Rocks_and_Soill_adapted_Level_2 - Be GLAD€¦ · Web viewReading 1.0 Word Analysis, ... Medicine...

Project G.L.A.D.Fullerton School District

Adapted from Units by Noshaba Afzaland Forest Grove School District

ROCKS AND SOIL Adapted – GRADE 2IDEA PAGES

I. UNIT THEMES •Our Earth provides many resources that humans use. (3.e) •Some rocks (fossils) give us information about living things of the past. (3.d)

•Mankind has had an impact on the earth’s surface and soil. (3.c)•Scientists study the Earth’s layers to learn about its resources and history. (3.c, 3.d, 3.e)•Cross-cultural sensitivity theme: Different cultures have had various uses for rocks and soil historically, as well as in today’s modern society. (3.e)

II. FOCUS & MOTIVATION•Super Scientist Awards/Standards •Inquiry Charts•Observation Charts•Teacher-made big book•Cognitive Content Dictionary•Poetry•Preview/Review of input•Realia

III. CLOSURE •Process charts

•Team presentations•Class Big Book•Portfolio Conference•Complete personal inquiry•Sketch and write•Parent Letter

IV. CONCEPTS: EARTH SCIENCE•The rock cycle is one of the Earth’s many processes that cause change over time. (3.0, 3.a)•Rocks have specific physical properties and can be classified. (3.a, 3.b)•Weathering and erosion are necessary to create soil and cause the Earth to change. (3.b, 3.c)•The Earth is stratified into layers. (3.c, 3.d)•The Earth’s layers contain natural resources and the history of living things. (3.d, 3.e)

Rocks and Soil Adapted Level 2 CAFullerton School District/Adapted from Noshaba Afzal & Forest Grove School District Project GLAD 06/08

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V. SECOND GRADE CONTENT STANDARDSEarth Sciences 3.0 Earth is made of materials that have distinct properties and provide resources for human

activities. As a basis for understanding this concept: a. Students know how to compare the physical properties (color, mass, texture, size, luster) of different kinds of rocks and know that rock is composed of different combinations of minerals. b. Students know smaller rocks come from the breakage and weathering of larger rocks. c. Students know that soil is made partly from weathered rock and partly from organic materials and that soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plants. d. Students know that fossils provide evidence about the plants and animals that lived long ago and that scientists learn about the past history of Earth by studying fossils. e. Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use.

Investigation and Experimentation 4.0 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: a. Make predictions based on observed patterns and not random guessing.b. Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units.c. Compare and sort common objects according to two or more physical attributes (e. g., color, shape, texture, size, weight). d. Write or draw descriptions of a sequence of steps, events, and observations.e. Construct bar graphs to record data, using appropriately labeled axes.f. Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects. g. Follow oral instructions for a scientific investigation.

VI. VOCABULARYgeologist geology paleontology seismology eruption obsidian magma lavametamorphic crust mantle coresedimentary earth plates horizontal fault vertical faultigneous limestone marble quartzitepumice shale conglomerate lustererosion tectonics canyon crystalsplates volcanoes structure soilclassify mass minerals fossilarcheology sediment texture observestructure pressure cycle properties


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VII. ENGLISH LANGUAGE ARTS STANDARDS

Reading1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStudents understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Decoding and Word Recognition 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/ per; vowel-consonant/consonant-vowel = sup/ per).1.3 Decode two-syllable nonsense words and regular multisyllable words.

1.6 Read aloud fluently and accurately and with appropriate intonation and expression.

Vocabulary and Concept Development 1.7 Understand and explain common antonyms and synonyms.1.8 Use knowledge of individual words in unknown compound words to predict their meaning.1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, -ing, -ly).

2.0 Reading Comprehension Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade two, students continue to make progress toward this goal.

Structural Features of Informational Materials 2.1 Use titles, tables of contents, and chapter headings to locate information in expository text. Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 State the purpose in reading (i. e., tell what information is sought).2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how).2.5 Restate facts and details in the text to clarify and organize ideas.2.6 Recognize cause-and-effect relationships in a text.2.7 Interpret information from diagrams, charts, and graphs.


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Writing1.0 Writing Strategies and ApplicationsStudents write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus 1.1 Group related ideas and maintain a consistent focus.

Research 1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas).

Evaluation and Revision 1.4 Revise original drafts to improve sequence and provide more descriptive detail.

Written and Oral English Language ConventionsThe standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure 1.1 Distinguish between complete and incomplete sentences.1.2 Recognize and use the correct word order in written sentences.

Grammar 1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

Listening and Speaking1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension 1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment).1.2 Ask for clarification and explanation of stories and ideas.1.3 Paraphrase information that has been shared orally by others.1.4 Give and follow three-and four-step oral directions.


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Organization and Delivery of Oral Communication 1.5 Organize presentations to maintain a clear focus.1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).1.7 Recount experiences in a logical sequence.1.8 Retell stories, including characters, setting, and plot.1.9 Report on a topic with supportive facts and details.

