Unit: Earth’s SurfaceGrade: 6 th Grade

Lesson 1: Earth’s SystemsEssential Standard: 6.E.2 Understand the structure of the earth and how interactions of constructive and destructive forces have resulted in changed in the surface of the Earth over time and the effects of the lithosphere on humansClarifying Objective: 6.E.2.1 Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, compositionLearning Goals: 1. Identify Earth’s system and its four major parts.

2. Explain how the parts of Earth’s System shape the surface.3. Explain how technology is used to explore the Earth’s parts.

Rationale: Learning about the earth’s systems are very important because they affect their life every day. Knowing about earth’s spheres will help them in their educational future because it is a foundational science that has to be introduced to them before gaining more knowledge in science. Knowing the differences in these spheres and the composition of them will help students understand how they are interconnected with each other.

Essential Content Knowledge: Earth’s Four Spheres: Four major parts of Earth work together as a complex system: rocks, water, air, and life. On a global scale, each part can be thought of as a sphere, roughly the same size and shape as the planet. The four parts are called the geosphere, hydrosphere, atmosphere, and biosphere. All four spheres can be and often are present in a single location. For example, a piece of soil will of course have mineral material from the lithosphere. Additionally, there will be elements of the hydrosphere present as moisture with in the soil, the biosphere as insects and plants, and even the atmosphere as pockets of air between soil pieces. Geosphere: This sphere is often called the lithosphere. It is the solid, rocky crust covering the entire planet. This crust is inorganic and is composed of minerals. It covers the entire surface of the earth. Hydrosphere: It is composed of all of the water on or near the earth. This included the oceans, rivers, lakes, and even the moisture in the air. Ninety-seven percent of the earth’s water is in the oceans. The remaining three percent is fresh water; three-quarters of the fresh water is solid and exists in ice sheets. This is called the Cryosphere.Biosphere: This biosphere is composed of all living organisms. Plants, animals, and one-celled organisms are all part of this sphere. Most of the planet’s life is found from three meters below the ground to thirty meters above it and in the top 200 meters of the oceans and seas. Atmosphere: The atmosphere is the body of air which surrounds our planet. Most of our atmosphere is located close to the earth’s surface where it is most dense. The air of our planet is 79 percent nitrogen and just under 21 percent oxygen; the small amount remaining is composed of carbon dioxide and other gases.

Materials:- Engage: Terrarium- Explore: Pictures of the sea floor, hurricane, bird’s nest, tornado, mountain glacier, glass of water,

rocks, plants- Explain: None

- Elaborate: None- Evaluate: Colored paper

References:NASA. "A Tour of the Cryosphere / Educational Animation Video." YouTube. YouTube, n.d. Web. 13 Oct.

2014."Observe a Visual Model of Earth's Spheres." Observe a Visual Model of Earth's Spheres. McDougal Li, n.d.

Web. 13 Oct. 2014."The Earth System." The Earth System. McDougal Littell, n.d. Web. 13 Oct. 2014.Trefil, James S., and Douglas Carnine. McDougal Littell Science. Evanston, IL: McDougal Littell, 2005. Print.Rosenburg, Matt. "What Are the Four Spheres of the Earth?" About. AEducation, n.d. Web. 13 Oct. 2014.

ModificationsA- For students with special needs they will be given a cut out of the earth for the evaluate phase.

This will be a cut out that they have previously seen. They will still have to label, color, and describe the sphere, they will just not have to draw the picture. This will allow them to focus on the important information instead of worrying about the picture.

B- Academically gifted students will have to draw the picture for the evaluate phase. This will force them to know and remember what these cut outs look like and show that they actually know the material fully.

Engage: How do these parts work togetherPurpose: To have students think about how parts of a system affect each otherStudents will look closely as this terrarium. A Terrarium is a sealed transparent globe or similar container which hold a miniature ecosystem of plants. Notice that the bowl and its cover forms a boundary between the terrarium and the outside world. Remind students that the glass bowl is a part of the terrarium. Questions:

1. What might happen to the entire terrarium if any part was taken away?2. What might happen if you placed the terrarium in a dark closet?3. What are the most vital component in the terrarium’s system?

Teachers Answer: If air, water, or soil were taken away, the plants would die. Without plants, there would be less oxygen, since photosynthesis would not occur- the terrarium would have no living things to support it. Placing the terrarium in a dark closet would take away sunlight and cause the plants to die also.

Explore: Classify Each students will be shown a series of items. I will first ask students questions to get them thinking about the topic. Questions:

1. Do any of these items have anything in common? What are some similarities and differences?2. Which ones are more alike each other?3. What are some possible categories for these items?

Students will then classify each item into a group that they think they go in. The following are items the teacher would either bring in or display on the projector:

- Sea Floor (Geosphere)- Hurricane (Atmosphere)- Bird’s Nest (Biosphere)- Mountain Glacier (Hydrosphere)- Glass of Water (Hydrosphere)- Rocks (Geosphere)- Plants (Biosphere)- Tornado (Atmosphere)

Explain: WebQuestEarth’s Spheres WebQuest Task Sheet

Directions You will be exploring the following internet resources for information about the Earth’s Spheres. Starting with Task 1, investigate the websites to discover how the Earth’s Spheres interact to support life on our planet.. Follow the teacher’s directions on how to access the websites. Complete all the tasks to finish your Quest!

