away from their original location.
Water and wind are often the causes for erosion.
When deposition is occurring, Earth materials that have been
eroded are put in a new location. When the wind stops
blowing, sand and soil may be put down in piles as large as
dunes. Water may deposit its material at the end of a river
and form a delta.
When a landslide is occurring, Earth materials, like rock,
sand, and soil, on the side of a slope or cliff drop down to a
lower location. Water soaking into the ground often makes
this happen.
When a volcanic eruption is occurring, Earth material called
lava comes out of the volcano flows down the side of the
volcanic mountain (or is sent up into the air and lands
nearby) where it hardens. The hardened volcanic rock forms
new Earth material and often makes the volcanic mountain
larger.
When a flood is occurring, a lot of water causes rivers and
streams to overflow their banks over the surrounding land
around them. Heavy rainfall in the area is usually the cause
of a flood.
When an earthquake is occurring, the surface of the ground
shakes and rolls causing damage to the Earth’s surface, like
cracks and other openings, and damage to roads and
buildings.
These processes can be illustrated with word descriptions, pictures, or diagrams. Pictures might
show Earth’s surface before and after an event takes place.
10
Academic Standard 3-3
Topic: Earth’s Materials and Changes
It is not essential for students to know runoff across Earth’s surface as part of the water cycle.
They do not need the geology of why a landslide, a volcanic eruption, or earthquake occurs.
Assessment Guidelines:
The objective of this indicator is to illustrate natural changes to Earth’s surface, therefore the
primary focus of assessment should be to give illustrations of these concepts or use illustrations to
show understanding of changes that occurs because of identified slow and rapid processes.
However, appropriate assessments should also require students to interpret a before and after
picture to identify an event or describe the change; or compare the slow and fast processes as to end
result, amount of damage, or effect on manmade structures.
11
Academic Standard 3-3
Topic: Earth’s Materials and Changes
Supporting Content Web Sites
Rock Smart / Rock Hound
http://www.fi.edu/fellows/payton/rocks/index2.html
Students can identify formation and classifications of rocks. A self-check quiz is included.
3-3.1
Rock Type Jigsaw Puzzle
http://www.fi.edu/fellows/payton/rocks/puzzles/layers/layer1.htm
Students are given pieces of a puzzle to manipulate to form a volcano with the different rock types.
3-3.1
Rock Hound
http://www.fi.edu/fellows/payton/rocks/expert/index.html
Students click on a rock word to view the rock and learn how it is formed. They can then take a
quiz to become a Rock Hound expert.
3-3.1
How Rocks are Formed
http://www.fi.edu/fellows/payton/rocks/create/index.html
Students watch animations of how igneous, sedimentary, and metamorphic rocks are formed. It
also gives real world pictures of examples of each type of rock with a written description of how
they are formed.
3-3.1
Fossil Webquest
http://www.lapeerschools.net/projects/kathy/webquest.html
A mystery fossil has been found. The students have to do some online research in order to identify
it.
3-3.3
Rocks and Minerals WebQuest
http://www.coe.unt.edu/TeacherTools/webquests/rocks/vey-student.html
This webquest integrates rocks, minerals, fossils. The students are young scientists from outer
space that has just landed on Earth. Their mission is to study rocks and minerals that they find to
discover as much as they can about the environment in the United States and the ways that
Earthlings use these rocks and minerals. It will soon become apparent that rocks and minerals are
great gifts of nature. The students will determine how people benefit from rocks and minerals in the
Earth's environment, and how these rocks and minerals were formed.
3-3.1; 3-3.2; 3-3.7
Volcanoes!
http://volcano.und.edu/volcanoes.html
This site provides information on current eruptions, locations of volcanoes, and video clips of
eruptions.
3-3.8
12
Academic Standard 3-3
Topic: Earth’s Materials and Changes
How Volcanoes Work
http://www.geology.sdsu.edu/how_volcanoes_work/
This site provides information on the types of volcanoes and how they work. It includes real world
images of volcanoes. (Note: Too advanced for students – use as teacher reference)
Rock & Mineral Uses
http://www.rocksandminerals.com/uses.htm
A listing of rocks and minerals and their uses.