2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

2.2 Report on a topic with facts and details, drawing from several sources of information.

VIII. ELD STANDARDS1.0 Reading Word AnalysisRead Sight Words and Apply Knowledge of Word PartsEA/A Same as ELA Standards 1.1, 1.2, 1.3, 1.5

Read AbbreviationsI/A Same as ELA Standard 1.4

Read AloudEA Same as ELA Standard 1.6

Reading Fluency and Systematic Vocabulary DevelopmentUse Social and Academic VocabularyA Same as ELA Standard 1.8

Apply Knowledge of Word PartsA Same as ELA Standards 1.1, 1.2, 1.3, 1.5

Understand Synonyms and AntonymsA Same as ELA Standards 1.7 and 1.10

Understand Prefixes and SuffixesEA Same as ELA Standard 1.9

Recognize AbbreviationsA Same as ELA 1.4

Read AloudA Read narrative texts aloud with appropriate pacing, intonation, and expression.


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2.0 Reading ComprehensionFollow DirectionsB Understand and follow simple one-step directions for classroom activities.EI Understand and follow simple two-step directions for classroom activities.I Understand and follow some multiple-step directions for classroom-related activities.

Interpret Text FeaturesI While reading aloud in a group, point out basic text features such as the title, table of contents, and chapter headings.EA Read and use basic text features, such as the title, table of contents, and chapter headings.A Locate and use text features, such as the title, table of contents, chapter headings, diagrams, and index.

Identify Sequence of EventsB Identify using key words or pictures the basic sequence of events in stories read aloud.EI Orally identify, using key words or phrases, the basic sequence of events in text read aloud.I Write captions or phrases for drawings related to a story.EA Write a brief summary (three or four complete sentences) of a story.A Prepare an oral or a written summary by using various comprehension strategies (e.g., generate and respond to questions, draw inferences, compare information from several sources), with literature and content area texts.

Respond to Comprehension QuestionsB Respond orally to stories read aloud, using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures).B Respond orally to stories read aloud, one- or two-word responses (e.g., “brown bear”) to factual comprehension questions.EI Respond orally to stories read aloud, using phrases or simple sentences to answer factual comprehension questions.I Read stories and respond orally in simple sentences to factual comprehension questions about the stories.EA Read stories and texts from content areas and respond orally to them by restating facts and details to clarify ideas.EA Read stories and orally respond to them by answering factual comprehension questions about cause-and-effect relationships.

Draw InferencesEI Draw logical inferences from a story read aloud.I Draw inferences about stories read aloud and use simple phrases or sentences to communicate the inferences made.EA Read text and use detailed sentences to identify orally the main idea and use the idea to draw inferences about the text.


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1.0 Writing Strategies and Applications

Write NarrativesB Write a few words or phrases about an event or character from a story read by the teacher.EI Write simple sentences about events or characters from familiar stories read aloud by the teacher.I Write short narrative stories that include the elements of setting and characters.EA Write short narratives that include elements of setting, characters, and events.A Write short narratives that describe the setting, characters, objects, and events.

Write in Content AreasB Copy the English alphabet legibly.EI Write one to two simple sentences (e.g., “I went to the park.”).I Write simple sentences appropriate for language arts and other content areas (e.g., math, science, social studies).EA Use complex vocabulary and sentences appropriate for language arts and other content areas ( e.g., math, science, social studies).A Write short narratives that include examples of writing appropriate for language arts and other content areas (e.g., math, science, and social studies).A Produce independent writing by using correct grammatical forms.

Write a LetterI Write a friendly letter of a few lines.EA Write a formal letter.

Use the Writing ProcessI Following a model, proceed through the writing process to independently write short paragraphs of at least three lines.EA Proceed through the writing process to write short paragraphs that maintain a consistent focus.A Proceed through the writing process to write clear and coherent sentences and paragraphs that maintain a consistent focus.

Writing Conventions

Use Correct Mechanics, Spelling, and GrammarB Use capitalization when writing one’s own name.EI Use capitalization to begin sentences and for proper nouns.EI Use a period or question mark at the end of a sentence.I Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling.


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EA Produce independent writing that may include some periods, correct spelling, and inconsistent capitalization.EA/A Same as ELA Standard 1.7

Use Correct GrammarI Use standard word order but may have some inconsistent grammatical forms (e.g., subject/verb without inflections).EA Use standard word order with some inconsistent grammar forms (e.g., subject/verb agreement).A Use complete sentences and correct word order.A Use correct parts of speech, including correct subject/verb agreement.

1.0 Listening and Speaking

Follow directionsB Respond to simple directions and questions by using physical actions and other means of nonverbal communication (e.g., matching objects, pointing to an answer, drawing pictures).

Listen AttentivelyI Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.EA Listen attentively to stories and information and orally identify key details and concepts.A Listen attentively to stories and information on new topics and identify both orally and in writing key details and concepts.

Speak to be UnderstoodB Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).EI Begin to be understood when speaking but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she).I Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns).EA Make oneself understood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may make random errors.A Speak clearly and comprehensibly by using standard English grammatical forms, sounds, intonation, pitch, and modulation.

Participate in Social ConversationsB Independently use common social greetings and simple repetitive phrases (e.g., “Thank you.” “You’re welcome.”).EI Orally communicate basic needs (e.g., “May I get a drink?”).


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I Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.EA Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.A Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others.A Demonstrate understanding of idiomatic expressions (e.g., “Give me a hand.”) by responding to such expressions and using them appropriately.

Retell Stories and Summarize Main IdeaEI Retell familiar stories and short conversations by using appropriate gestures, expressions, and illustrative objects.I Retell stories and talk about school-related activities by using expanded vocabulary, descriptive words, and paraphrasing.EA Retell stories in greater detail by including the characters, setting, and plot.A Narrate and paraphrase events in greater detail by using extended vocabulary.