Task 1 – Identifying Earth’s Spheres

http://www.classzone.com/books/earth_science/terc/content/visualizations/es0102/es0102page01.cfm?chapter_no=visualization

Click “Play” to observe a visual model of Earth’s Spheres. Using the text as a guide, record the names of the four spheres shown and write a description of each. Write the description in your own words; do not copy directly from the text.

1. ___________________ - __________________________________________________2. ___________________ - __________________________________________________3. ___________________ - __________________________________________________4. ___________________ - __________________________________________________

Task 2 – Interactions between Earth’s Sphereshttps://www.classzone.com/books/earth_science/terc/content/investigations/es0103/es0103page01.cfm Everything that happens on Earth depends on complex interactions between the Atmosphere, Biosphere, Geosphere, and Hydrosphere. Read through the eight “Steps” (pages) of information about the interactions between the spheres and look at the descriptions of the images.

Choose two images shown on Step 5. Describe how Earth’s spheres are interacting in the photograph that you chose. For examples of how Earth’s spheres interact in other images, revisit Step 3 and 4.

Image #1Describe the image you chose ___________________________________________________How are Earth’s Spheres interacting in this image? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Image #2Chose a second image and describe it. ____________________________________________How are Earth’s Spheres interacting in this image? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Image #3Chose a second image and describe it. ____________________________________________How are Earth’s Spheres interacting in this image? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Image #4

Chose a second image and describe it. ____________________________________________How are Earth’s Spheres interacting in this image? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Elaborate: CyrosphereUsing this video, students will add to their prior knowledge of the Hydrosphere and will introduce the new topic of the Cyrosphere. Students will fill about the following worksheet to organize all this information.

Cryospherehttp://www.youtube.com/watch?v=3H_TIDDjWEw

Read the informational text to learn more about the Hydrosphere. The Hydrosphere is composed of all the water on the planet, including its solid, liquid and gaseous forms. The Cryosphere is part of the Hydrosphere and includes all of the frozen water on the planet.

Click “Play” to take a tour of the Cryosphere (about 7 minutes). Answer the following questions based on information from the video segment.

1. What percentage of Earth’s fresh water is contained in Antarctica? __________________2. What is a glacier? _______________________________________________________3. What is an iceberg? ______________________________________________________4. What is permafrost? ______________________________________________________5. How do the poles help cool the Earth’s temperature? ____________________________

EvaluateStudents will draw a cutaway diagram of the geosphere that they have seen before. Students will have to add the following labels and information to their diagram:

- Locations of the atmosphere, hydrosphere, biosphere, and geosphere- Compositions of the four spheres- Give two examples of how the Earth systems four parts can interact with each other, and

explain.This will not be graded. This will be a tool to help the teacher make sure all the students understand the sphere of the earth, compositions, and examples. If students do bad, the teacher will quickly review and re teach the spheres of the earth.

Lesson 2: Layers of the EarthEssential Standard: 6.E.2 Understand the structure of the earth and how interactions of constructive and destructive forces have resulted in changed in the surface of the Earth over time and the effects of the lithosphere on humansClarifying Objective: 6.E.2.1 Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, compositionLearning Goals: 1. Identify the Earths Geosphere layers and their compositions

Rationale: Learning about the layers of the earth are important for students because then they can fully understand why Earth can support life. Knowing the composition of the layers of the earth and the relative position will help them visualize so they can see why all of these things are interconnected. Students will also need these topics and will need to completely understand these topics in order to build on their previous science to learn more in-depth science.

Essential Content Knowledge:Earth’s Layers: The earth is made up of several different layers. Each of Earth’s layers have different and unique properties.The Crust: The crust is the top layer. This is the layer that humans live on and can see. This layer is contained in the lithosphere and can be divided into two parts. The part that we live on is the continental crust and the ocean floor is made up of the oceanic crust. The continental crust is thicker than the oceanic crust, but it’s made up of rock that is less dense than the oceanic crust, which is why it sits on top of it, about sea level.The Mantle: The mantle sits on top of the outer core and is the middle layer. This layer is the thickest layer of the Earth, about 1,800 miles thick. It makes up about 85 percent of the Earth’s volume. Like the core, the mantle contains mostly iron, but is the form of silicate rocks. This rock actually moves like a fluid, similar to how silly putty moves. This ability of rock to move without breaking is plasticity. The mantle can be divided up into two portions, the upper mantle and the lower mantle. The lower mantle is completely solid because like the solid inner core, the pressure is just too great for it to melt and flow. The upper mantle warms, it rises straight up, and as it rises, it cools and then sinks back down.The Core: Earth’s core is the innermost layer. This layer can be divided up into two distinct parts, the inner and outer core. Both parts of the core are made up of mostly iron and some nickel. The differences is that in the inner core, this minerals are solid and in the outer core, they are liquid. The inner core is incredibly hot. Even though the inner core is as hot as the surface of the sun, there’s so much pressure from the weight of the world pushing down on it that it can’t melt. The outer core has much less pressure which is why it melts. Though the flow of this liquid is very slowly moving, it is what produces Earth’s magnetic field. Out north and south poles exist because of this liquid outer core, even though it’s almost 2,000 miles below us.