3-3.7
Suggested Literature
Thomas, Rick (2005). Amazing Science: Rising Waters – A Book About Floods. Minneapolis, MN:
Picture Window Books.
ISBN: 1404809260
The author explains the causes of rising waters as well as the precautions that people can take to
protect themselves from flooding. A website is included that will help students link to useful sites
about floods.
3-3.8
Olien, Becky (2002). Erosion. Manheto, MN: Capstone Press.
ISBN: 0736809503
Erosion is one of a series of Earth science books that primary students will love because they are
easy to read and well-organized. Large photographs illustrate the topics and large type provides text
that young children can understand. Teachers will appreciate these books because they support
content at just the right developmental level.
3-3.8
Olien, Becky (2002). Fossils. Manheto, MN: Capstone Press.
ISBN: 0736809511
Fossils is one of a series of Earth science books that primary students will love because they are
easy to read and well-organized. Large photographs illustrate the topics and large type provides text
that young children can understand. Teachers will appreciate these books because they support
content at just the right developmental level. The book ends with a lesson on conservation.
3-3.3; 3-3.4
Richardson, Adele (2002). Minerals. Manheto, MN: Capstone Press
ISBN: 073680952X
Minerals features large photographs and large type. A table of contents encourages young children
to develop their literacy skills and learn how to find information in nonfiction books. There is a
short glossary and a list of other books for further reading. Each title in the series has a hands-on
activity to extend learning, relevant Internet sites, and places to write for further information.
3-3.2
13
Academic Standard 3-3
Topic: Earth’s Materials and Changes
Richardson, Adele (2002). Rocks. Manheto, MN: Capstone Press
ISBN: 0736809538
Rocks has large type and photographs. There is a table of contents to encourage children to learn
how to find information in nonfiction books. A hands-on activity and relevant Internet sites are
featured.
3-3.1
Nault, Jennifer (2005). Science Matters: Earthquakes. New York: Weigl Publishers, Inc.
ISBN: 1590362489
This book integrates content and processes of science learning with simple yet engaging activities.
Many other appealing features make this book a good choice: vivid color pictures, clear and
informative graphics, information about people and careers in this field of science, a two-page
spread of review questions and answers, websites and other related sources. Fascinating facts are
also included to pique further interest in the topic.
3-3.8
Lappi, Megan (2005). Science Matters: Fossils. New York: Weigl Publishers, Inc.
ISBN: 1590362497
This book integrates content and processes of science learning with simple yet engaging activities.
Many other appealing features make this book a good choice: vivid color pictures, clear and
informative graphics, information about people and careers in this field of science, a two-page
spread of review questions and answers, websites and other related sources. Fascinating facts are
also included to pique further interest in the topic.
3-3.3; 3-3.4
Miller-Schroeder, Patricia (2005) Science Matters: Minerals. New York: Weigl Publishers, Inc,
ISBN: 1590362500
This book integrates content and processes of science learning with simple yet engaging activities.
Many other appealing features make this book a good choice: vivid color pictures, clear and
informative graphics, information about people and careers in this field of science, a two-page
spread of review questions and answers, websites and other related sources. Fascinating facts are
also included to pique further interest in the topic.
3-3.2
Ostopowich, Melanie (2005). Science Matters: Rocks. New York: Weigl Publishers, Inc.
ISBN: 1590362527
This book integrates content and processes of science learning with simple yet engaging activities.
Many other appealing features make this book a good choice: vivid color pictures, clear and
informative graphics, information about people and careers in this field of science, a two-page
spread of review questions and answers, websites and other related sources. Fascinating facts are
also included to pique further interest in the topic.
3-3.1
14
Academic Standard 3-3
Topic: Earth’s Materials and Changes
Nault, Jennifer (2005). Science Matters: Volcanoes. New York: Weigl Publishers, Inc.
ISBN: 1590362535
This book integrates content and processes of science learning with simple yet engaging activities.