Ask and Answer QuestionsB Answer simple questions with one- to two-word responses.EI Ask and answer questions by using phrases or simple sentences.I Ask and answer instructional questions by using simple sentences.EA Ask and answer instructional questions with more extensive supporting elements (e.g., “Which part of the story was the most important?”).

IX. MATH/SCIENCE/SOCIAL STUDIES SKILLS*Use of math problems relevant to predicting and time estimation*Interpreting charts & graphs*Reading of primary source material*Geography/geology*Use of globes & maps*Classifying & sorting rocks using specific characteristics*Demonstrate personal & group participation skills

X. RESOURCES & MATERIALS FICTION

Hill of Fire, by Thomas P. LewisThe Monster Behind Black Rock, Judy VargaEverybody Needs A Rock, Bird BaylorEarth Songs, Myra Cohn Livingston

NON-FICTIONEyewitness Books:Rocks and Minerals, Dr. R.F. Symes et al, Alfred A. KnopfFirst Field Guide: Rocks and Minerals, Edward Ricciuti and Margaret Carruthers, Scholastic


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Fossils Tell of Long Ago, Aliki, Houghton MifflinHow Mountains Are Made, Kathleen Zoehfeld, HarperCollinsLet’s Go Rock Collecting, Roma Gans, HarperCollinsPlanet Earth/Inside Out, Gail Gibbons, Mulberry BooksRare Treasure, Don Brown, Houghton MifflinRocks and Minerals, Neil Morris, Crabtree PublishingRocks and Minerals, Tracy Staedter, Reader’s Digest Children’s BooksRocks, Minerals and Fossils, Mark C.W.Sleep, Wayland PublishersThe Big Rock, Bruce Hiscock, Aladdin PaperbacksThe Pebble in My Pocket, Meredith Hooper and Chris Coady, Viking

BOOKS IN SPANISH¿De qué está hecha la tierra?, Susan Mayes, Usborne¿Qué hay debajo de la tierra?, Susan Mayes, UsborneLa superficie de la tierra, Colin Walker, Modern Curriculum Press (Concept Science en español series)La tierra cambia, Colin Walker, Modern Curriculum Press (Concept Science en español series)Podría ser una roca, Allan Fowler, Children’s PressRocas y minerales, Jane Walker, Aladdin BooksRocas y tierra, Maria Gordon, WaylandUna cueva, Christiane Gunzi, Dorling Kindersley

TEACHER RESOURCESEarth Science for Every Kid: 101 Experiments That Really Work, Janice Van CleaveGeology Rocks!, Cindy Blobaum, Williamson PublishingGeology, JoEllen Moore, Evan-Moor (Science Works for Kids Series)Rocks and Minerals, Ruth M. Young, Teacher Created Materials (Hands-On Minds-On Science Series)Rocks and Minerals, Toni Albert, Carson-Dellosa Publishing (Step-by-Step Science Series)Rocks and Soil, Janet A. Hale, Teacher Created Materials

WEBSITES:www.minerals.nsw.gov.au/index.htmwww.rockhoundingar.com/pebblepups/kidsaskmikeywww.brycecanyoncountry.com/photos-scenic2www.petrifiedwood.comwww.geo.arizona.eduwww. geology.usgs.govwww.geosociety.org

E-MAIL AN EXPERTAsk a Dinosaur Expert email: [email protected] Ask a Geologist email: Ask a [email protected] Ask a Geologist email: [email protected]

Ask a Geologist [email protected]


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mailto:[email protected]




http://www.petrifiedwood.com/

http://www.brycecanyoncountry.com/photos-scenic2

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Ask a Science Expert email: [email protected] From Science Friday Kids Connection by National Public Radio (NPR) Ask a Scientist email: [email protected] (top 10 FAQs) •If you have more questions about fossil and rock formation visit the following sites: http://volcano.und.nodak.edu/vwdocs/ask_a.html http://www.etc.bc.ca/tdebhome/int_expert.html http://www.NRCan.gc.ca/gsc/cpdnew/askageol.html http://agcwww.bio.ns.ca/schools/classrm.html http://walrus.wr.usgs.gov/docs/ask-a-ge.html http://kidscience.miningco.com/msub1.htm •These sites will assist you in planning extensions to the model. http://www.enchantedlearning.com/subjects/dinosaurs/mesozoic/triassic/ http://www.geobop.com/paleozoo/Time/Mesozoic/Triassic/ http://www.azjournal.com/Petrifiedforest.htm http://www.cbv.ns.ca/ http://dsc.discovery.com/stories/dino http://www.cs.unc.edu/~plaisted/ce/dating.html#Carbon%2014%20dating

•Other Resources: Canadian Terrain Sciences Title page... http://sts.gsc.emr.ca/tsd.htm Canadian Natural Resouces at http://www.NRCan.gc.ca Geological Survey of Manitoba/Canada... http://www.NRCan.gc.ca http://www.newcastle.edu.au/department/gl/shaun/molluscs.htm Cephalapod... http://is.dal.ca/~ceph/TCP/index.html Honeycomb (Obulate) Tetracoral... Geologic History... http://www.umanitoba.ca/geoscience/SERVERS/paleo.html Earth Sciences Information Centre in Canada- http://www.nrcan.gc.ca/ess/esic/esic_e.html Geologic Links from Canada http://www.cspg.org