Materials:- Engage: Uncooked loaf of bread.- Explored: Apple slices- Explain- None- Elaborate: “Beneath our Feet” worksheet- Evaluate: Evaluation from the sphere lesson

References:Friedl, Sarah. "Earth's Internal Layers: Crust, Mantle, and Core." Education Portal. Education Portal, n.d.

Web. 13 Oct. 2014.Kelly, Hashway. "Beneath Our Feet: The Four Layers of Earth." (n.d.): n. pag. Super Teacher Worksheets.

Web. 13 Oct. 2014.Robertson, Eugene C. "Earth's Structure." Interactives. Dynamic Earth. Annenburg Foundation, n.d. Web.

11 Oct. 2014.Trefil, James S., and Douglas Carnine. McDougal Littell Science. Evanston, IL: McDougal Littell, 2005. Print.

Modifications:

A- Special needs students will be given a highlighter when reading the “Beneath our Feet” worksheet. They should use that highlighter to highlight any words they do not know or anything they are confused about. The teacher should address some of these things to make sure that student understands and the whole class understands.

B- Academically gifted students will not get much help during the explore phase. Those students should be able to label the spheres on the apple. These students are also required to help other students who need help and should be able to explain these ideas to those students sufficiently.

Engage: Undercooked Loaf of BreadTeacher will use an undercooked loaf of bread to represent the Earth’s mantle. On the outside of the bread, the crust is solid, but as a person cuts into the load, there may be hot globs of unbaked dough. Before telling the students what the bread represents, the teacher will ask the students which of earth’s layers they think this represents. The students will do a C-R-E (Claim, Reasoning Evidence) in their journal for warm-up that day. The teacher then will discuss with the students asking them to share their answers. Finally the teacher will explain that the Earth’s mantle is primarily solid, but it does have liquid properties due to its high pressures and temperatures.

Explore: Apple Layer InvestigationProcedure:

1. As a model of the layers in the geosphere, you will be using a quarter of an apple that your teacher has cut. Note: NEVER eat food in the science classroom.

2. Hold the apple slice and observe it carefully. Compare it with the diagram of the geosphere’s layers shown below.

a. What are the four parts of the apple slice?b. What major layer of the geosphere does each part of the apple represent?

3. Draw a diagram of the apple and label it with the names of the layers of the geosphere.Other Connections:

1. What other object do you think would make a good model of the geosphere’s layers?2. What model could you build or make yourself?

Explain: Interactive LessonTeacher will tell a story to get students involved

Stop digging those holes!As a young child, did you ever dream of digging a hole all the way through to the other side of the earth? Did you wonder what would happen if you started a hole and just kept digging? Why has no one ever dug a hole all the way through the earth?Because of the intense heat found inside the earth and lack of technical know-how, scientists have not even penetrated earth's outer crust. Yet, they have detailed knowledge of the structure of the earth's interior. How do scientists know as much as they do about the interior of the earth? You'll find out through this Inquiry.

http://www.learner.org/interactives/dynamicearth/structure.htmlUsing the above URL students will participate in an interactive lesson on the Earth’s Interior and layers. They will then answer some of the following question:

1. Identify the different layers of the earth in the diagram below. Use the following words: asthenosphere, crust, inner core, lithosphere, mantle, outer core.

Elaborate: Students will read the worksheet attached called “Beneath our Feet” to extend their knowledge on the layers of the Earth. This worksheet goes into more knowledge on the layers of the earth than the previous interactive lesson that the students did before. The students will then the questions to check they gained the important information on the topic. This question sheet will only be used as an accountability to the students.

Name: ______________________________

Beneath our Feet:The Four Layers of Earth

We all call the Earth home, but did you ever think about what our homeis actually made of? The planet isapproximately 4,000 miles from surfaceto center, but what makes up thosemiles of Earth?

First, let’s start with the part of theEarth that we live on, the outermostlayer called the crust. It is made up of loose material, like rocks, soil, andseabed. The crust is about five miles deep beneath the oceans and about twenty-five miles thick below the continents.

Beyond the crust is the mantle. The mantle extends approximately 1,800 miles deep into the Earth. It makes up about 85% of the total weight of the Earth’s mass. The mantle also has layers. The first 50 miles are hard rock. The next 150 miles are super-heated molten rock that is so hot it can flow under pressure, like tar. Underneath this heated layer is several hundred miles of solid rock. Think of the mantle like a peanut butter sandwich. You have the two pieces of bread and the peanut butter between them. In the mantle, we have two layers of solid rock with heated flowing rock between them.

Next is the outer core. This is about 3,000 miles beneath the Earth’s surface. The outer core consists of super-heated liquid molten lava. The lava is mostly made up of iron and nickel, which is why some geologists call it molten metal instead of molten rock. The outer core creates the Earth’s magnetic field.

The final layer is the inner core, which is 900 miles deep. Scientists believe the inner core is a solid ball of iron and other minerals. The temperature is extremely hot, somewhere between 9,000 and 13,000 degreesFahrenheit. But because of the high pressure, the iron and other minerals cannot melt. The heat of the inner core is sometimes compared to the heat of the sun.

Are you wondering why the Earth is made up offour different layers? Many scientists believe that the Earth wasn’t always like this. They believe that when the Earth was formed, it was a hot ball made up of a mixture of rock and metals. They think that as the Earth cooled, the heavier parts sank to the inside and the lighter materials rose to the top. This would explain why the inner core is made up of iron and the crust consists of lighter rock and loose material.