Many other appealing features make this book a good choice: vivid color pictures, clear and
informative graphics, information about people and careers in this field of science, a two-page
spread of review questions and answers, websites and other related sources. Fascinating facts are
also included to pique further interest in the topic.
3-3.8
Richardson, Adele (2002). Soil. Manheto, MN: Capstone Press.
ISBN: 0736809546
Soil is one of a series of Earth science books that primary students will love because they are easy to
read and well organized. Large photographs illustrate the topics and large type provides text that
young children can understand.
3-3.1
Wermund, Jerry (2003). Earthscapes: Landforms Sculpted by Water, Wind, and Ice. Buda, TX:
Rockon Publishing.
ISBN: 097262550X
In this unique book, author Jerry Wurmond crafts poetic descriptions of landforms such as glaciers,
canyons, and alluvial fans as well as the forces and events that shape them, including volcanic
eruptions, erosion, and gravity. This book will assist teachers as they lead young scientists on a trek
across Earth’s vast surface---over frozen mountains, beyond parched deserts, and along streams,
rivers, and seashores---all the while celebrating children’s amazement at what they discover along
the way.
3-3.8
Suggested Streaming Video
Geologist’s Notebook: How to Make a Mud Pie
ETV StreamlineSC
This show explains how soil is formed through the pretext of making a mud pie nature's way and
includes both organic and inorganic matter.
11:00
3-3.1
Geologist’s Notebook: The Biggest Treasure Chest – Our Natural Resources
ETV Streamline SC
This program is a good introduction into the many ways we depend on resources from Earth in
order to live the way we do.
11:00
3-3.7
Geologist’s Notebook: Three Rocks
ETV Streamline SC
This show looks at three stones - a piece of igneous, a piece of sedimentary, and a piece of
metamorphic rock - and investigates how they formed, and how they relate to one another through
the rock cycle.
11:00
3-3.1
15
Academic Standard 3-3
Topic: Earth’s Materials and Changes
Geologist’s Notebook: What Exactly Are Minerals?
ETV Streamline SC
This show explains in depth the structure of minerals, and looks at properties geologists use to
identify them, such as color, hardness, and luster. The show also explains the relationship between
minerals and rocks. Parts 1, 2, and 3.
5:00
3-3.2
Junior Geologist: Rocks and Minerals
ETV Streamline SC
Students are introduced to a basic explanation of minerals, the rock cycle, fossils, and rock
identification. 8:28 3-3.1
Fossil Life: An Introduction
What Are Fossils?
ETV Streamline SC
Students are introduced to a basic description of fossils.
2:20
3-3.3
Fossil Life: An Introduction
Three Major Ecosystems on Earth: Connections Between Ancient Species and Those Alive Today
ETV Streamline SC
Students compare the connections with the past and today using fossils.
12:38
3-3.4
Junior Oceanographer: The Lure of the Sea
Is It an Ocean or a Sea?
ETV Streamline SC
Students discover the difference between an ocean and a sea.
00:39
3-3.5
Geologist’s Notebook: Why Land Goes Up and Down
Erosion: Wind Water, and Ice
ETV Streamline SC
This show looks at the process of erosion and how it carves our landscape.
3:33
3-3.8
Earth: A First Look
ETV Streamline SC
Oceans, mountains, rivers and volcanoes are major features of the earth. This program describes
these features and explains how water, air and land provide valuable resources.
(Not Beneath the Surface and Continental Drift)
20:00
3-3.6
16
Academic Standard 3-3
Topic: Earth’s Materials and Changes
Career Connections
Geologist
A person who studies rocks and minerals is called a geologist. Geologists can work for a variety of
corporations. Some are gas companies, architectural firms, environment consulting firms.
Mining Consultant
Mining Consultants assist in discovering the location of natural resources and finding the best ways
to retrieve these resources.
Road Construction
The development of roads and tunnels requires a knowledge of the rocks, soils, and other resources
of the area.
Energy Policy Manager
Energy Policy Managers assist corporations in the most environmentally friendly way to conduct
their business. These managers understand the needs of the companies and their effects on the earth
and its resources.
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