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http://www.cspg.org/

http://www.nrcan.gc.ca/ess/esic/esic_e.html

http://www.umanitoba.ca/geoscience/SERVERS/paleo.html

http://is.dal.ca/~ceph/TCP/index.html

http://www.newcastle.edu.au/department/gl/shaun/molluscs.htm

http://www.NRCan.gc.ca/

http://www.NRCan.gc.ca/

http://sts.gsc.emr.ca/tsd.htm

http://www.cs.unc.edu/~plaisted/ce/dating.html#Carbon%2014%20dating

http://dsc.discovery.com/stories/dinohttp:/auto.search.msn.com/results.asp

http://www.cbv.ns.ca/

http://www.azjournal.com/Petrifiedforest.htm

http://www.geobop.com/paleozoo/Time/Mesozoic/Triassic/

http://www.enchantedlearning.com/subjects/dinosaurs/mesozoic/triassic/

http://kidscience.miningco.com/msub1.htm

http://walrus.wr.usgs.gov/docs/ask-a-ge.html

http://agcwww.bio.ns.ca/schools/classrm.html

http://www.NRCan.gc.ca/gsc/cpdnew/askageol.html

http://www.etc.bc.ca/tdebhome/int_expert.html

http://volcano.und.nodak.edu/vwdocs/ask_a.html




Adapted from Units by Noshaba Afzal and Forest Grove School DistrictROCKS AND SOIL – GRADE 2

UNIT PLANNING PAGES

I. FOCUS & MOTIVATION•Super Scientist Awards/Standards •Inquiry Charts•Observation Charts•Teacher-made big book•Cognitive Content Dictionary•Poetry•Preview/Review of input•Realia

II. INPUT•Pictorial Input - Earth’s layers & three types of rock•Comparative Input: Granite & slate•Graphic Organizer - Weathering and erosion•Narrative - Carla Calcite/Ranger Rick Naturescope/Earth•Narrative - Mary Anning•10/2 Lecture with primary language groups•Primary Language Preview/Review•Picture file cards of various architectural uses of rock around the world•Read Aloud

III. GUIDED ORAL PRACTICE•T-graph for social skills: patience•Farmer in the Dell Chart: rocks•Poetry/Chanting•Graphic Organizer/Double Bubble: Compare and contrast rock types•Picture File Cards•Observation Charts•Process Grid: granite, marble, sandstone, petrified wood, geodes•Personal Interaction•Primary language groups/support•Daily review and processing of charts

IV. READING & WRITINGA. Whole Class:

•Shared Reading •Cognitive Content Dictionary with Signal Word


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PLANNING PAGES 2

•Cooperative strip paragraph - expository•Narrative Story Map•Found Poetry•Poetry frame: Here, There frame•Focused Reading/Walk the Walls•DRTA

B. Small Groups – anything modeled by teacher•Partner Focused Reading with Cognitive Content Dictionary•Narrative Story Map•Expert Groups•Flexible groups

-ELD Group Frame-Clunkers and Links – At or Above-Skills-Struggling and Emergent

•Ear-to-Ear reading•Mind mapping•Team tasks•Cooperative team paragraph•Flip chant

C. Individual •Learning Logs•Interactive Journals•Listen and Sketch•Poetry Books•Living Wall•Reading and writing choices/workshop•Individual Tasks – anything practiced in teams•Sustained Silent Reading•Focused Reading•Personal Exploration•Letter to Parents•Add to the walls

D. Writer’s Workshop•Mini lesson•Write•Conference•Author’s Chair•Publisher’s Circle


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PLANNING PAGES 3

V. EXTENDED ACTIVITIES •Cooking-peanut butter & geology sandwiches•Art Project- model of the Earth’s layers•Growing crystals•Rock hunts around the yard•Home/School Connection•Science explorations

VI. CLOSURE/ASSESSMENT/EVALUATION•Process charts •Team explorations/presentations•Class Big Book•Portfolio conference•Personal exploration•Ongoing assessment: learning logs and portfolios


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Adapted from Units by Noshaba Afzal and Forest Grove School DistrictROCKS AND SOIL – GRADE 2SAMPLE DAILY LESSON PLAN

Day 1

FOCUS/MOTIVATION 3 standards, Super Scientist Awards Cognitive Content Dictionary – signal word Realia/Observation Charts Inquiry Chart Big Book Portfolios Poetry/Chanting

INPUT Pictorial Input: Earth layers & three types of rock

-Learning Log/ELD Review-10/2 Lecture with primary language

Comparative Input: Granite & Slate-Learning Log/ELD Review-10/2 Lecture with primary language

GUIDED ORAL PRACTICE T-Graph for Social Skills: Patience Team Points Poetry/Chanting Picture file cards/include various architectural uses of rock around the world Exploration Report Personal Interaction

INPUT Narrative Input: Carla Calcite


READING/WRITING Writer’s Workshop

-Mini-lesson-Plan, share, write-Author’s Chair


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SAMPLE DAILY LESSON PLANPage 2