As you walk around and enjoy the beauty on the Earth’s surface, think about the many layers beneath your feet. It takes all these layers to make up the planet we call home.

Beneath our Feet:The Four Layers of Earth1. Where is the Earth's crust the thickest?a. below the continentsb. beneath the oceansc. below the equatord. below the North Pole2. How is the Earth's mantle like a peanut butter sandwich?a. The mantle has three layers, like a peanut butter sandwich.b. The mantle is sticky, like peanut butter.c. The top and bottom layers of the mantle are the thickest parts.d. Peanut butter sandwiches feel like the hard rocks found in the mantle.3. Which layers of the Earth are made mostly of metals?_____________________________________________________________________________

Have you ever seen pictures of lava pouring down the sides of a volcano?

The molten rock inside the Earth's mantle is called magma. When iterupts through a volcano, it'scalled lava.

When it cools, the lava will harden and form new soil and

4. Write the word true or false for each sentence.________________ The inner core of the Earth is about the nine hundred degrees Fahrenheit.________________ The inner core of the Earth is made of liquid iron and nickel.________________ The Earth's mantle lies directly below the inner core.5. Explain how scientists believe the Earth's four layers were formed._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ANSWER KEYBeneath our Feet:The Four Layers of Earth1. Where is the Earth's crust the thickest? aa. below the continentsb. beneath the oceansc. below the equatord. below the North Pole2. How is the Earth's mantle like a peanut butter sandwich? aa. The mantle has three layers, like a peanut butter sandwich.b. The mantle is sticky, like peanut butter.c. The top and bottom layers of the mantle are the thickest parts.d. Peanut butter sandwiches feel like the hard rocks found in the mantle.3. Which layers of the Earth are made mostly of metals?The inner core and outer core are made of metals.4. Write the word true or false for each sentence.false The inner core of the Earth is about the nine hundred degrees Fahrenheit.false The inner core of the Earth is made of liquid iron and nickel.false The Earth's mantle lies directly below the inner core.5. Explain how scientists believe the Earth's four layers were formed.Many scientists believe that when the Earth was formed, it was a hot ball that was made of amixture of different rock and metals. As it cooled, the heavier parts sank to the inside of theplanet.

Evaluate:Students will take their evaluation from the geosphere lesson to add to it. Each students must add the following:

- Boundaries and names of the geosphere’s layers- Composition or nature of each layer

o Is the layer thick or thin? What is the layer made of?This will not be graded. This will be a tool to help the teacher make sure all the students understand the layers and their compositions. If students do bad, the teacher will quickly review and re teach the layers of the earth.

Lesson 3: Minerals and RocksEssential Standard: 6.E.2 Understand the structure of the earth and how interactions of constructive and destructive forces have resulted in changed in the surface of the Earth over time and the effects of the lithosphere on humansClarifying Objective: 6.E.2.1 Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, compositionLearning Goals: Can distinguish between rock and minerals

Fully understands the rock cycle and how rocks are formed Can classify rocks into types of rocks

Rationale: Minerals and rocks are very important for students to learn about because they are something that students will come in contact with on a daily basis. The must understand how they impact our lives not just that they are pretty to look at. Knowing that minerals are a foundational part of rocks is important in any science class that they will take in the future.

Essential Content Knowledge:Minerals: Minerals are naturally occurring substances forms by geological processes. They are usually solid and feature a crystal structure as well as specific physical properties and chemical composition. Physical properties of minerals included crystal structure, hardness (Mohs scale), luster (how it reflects light) and color, as well as more complicated properties such as streak, fracture, cleavage and density. Mohs scale of hardness measures the ability of minerals to scratch each other. A minerals is sometimes made up of just one chemical element but more often it is a compound of two or more elements. There are over 4,000 different types of minerals but only around 30 of these are commonly found in the Earth’s crust. Some examples of minerals include calcite, gypsum, feldspar, pyrite, gold, quartz, and diamond. Rocks- Rocks and stones are naturally occurring solids made up of minerals. The Earth’s crust is made up of rock. Rocks have been used by humans for millions of years, from early tools and weapons through to various construction materials. There are three different types of rocks based on the way they form, igneous, sedimentary, and metamorphic. Igneous rock forms when magma cools and solidifies. Some examples of igneous rocks include granite, basalt, gabbro, obsidian, and pumice. Sedimentary rocks forms when sediments deposits over time, often as layers at the bottom of lakes and oceans. Some examples of sedimentary rocks are sandstone, mudstone, flint, greywacke, and chalk. Metamorphic rocks when exposed to extreme pressure and heat over time. Some examples of metamorphic rocks include marble, quartzite, schist, granulite, and slate.

Materials:- Engage: ceramic tile, hematite, magnetite- Explore: Collection of rocks and minerals, note cards- Explain: none- Elaborate: a collection of rocks (variety)- Evaluate: none

References:Exline, Joseph D. Inside Earth. Teachers Edition ed. NewJersey: Prentice Hall, 2000. Print. Science Explorer."Fun Rock Facts for Kids - Information about Types of Rocks & Minerals." Fun Rock Facts for Kids –

Information about Types of Rocks & Minerals. Science Kids, n.d. Web. 13 Oct. 2014."Glencoe Online Science Quiz Chapter." Glencoe Online Science Quiz Chapter. The McGraw Hill Companies,

n.d. Web. 13 Oct. 2014.