CLOSURE Home/School Connection Interactive Journal Writing Process Chart

Day 2

FOCUS/MOTIVATION Cognitive Content Dictionary – signal word Process Home/School Connection Review Input Charts with Word Cards Narrative – review with word cards and conversation bubbles Poetry: highlight, sketch, add pictures Read Aloud

INPUT Review Big Book

Graphic Organizer: Weathering and Erosion-Learning Log/ELD Review-10/2 Lecture with primary language

GUIDED ORAL PRACTICE Personal Interaction Poetry: highlight, sketch, add picture file cards Graphic Organizer/Double Bubble: Compare and contrast granite and slate

READING/WRITING T-Graph Processing Expert Groups Team Tasks Writer’s Workshop

- Mini-lesson- Write- Author’s Chair

CLOSURE Add to charts Interactive Journal Writing Home/School Connection


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Day 3

FOCUS/MOTIVATION Cognitive Content Dictionary – signal word Process Home/School Connection Review input with word cards

INPUT Narrative Input: Mary Anning


GUIDED ORAL PRACTICE Flexible Groups – Experts (if needed) Team Tasks T-Graph processing Farmer in the Dell

-read, trade-flip chant

Mind Map: Granite Process Grid – Heads Together

READING/WRITING Cooperative Strip Paragraph: respond, revise, edit Writer’s Workshop

-Mini-lesson-Author’s Chair

CLOSURE Team sharing - process cooperation Poetry/Chanting Interactive Journal Writing Home School Connection


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Day 4

FOCUS/MOTIVATION Cognitive Content Dictionary with signal word – self-selected Review Narrative with Story Map Poetry Read Aloud

GUIDED ORAL PRACTICE Poetry/Chanting Personal interaction

READING/WRITING Flexible Reading Group - Team Tasks

-ELD Group Frame-Clunkers and Links – At or above grade level

Team Tasks-Oral evaluation

Found Poetry

CLOSURE Poetry/Chanting Interactive Journal Writing Home/School Connection

Day 5

FOCUS/MOTIVATION Partner share Home/School Connection Cognitive Content Dictionary – Self-selected vocabulary Poetry/Chanting Read Aloud Strip book

GUIDED ORAL PRACTICE Flexible Reading Group

-Cooperative Strip Paragraph – struggling/emergent readers Team Tasks

-Team evaluation, team presentation


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READING/WRITING Ear-to-Ear Reading Listen and Sketch Focused Reading with Cognitive Content Dictionary Found Poetry DRTA

CLOSURE Big book – Teams

-watercolors-write

Process Inquiry Chart Interactive Journal Writing Evaluate week/Letter home


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Geology Rocks! Big Book Text Option #1Geology Rocks!

By Tessa Williams & Laura Curryp.1Studying rocks is geology, and rocks are an important part of our universe.

The planet Earth is a sphere composed almost entirely of rock, measuring 25 thousand miles around and weighing 6.6 sextillion tons!Though our planet appears to be mostly water, that is only on the surface. Underneath those first few miles of ocean lie 8 thousand miles of rock.

Since understanding the universe is pretty important, we think geology rocks!

p.2

Studying rocks is geology, and rocks are an important part of our universe.

The landforms of the Earth’s geography, such as mountains and hills, have been created by the movement of plates of rock about 50 miles thick. When these plates bump against each other, pressure builds up, and can cause earthquakes or volcanoes. Earthquakes can push rock from the interior of the Earth up above the surface, and volcanoes throw off molten rock which can cover the surface, creating new land forms.


p.3Studying rocks is geology, and rocks are an important part of our universe.

All rocks can be classified into three different types: igneous, sedimentary, or metamorphic. Igneous comes from the Latin word meaning “fire”. Sedimentary means “settling to the bottom” of small pieces of material, and metamorphic comes from Greek, meaning “to change form”.



Igneous rock is liquid magma from volcanoes turned solid.


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When magma cools quickly, it hardens into sharp, shiny rock like obsidian, perfect for making tools. When it cools slowly, bumpy rocks made up of large particles, like granite, are formed. Chunks of magma cooling beneath the Earth’s surface are called plutons, and when water is nearby, a geyser may be formed.



Sedimentary rock is the most common of the three rock types. Sand or tiny particles of sea creatures settle to the bottom of a river or sea, and they get squeezed together as the layers of sediment get heavier. The rock formed may then be pushed to the surface by plate movement, or may be left exposed when the water evaporates. One type of sedimentary rock, limestone, was used to build the Egyptian pyramids.



Metamorphic rock used to be igneous or sedimentary, but has been changed by heat or pressure. When rock is covered by magma, or pressed together by the constant rubbing of Earth’s plates, it goes through chemical changes. The marble from which statues are carved, and the slate from which blackboards were made, are examples of metamorphic rock.



Weather also causes many changes in rock, through a process called erosion. Wind and water can carve away at rock, creating some of nature’s most spectacular sights.


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Erosion can also turn a spectacular mountain into a tiny hill! Over many centuries, erosion grinds down solid rock into tiny particles of dirt. Without this nutrient-rich soil plants could not grow, and there would be very little life on Earth.



Rock makes it possible to do so many different things that it is hard to imagine life without it! Rock is used in the construction of roads and buildings. Precious stones, or gems, are used for jewelry and for tool parts. Mineral ore extracted from rock provides metal, and other minerals are used in medicines. And many people enjoy collecting rocks just for the fun of it!



Scientists have learned much about life on this planet millions of years ago by studying fossils of plants and animals which have turned to rock. They are investigating whether life exists on other planets by studying rocks brought back during space explorations. And when the Earth is hit by masses of rock a few miles across, called asteroids, or by meteoroids, which are smaller chunks of metal and rock, we get even more information about our solar system.



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The Important Book About the Earth – Big Book Text Option #2

Page 1The important thing about the Earth is it is made of materials that have distinct properties and provide resources for human activities.

The top layer of the earth is the Crust made of mostly soil and rocks.

Smaller rocks come from the breakage and weathering of larger rocks.

Second layer is the Mantle made of hot rocks and metals. Geologist believe the Core is made of a solid ball of metal.

But, the important thing about the Earth is it is made of materials that have distinct properties and provide resources for human activities.


Sedimentary rocks have many layers. They are formed under lakes and oceans. They are made by small pieces of plants, rocks, and dead animal

fossils over thousands of years. Scientists learn about the past history of Earth by studying fossils. Sandstone & limestone are examples of sedimentary rocks.



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The important thing about the Earth is it is made of materials that have distinct properties and provide resources for human activities.

The word metamorphic means “change”. Heat, time, and pressure of magma rock layers change rocks

into metamorphic rocks. Both Igneous and Sedimentary rocks can become

Metamorphic rocks. Granite rock changes to gneiss, Shale into slate, sandstone to

quartzite.



Igneous rocks are made from melted rocks called magma. Sometimes magma squeezes up between the layers of rock,

hardens, and forms underground. When magma comes to the surface it is called lava. Pumice and obsidian are examples of igneous rocks.


Rocks and Soil Level 2 CAFullerton School District/Adapted from Noshaba Afzal & Forest Grove School District Project GLAD 06/08

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The important thing about the Earth is it is made of materials that have distinct properties and provide resources for human activities.

When magma erupts from a volcano, it is called lava. During an eruption, lava, rocks, dirt and ash shoot in the air. Obsidian is a rock that forms when magma cools and

hardens. Native Americans used obsidian to make arrowheads and

tools.



Rocks are made from different physical properties and are composed of minerals.

Soil is made partly from weathered rock and partly from organic materials.

Soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plants.

Rocks, water, plants, and soil found on Earth, provide many resources including food, fuel, and building materials, that humans use.



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Rocks and SoilFolder

Name: _____________


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Information for Pictorial Input: Earth’s Layers and Types of Rocks

Earth’s layers:• crust

-3 to 5 miles thick under the ocean-25 miles thick beneath the continents-where earthquakes occur

• mantle-1,800 miles thick-composed of very hot, dense rock-temperature is 1600 to 4000 degrees near the bottom

• outer core-1,400 miles thick-made of very hot metals (nickel and iron) in a liquid state-temperature is 4000 to 9000 degrees

• inner core-800 miles thick-4,000 miles beneath the crust-temperatures are so great that the metals are squeezed together: 9000 degrees

Types of Rocks:• sedimentary rocks

-over millions of years the Earth’s surface is broken down and worn away by wind and water -these bits of earth settle at the bottom of lakes, rivers, and oceans-layer after layer is deposited on top of each other-slowly turns into rock from the pressure-layered rock

• igneous rock-formed from the cooling of molten rock-volacnic igneous rocks form from molten rock that has cooled quickly on or near the Earth’s surface-plutonic igneous rock form when molten rock cools slowly far beneath the Earth’s surface

• metamorphic rock-rocks that have ‘morphed’ or changed from being sedimentary or igneous rocks-these rocks are under intense heat and pressure, but they do not melt-deep beneath the Earth’s surface


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Rock Cycle Chart to be used with Pictorial Input:


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Narrative Input: Mary Anning

Introduction:Once upon a time, nearly 200 years ago, there was girl named Mary Anning who loved to collect fossils. She grew up in a small seaside town in southern England with her father, mother, and an older brother Joseph.

As a small girl, Mary hunted through the seaside cliffs by her town to find small fossils. She would sell these fossils to tourists to earn money for her family. Her favorite time to go looking for fossils was after a big storm. Huge, crashing waves always exposed more ancient fossilized creatures by eroding the limestone cliffs.

Digging in the Earth, dig it up fast!Fossils tell the story of our planet’s past.

It was Joseph who first discovered a giant fossil skull. 11 year-old Mary was sure there must be more, and sure enough, after a big storm, Mary discovered the whole body of the fossilized creature! It took a whole group of workmen to help remove the entire piece of cliff and move it back to town. This was no small feat; the skeleton was about 20 feet in length!

Mary was able to sell her 100 million year old fossil, the first of its kind, to a local man for 23 pounds - a lot of money in those days. The giant fossil was later to be named Ichthyosaurus, or “Fish Lizard,” by scientists.


As she grew up, Mary continued to make a living “fossilizing,” as she called it. When she was 21 years old, a small black and white dog found Mary digging along the shores. After following her home, Mary decided that she would keep her newfound friend. She named him Tray, and he helped her collect fossils, guarding them from people and seabirds.

Together, Tray and Mary found a huge sea serpent that lived over 200 million years ago called Plesiosaurus, or “lizard like.” They also discovered a giant flying reptile called the Pterodactyl, or “finger-winged,” which was 150 million years old. They were quite a fossilizing team!