"The Rock Cycle by SAS® Curriculum Pathways®." The Rock Cycle by SAS® Curriculum Pathways®. SASInstitute Inc., n.d. Web. 13 Oct. 2014.

Trefil, James S., and Douglas Carnine. McDougal Littell Science. Evanston, IL: McDougal Littell, 2005. Print.

Modifications:A- During the elaborate phase students will be in groups while trying to classify the rocks. The lower

achieving group will be working with the teacher so that he/she can support their needs for the hard vocabulary.

B- For the academically gifted students, they will get little to no help classifying rocks. They should be able to do this on their own, and if not they will be allowed a dictionary. They will also be allowed to explore the interactive lesson more because they are expected to get ahead quickly.

Engage:Questions Before:

- What are minerals? (Activate Prior Knowledge)Some students may know that minerals are the chemical compounds that make up rocks, but many students will probably mention dietary minerals, such as iron and calcium.

- Where do you think you could find minerals in nature?A few students may know that some minerals, such as sulfur and cooper, occur in deposits and are mined. Students might suggest minerals are found in rocks.

Students will examine what is the true color of a Mineral (Engaging). Students will examine samples of hematite and magnetite. Both minerals contain iron. They will then describe the color and appearance of the two minerals. Are the same or different? They will rub the hematite across the back of a porcelain or ceramic tile. Observe the color of the streak on the tile. Then they will wipe the tile clean and then test the next sample. Finally they will observe the color streak. Discussion Questions After:

- Does the color of each mineral’s streak mark match its color?The streak of magnetite matches its color, but the streak of hematite does not.

- How could this streak test be helpful in identifying them as minerals?This streak test could be used to identify them as two different minerals.

Explore: Difference between Rocks and MineralsMaterials:

- A collection of rocks and minerals- Student notebook to record observations - Small note cards

Procedure:1. Give each student one rock or mineral and tell them to think of words or phrases that could be

used to describe the items2. Teacher will record their words (made of one thing, made of more than one thing, tiny grains, no

grains, pieces of other rocks (or fossils), regular shape, etc.)3. Lay one note card that reads “Appears to be made of only one substance” on one desk and lay

another note card on another desk that reads “Appears to be made of only one substance”.4. Have the students walk up and place their rock or mineral in the place that it belongs.

Questions:- Do any one recognize any of these?

Most students will recognize some rocks or at least think they recognize some. This will connect to students real life connections to help them get interested.

- Based on your observation, how would you compare the physical properties of marble the physical properties of marble and conglomerate? Students should discover that marble is a fine-grained rock, with a crystalline texture that can easily be seen. Conglomerate has a rough texture and is clearly composed of small rocks and other materials, such as shells. Marble is harder and denser than conglomerate. Both marble and conglomerate vary in color.

- If minerals are made up of one thing and rocks are made up of several, what does that tell us?Mineral can make up rocks, among other things such as shells, and fossils.

Teacher Information:- Minerals are made of just one substance and are the same throughout. If you cut them into

pieces they would have exactly the same composition in each piece.- Rocks are made of at least two substances. Sometimes the substances are tiny grains of sand.

Sometimes they are fossils. Sometimes they are different minerals.

Explain: Interactive Online Lessonhttps://www.sascurriculumpathways.com/portal/Launch?id=71

Students will participate in an interactive lesson online. This lesson has three pages which goes through everything that students need to know about rocks. The first page is focused on describing the differences in Igneous, Sedimentary, and Metamorphic Rocks. It uses pictures and words to tell how these rocks are formed. The second page is an interactive rock cycle animations. It is a cutaway view of the Earth and shows where some common rock-forming processes occurs. Students will clock the image to start the animation. Each time the main animation stops, the students will clock the blinking feature to see a visualization. After they see the visualization, they will close the pop up window and click to continue until completed. The third page is an interactive rock cycle diagram. The students move their cursor over the arrows to see a list of the rock-forming processes involved in forming the three types of rocks.

Elaborate: Experimenting with Identifying RocksHave a series of rocks laid out in groups. Explain to students some uncommon vocabulary words that will be found on the worksheet “How to Identify Rocks”. Explain to students that it is okay if they can identify rocks, but were just going to try and get familiar with identifying rocks. Slit students up into groups of mixed reading levels and give each student a worksheet used to identify these rocks. Start the activity and make sure to walk around the classroom because students will probably need help during this activity.

Evaluate: Rock and Mineral QuizThis quiz will be for a grade. Students will be given the chance to do corrections on this quiz to get half of the points back. They must list the correct answer, where they found that answer, and why it is the correct answer or why they missed it. Rocks and Minerals Quiz

1. Melted rock cools to form __________ rocks. a. igneous b. sedimentary c. mineral d. metamorphic

2. Pearly, glassy, dull, and earthy are terms used to describe __________. a. color b. fracture c. luster d. streak 3. __________ rocks are formed by heating and squeezing existing rocks. a. Sedimentary b. Igneous c. Detrital d. Metamorphic 4. __________ is determined by scratching a mineral sample across an unglazed, white tile. a. Fracture b. Hardness c. Streak d. Color

5. __________ rock can form by evaporation. a. Chemical b. Igneous c. Organic d. Detrital 6. A(n) __________ is rare and beautiful. a. mineral b. rock c. gem d. ore 7. Sedimentary rocks are made of __________. a. all answers are correct b. pieces of other rocks c. plant and animal matter d. dissolved minerals

8. Minerals form by all of the following except __________. a. precipitation b. metamorphosis c. cooling of magma d. evaporation 9. __________ is not an example of a physical property. a. Luster b. Cleavage and fracture c. Color d. Chemical composition

10. The rock cycle is not used to illustrate the __________. a. relationship of rocks to other rocks b. journey of a rock c. different types of rocks d. process of rocks changing from one type to another 11. Which of the following is an example of a mineral? a. coal b. granite c. water d. quartz 12. Which of the following is not a clue for determining how a mineral forms? a. how the crystals fit together b. hardness c. crystal size d. presence of layers

Rocks and Minerals Quiz1. Melted rock cools to form __________ rocks.

a. igneous b. sedimentary c. mineral d. metamorphic 2. Pearly, glassy, dull, and earthy are terms used to describe __________. a. color b. fracture c. luster d. streak 3. __________ rocks are formed by heating and squeezing existing rocks. a. Sedimentary b. Igneous c. Detrital d. Metamorphic 4. __________ is determined by scratching a mineral sample across an unglazed, white tile. a. Fracture b. Hardness c. Streak d. Color

5. __________ rock can form by evaporation. a. Chemical b. Igneous c. Organic d. Detrital

6. A(n) __________ is rare and beautiful. a. mineral b. rock c. gem d. ore 7. Sedimentary rocks are made of __________. a. all answers are correct b. pieces of other rocks c. plant and animal matter d. dissolved minerals

8. Minerals form by all of the following except __________. a. precipitation b. metamorphosis c. cooling of magma d. evaporation 9. __________ is not an example of a physical property. a. Luster b. Cleavage and fracture c. Color d. Chemical composition 10. The rock cycle is not used to illustrate the __________. a. relationship of rocks to other rocks b. journey of a rock c. different types of rocks d. process of rocks changing from one type to another 11. Which of the following is an example of a mineral? a. coal b. granite c. water d. quartz 12. Which of the following is not a clue for determining how a mineral forms? a. how the crystals fit together b. hardness c. crystal size d. presence of layers

Lesson 4: Soil FormationEssential Standard: 6.E.2 Understand the structure of the earth and how interactions of constructive and destructive forces have resulted in changed in the surface of the Earth over time and the effects of the lithosphere on humans

Clarifying Objective: 6.E.2.3 Explain how the formation of soil is related to the parents rock type and the environment in which it developsLearning Goals: Understand and be able to explain how soil forms

Describe the different components that make up soilRationale: Students should learn about soil because it is the very base of life on Earth because it has the most of the important nutrients in which plants need to grow. Those plants in turn feed animals and us as humans which means nutrients in the soil end up in us. If students do not understand how life exist then they will lack so much information that they need in the future to study simple biology.

Essential Content Knowledge: What soil is and how it is formed: Soil is the loose, weathered material on Earth’s surface in which plants can grow. Soil forms as rock is broken down by weathering and mixes with other materials on the surface. Soil is constantly formed whenever bedrock is exposed. Once exposed at the surface, bedrock gradually weathers into smaller and smaller particles that are the basic material of soil. Soil composition: Soil is not just particles of weather bedrock, it includes more than that. It is a mixture rock particles, minerals, decayed organic material, air, and water. Together sand, silt, and clay make up the portion of soil that comes from weather rock. The decayed organic material in soil is humus which forms as plants and animals decay.Soil Horizons: Soil horizons are layers of soil that differs in color and texture from layers below and above it. The A horizon is made up of topsoil, a crumbly, dark brown soil that is a mixture of humus, clay, and other minerals. The B horizon consist of subsoil, a heavy, reddish-brown soil made mostly of clay and other minerals but little humus. The C horizon contains only partly weathered rock. Life in Soil: Some soil organisms mix the soil and make spaces in it for air and water. Other soil organisms make humus, the material that makes soil fertile. Soil that is fertile is rich in minerals and other nutrients. Although plants remains are full of stored minerals and other nutrients, they are not yet humus. Humus forms when decomposition occurs. Decomposition occurs when organisms that live in the soil turn dead organic material into humus. Those organisms are called decomposers.

Materials: - Engage: Soil, cup - Explore: Luster Leaf Soil Test Kit, 2 types of soil- Explain: Digging up the Dirt article- Elaborate: Seeds, sterile soil, microwave over- Evaluate: Color paper, markers or colored pencils

Modifications:A- When reading the article the teacher should be prepared to answer any questions that students

with a lower reading level may have vocabulary or comprehension wise. If students are having a really hard time understand the teacher must re-read the article out loud along with the class. The teacher may also help lower achieving students develops an experiment in the elaborate phase

B- For the elaborate phase the teacher should make students design their own experiment with little help. This will make them think on an extended level that other students may not be able to do. Academically gifted students will also be allowed to help other students if they need it.

Resources:"Discovery Education." Discovery Education. N.p., n.d. Web. 09 Oct. 2014.Exline, Joseph D., Ed.D. Earth's Changing Surface. Teacher Edition ed. Boston: Pearson Prentice Hall, 2007.

Print. Science Explorer.Scharf, R. "Soil Composition and Formation." Soil Composition and Formation. MENU, n.d. Web. 09 Oct.