Digging in the Earth, dig it up fast!Fossils tell the story of our planet’s past.Rocks and Soil Level 2 CAFullerton School District/Adapted from Noshaba Afzal & Forest Grove School District Project GLAD 06/08

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When Tray was very old, a terrible accident happened while he was digging on the cliffs with Mary. A chunk of eroded cliff broke away. Barely missing Mary, it killed Tray. It was a very sad time for Mary, for her best friend had died.

When Mary Anning died at the age of 47, scientists put up a plaque in her memory on the cliffs where she had hunted fossils for much of her life. She is still remembered fondly today as the “fossil woman.” Many of her fossil discoveries can be found in The British Museum today.


Adapted from: Mary Anning, the Fossil Hunter, by Dennis FradinPermission from Fullerton School District, S. Wren


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Narrative InputThe Adventures of Carla Calcite: The Rock Cycle

Adapted from Ranger Rick’s Naturescope Geology: The Active Earth

In the boot-shaped country of Italy stands what’s left of a marble statue of Minerva, the Roman goddess of wisdom. Down near Minerva’s foot, in the fold of her robe, is a small bit of mineral named Carla Calcite.

Carla wasn’t always a part of the marble statue. In fact, she’s been through a lot of changes in her lifetime. Where did she come from? How did she end up in a marble statue? To find the answers, we will have to travel back millions of years to a time when the world looked very different from the way it looks today.

Over millions of years the changes take place,Recycling the Earth at a snail’s slow pace.

If you went to northern Italy right now, you’d see a group of mountains called the Alps. But long ago in that very same spot there were no mountains at all. Instead, there was a great sea. Carla was around then, but she was not a part of a rock statue. She was part of a shell.

The shell Carla Calcite was part of was the shell of a tiny creature that had lived in the great sea. When the animal died, its shell settled on the bottom of the sea together with the shells of many other sea animals. The shell, and Carla, sat on the seafloor for thousands of years. As they sat there, layers of other shells and other sediment slowly piled on top of them.

All those layers were very heavy. The weight packed and squeezed Carla and other bits of minerals together. Chemicals in the seawater seeped into the tiny spaces around Carla, cementing them together. The pressure and cementing hardened the layers of shells Carla was in until it eventually turned into a rock called limestone. Millions of years passed by, and the layers continued to pile up.


During this time the Earth was changing, just as it always has. The masses of land that were north and south of the great sea were slowly moving toward each other like huge rafts. The movement crumpled the old sea bed Carla was in until all the rock layers in it, including Carla’s layer, were folded together like an accordion.

All of this folding caused mountains to form where the sea had been. The heat and pressure from forces inside the Earth gradually changed Carla’s limestone layer into a new kind of rock. Now Carla was part of a layer of rock called marble. After millions of years, Carla’s marble layer was pushed up until it was near the top of a huge hill.


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One day there was the clink clink sound of sharp tools chipping away at the hillside. Suddenly, a huge block of marble fell away from the hill. A group of men tugged and pulled as they hoisted the block up onto a cart. Carla was inside this block, and she was about to start a new journey.

The cart carried Carla and the marble block to a little town where a sculptor lived. He bought the block and began to chip away at it with his stone-cutting tools. As he sculpted, the shape of the goddess Minerva gradually took form. And that’s how Carla came to be in the fold of the robe near the foot of the marble statue.


But our story does not necessarily end there. For over a thousand years the sun beat down on Minerva and so did the rain. The rainwater dissolved small bits of the statue. Little by little, tiny bits of rock fell away from Minerva and were washed into a river close by.

One day Carla may wash into the river too. And eventually she may fall to the river bottom, becoming covered with layers of silt and rocks. The layers may slowly become cemented together. And it may only be a matter of time before Carla finds herself inside a layer of rock once more.



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Rocks and SoilPoetry Booklet

Name: _____________


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Rocks Here, Rocks ThereBy Noshaba Afzal

Rocks here, rocks there Rocks, rocks everywhere!

Persistent geologists digging,Smart scientists observing,Brave children exploring,And curious people comparing.

Rocks here, rocks thereRocks, rocks everywhere!

Rocks under rivers,Rocks around the deserts,Rocks in the caves,And rocks beneath the earth.

Rocks here, rocks there,Rocks, rocks, everywhere!Rocks! Rocks! Rocks!


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CLASSIFYING ROCKS IS COOL

(to the tune of “Twinkle, Twinkle Little Star”)by Tessa Williams

Classifying rocks is cool,Observation is the tool.Color, mass, texture too,Structure, size – all these clues!

Discover what your rock contains,You learn that minerals remain.


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IS THIS A ROCK? YES, MA’AM

By Laura Curry and Tessa Williams

Well, is this a rock? Yes, ma’am!Well, is this a rock? Yes, ma’am!Well, how do you know? It’s made of minerals.Well, how do you know? It’s hard and solid.

Well, can rocks be classified? Yes, you’re right!Well, how can they be sorted? Into three different types.Well, can you name them really quick? One is metamorphic.Are there more to discuss? Sedimentary and igneous.

Well, is obsidian igneous? Yes, ma’am!Well, how do you know? It’s lava from a volcano.Well, are other rocks igneous? Granite’s one I’ve found.Well, how is it formed? When magma cools underground.