2014."The Dirt on Dirt -- Why Is Soil Important? -- Exploring Nature Educational Resource." The Dirt on Dirt –

Why Is Soil Important? -- Exploring Nature Educational Resource. N.p., n.d. Web. 09 Oct. 2014.

Engage: Soil This engage phase is mainly focused towards activating prior knowledge and real life connections, which will lead to getting students “hooked” on the topic. First, ask the following questions to start getting students thinking about soil.Discussion Question:

1. Why would you test soil? Why would it be important?- Plant nutrients, minerals, carbohydrates, protein, and etc.

2. What are some examples of something you would test for?- Nitrogen, Phosphorus, pH, Potassium, etc.

3. How would you describe the soil of this area in terms of color, feel, and makeup- Student’s answers will vary, depending on the local soil type. Students should mention whether

the local soil is black, brown, or red; sandy or clayey; and so on.Divide students four or five groups. Give each group a cup of commercial soil and challenge students to explain why that soil is different from the local soil.

Explore: Materials:

- Luster Leaf Soil Test Kit (Nitrogen and pH), 2 types of soilDiscussion Questions:

- What is pH?o pH of soil is a measurement that indicates whether the soil is acidic, neutral, or basic.

pH is measured on a scale which ranges from 0 to 14. A pH of 7 is considered neutral. Soils with a pH below 7 are acidic and soils with a pH above 7 are basic, or alkaline.

- What do you think is the best pH for soils that are just right for most plants?o Soils that are just right for most plants is equally acidic and alkaline.

- What is pH is equally between acidic and alkaline?o 6 and 8 (neutral). Explain on the board.

- What does soils pH determine?o Plants require many different nutrients from the soil to survive. Determines how easily

the plants can use the nutrients. When the soil pH is outside the desired range, gardeners and farmers add materials to adjust the pH.

- Nitrogen is a common element. Do you think nitrogen is important? Why?o A deficiency causes yellow leaves and stunted growth.o Excessive nitrogen causes overabundant foliage and delayed flowering. This subjects

the plant to disease and poor fruit quality Procedure:

1. Divide students into groups of two or three.2. Place a set of pre-prepared materials at each center. 3. Tell students to write down results. Make sure to compare both types of soil.

Center 1: pH Test1. Fill test chamber to soil fill line with soil.

2. Holding the capsule over the chamber, separate the capsule and pour powder into the capsule.3. Fill water to the water line on the chamber.4. Fit cap on to the top of the chamber. Shake thoroughly. Let sit for about a minute. 5. Compare color with color list.6. Discard using filter at the sink. Rinse chamber.7. Repeat steps to test second soil.

Center 2: Nitrogen Test1. Fill container with soil and water with a ratio of 1:5. (Marked on beaker)2. Stir soil and water for at least a minute. 3. Fill chamber with a pipet with soil solution.4. Holding the capsule over the chamber, separate the capsule and pour powder into the chamber.5. Fit cap on the top of the chamber. Shake thoroughly. Let sit for about 2-3 minutes.6. Compare color with color list. 7. Discard using filter at the sink. Rinse chamber.8. Repeat steps to test second soil.

Closure:- Do you think it is important for farmers to test soil?

o Yes it is important. Farmers test their soil periodically. It is recommended before planting season in the spring and when preparing beds in the fall.

- How would farmers fix their soil?o What makes nitrogen? Decomposers

Explain: Students read this sheet

Bedrock on the earth's surface Lichen grew on the cracker rock. Horizons, or layers of soil began to began to crack from assaults by rain, The acids secreted by these plants form. The topsoil, or the A horizon, ice, freezing, and thawing. caused the rock to crumble slowly includes organic matter from decayed plants and animals. Just below is the B horizon, which contains minerals washed down from the topsoil. The C horizon below that is the original parent material. Bedrock lies at the bottom.

What's It Made Of?Most soil comes from the rock that was broken down by weathering and chemical processes over thousands of years. This diagram shows the

components of an average soil sample.

Weather's Role Climate has a lot to do with making soil. It affects how quickly wind and water break down rock, and how much organic material is added to the soil.

Places with warm temperatures and high humidity produce rich organic soil most easily because they encourage plant and animal growth as well as decay. Farmers and greenhouses prefer humus, or soil full of organic material, because it has lots of nutrients for plants and holds water well.

Desert regions with little precipitation have small amounts of organic matter in their soil, which means many plants don't thrive. Often sandy desert soils do not hold much water.

Sail of the Earth We'd be nowhere without soil. We need it to grow crops necessary for our survival. But not all soil is the same, and how much we can cultivate in a particular area depends on the type of soil found there. Agriculture is the result of the surrounding landscape, which in turn is linked to the kind of soil you'll find in any given place.

The texture of soil depends on the size of its individual particles. Let's

take a closer look at the three types: sand, silt, and clay. Scind Many minerals can be found in sandy soil, which has the largest particles. The soil in arid regions tends to be sandy, which explains why Arizona and New Mexico aren't good areas for raising crops. But sand has other uses. Over time we've used it to make glass and various works of art.

Scientists who study soil are called pedologist.

We'd be nowhere without soil. We need it to grow crops necessary for our survival. But not all soil is the same, and how much we can cultivate in a particular area depends on the type of soil found there. Agriculture is the result of the surrounding landscape, which in turn is linked to the kind of soil you'll find in any given place.

The texture of soil depends on the size of its individual particles. Let's take a

closer look at the three types: sand, silt, and clay. Scind Many minerals can be found in sandy soil, which has the largest particles. The soil in arid regions tends to be sandy, which explains why Arizona and New Mexico aren't good areas for raising crops. But sand has other uses. Over time we've used it to make glass and various works of art.

and safe from sunburn.

to keep their skin cool

example, take mud baths

lakes, too. Elephants, for

rich mud found near rivers and

adapted to take advantage of the

raising crops. Animals have

take advantage of the rich soil for

floodplains over the centuries to

Mississippi rivers. People have lived in

midwestern states along the Missouri and

rivers. Silt has created rich farmland in some

than sand. It lies in the floodplains of major

Soil rich in silt has much smaller particles Silt

houses.

everything from bowls to adobe

thousands of years to make

Americans have used clay for

essential material to us: Native

cultivating crops. Yet clay is an

percentage of clay is not good for

As a result, soil with a large

still doesn't flow easily through it.

better than sandy soil, but water

clay. Clay will hold water much

only be seen with a microscope) is

particles (so small that they can

The soil with the finest Clay

forever.

that nothing lasts

stream, to show

into a river or

sand and pour it

sweep up the

finished, they

complete. When

weeks to

that take days or

create paintings

colored sand to

monks use

In Tibet, Buddhist

Activity: Our topical questions for this lesson are listed below. The teacher will divide students up into groups and discuss answers to these questions.

1. Which materials make up soil?Soil consist of weathered rocks and decomposed organic materials from dead plants, animals, and bacteria.

2. What is the scientific name for soil layers?Soil Horizon

3. What are the names and characteristics of the three main soil layers?The C horizon forms as bedrock weathers and rock breaks up into small particles. (Rock Fragments)The A horizon develops from the C horizon when plant roots weather the rock mechanically and chemically. Plants also add organic material to the soil. (Topsoil and Humus)The B horizon develops as rainwater washes clay and minerals from the A horizon down toward the C horizon. (Subsoil)

4. How does soil form?Soil forms as rock is broken down by weathering and mixes with other materials on the surface?

Elaborate: Inquiry ChallengeClass Discussion: Get them thinking about what helps plants grow before designing the experiment. Teacher would write all the students ideas on the board and leave them up while students design these experiments.

- What does living organisms do for the soil? Is it a necessity?o Living organisms are essential for breaking down organic matter and other complex

molecules. They also improve soil stability and the nutrient cycle on a global scale. Living organisms are a necessity for plant growth.

- What are some ideas of an experiment that we could design to test this theory?o Eliminating living things from a soil sample by removing worms and other animals

and using a microwave oven to kill fungi and bacteria. Divide the class into small groups, and have each group develop a hypothesis about how well plants will grow in soil that contains no living organisms. After groups have written a hypothesis, challenge them to design an experiment that can test their hypothesis. A typical experiment might involve eliminating living things from a soil sample by removing worms and other animals and using a microwave oven to kill fungi and bacteria. (You might need to suggest this part of the procedure to students). Then seeds can be planted in the sterile soil. Growth of these can be compared with a control- plants growing in normal soil. Have students discuss their groups’ design, modify them as needed, and then carry out their revised designs.

Evaluate: PamphletChallenge students to design and write a two page pamphlet, such as a local park might hand out. It should explain the formation and composition of soil. This pamphlet should be complete with drawings of soil horizons and any relevant visual aids. Everything drawn should be labeled and described in the pamphlet.

 Try A Little Harder1 pts

You Can Do Better2 pts

Not Bad3 pts

Almost There4 pts

I'm Impressed5 pts

Facts (Worth Times Three Points)

Try A Little Harder

You Can Do Better

Not Bad Almost There

I'm Impressed

Student writes 1 or more facts total for only 1 soil type, formation, and composition.

(1-2 facts total) 

Student writes 1 or more facts in each soil types, formation, and composition.

(3-4 facts total) 

Student writes 2 or more facts in each soil type formation and composition.

(5-6 facts total) 

Student writes 2 or more facts in each soil type, formation, composition. Facts must be important facts.

(7-8 facts total) 

Student writes 3 or more facts in each soil type, formation, and composition. Facts must be very impressive.

(9 or more facts total) 

Illustrations  Try A Little Harder

Illustrates 1-2 drawing on the entire brochure. 

You Can Do Better

Illustrates 3-4 drawings on the entire brochure. 

Not BadIllustrates 5-6 drawings on the entire brochure. 

Almost There

Illustrates 7-8 drawings on the entire brochure. 

I'm Impressed

Student has a corresponding illustration for every fact written on the entire brochure. 

Neatness  Try A Little Harder

Colored with pencil with no detail. The drawings are just scribbles on the paper. Student cannot relate illustration to topic. 

You Can Do Better

Illustrated the drawings with color. Student has trouble relating 4 or more drawings back to the facts written on the brochure. 

Not BadIllustrated the drawings with color. Student has trouble connecting 2-3 drawings back to the facts written on the brochure. 

Almost There

Illustrated the drawings with color. Student has trouble connecting 1 drawing back to the facts written on the brochure.

I'm Impressed

Each illustration is drawn with color. Student can connect each illustration to the text written on the brochure.