Well, is limestone sedimentary? Yes, ma’am!Well, how is it formed? From many layers of shells and sand.And how is it used? For building splendid monuments.Is most rock sedimentary? Yes, it makes up the greatest per cent.

Well, what’s a metamorphic rock? It used to be one of the other two.And then by pressure or heat… It was changed through and through.And how does it change? By the movement of plates.What else makes it change? Temperature so great.Well, are rocks important? Yes, ma’am!All three of the types? Yes, ma’am!And why are they important? Some have a lot of worth.And the old crumbly pieces? They’re the soil of our

Earth.


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Rockin Rap By Kim Canterbury & Noshaba Afzal

Have you heard of the Rockin Rap?It’s real cool and has lots of facts!There are three different ways that rocks are formed,Listen up and you’ll be informed.

Igneous is the first you should know,It’s formed by magma when it’s cooled down below.Granite and basalt are a couple of names,Obsidian is glassy and pumice floats away!

The next kind of rock is Sedimentary,You can tell by the layers it carries.Limestone and sandstone to name a few,Coal, shale, and conglomerate too!

Now we come to the final one,It’s called Metamorphic - the changing one.Some rocks change into one named schist,Now listen to the others so they don’t get missed!Limestone to marble, granite to gneiss, Shale to slate, and quartz to quartzite!

You’ve heard the three, now name them all:Igneous! Sedimentary! Metamorphic!Now you know the Rockin Rap,And that’s a fact!


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I Can SpellBy Tessa Williams and Laura Curry

I can spell rock, r-o-c-k,I can spell soil, s-o-i-l,I can spell mass, m-a-s-s,But I can’t spell metamorphic.

I can spell heat, h-e-a-t,I can spell hard, h-a-r-d,I can spell cave, c-a-v-e,But I can’t spell metamorphic.

I can spell change, ch-a-n-g-e,I can spell stone, s-t-o-n-e,I can spell slate, s-l-a-t-e,But I can’t spell metamorphic.

Yes, I can! Yes, I can!M-e-t-a-m-o-r-p-h-i-c, METAMORPHIC!


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Rock Science BugalooBy Laura Curry and Tessa Williams

We’re rock scientists and we’re here to say,We study Earth’s secrets everyday.Sometimes we write a paper, sometimes we read a book,But mostly we just get on out and take a look.

Geologists, seismologists, paleontologists too,Doing the rock science bugaloo!

Over thousands of years plants and animals died,Leaving a sticky residue buried inside.Sandstone, shale, and fossils in the soil.Are all indicators that we might strike oil!


People look to me for what I predict,Study of plate movements is called tectonics!The friction of plates makes the ground shake,Otherwise known as an earthquake!


Investigating the Grand Canyon, what do I see?Millions of years of history!The rock layers show the evidenceOf ancient animals, plants and their environments.



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ROCKS AND SOIL ROCK(to the tune of “Jingle Bell Rock”)by Tessa Williams and Laura Curry

Rocks and soil, rocks and soil, rocks and soil rock,Forming on earth and forming in air.Sedimentary layers stuck together like glue,Igneous and metamorphic, too.

Rocks and soil, rocks and soil, rocks and soil rock,Forming on earth and forming in air.Crushing, exploding, and changing with heat,The three different types of rock sure are neat!

Rocks and soil, rocks and soil, rocks and soil rock,Forming on earth and forming in air.When wind and water wear the rocks away,Soil is the result of that erosion. Okay!

So anytime you go out for a walk, Look at the soil and look at the rocks.Remember they were there long before there were clocks!That’s the rocks and soil rock!


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Geology Cadence

We just know what we’ve been told,Geology’s as good as gold!Rocks and soil and minerals too,Classified for me and you!

Sound off – Sedimentary!Sound off – Metamorphic!Sound off, 1, 2, 3, 4 – Igneous!

Weathering breaks those rocks down,Erosion carries them around.Soil comes from this process here,Good for us, let’s give a cheer!

Sound off – Weathering!Sound off – Erosion!Sound off, 1, 2, 3, 4 – Make soil!

Fossils teach about the past,Animals, plants – in stone they’re cast.Rocks from other planets too,Always finding something new.

Sound off – Fossils!Sound off – Planets!Sound off – 1, 2, 3, 4 – Dig deep!

We use rocks for many things,Buildings, roads, and diamond rings!Medicine and gemstones too,Collecting rocks is fun, it’s true!

Sound off – Useful!Sound off – Helpful!Sound off, 1, 2, 3, 4 – They rock! S. Wren


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Name______________________________________

HOME/SCHOOL CONNECTION #1Retell the Carla Calcite story you heard in class to your parents.Illustrate the story below.

Comments: ___________________________________________________

_____________________________________________________________

Parent Signature: _______________________________________________


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Name______________________________

HOME/SCHOOL CONNECTION #2Find an object at home that is made from some type of rock. Sketch a picture of the object below. GEOLOGIST BONUS: Try to identify the name of the rock used to make that object and tell how that rock was formed.

Comments:____________________________________________________

Parent signature ________________________________________________


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Name______________________________

HOME/SCHOOL CONNECTION #3Look around your home, yard, or neighborhood. Be sure to have an adult with you if you look around your neighborhood. Look for examples of weathering and erosion. Draw pictures of what you find below.

Comments:____________________________________________________



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Name______________________________

HOME/SCHOOL CONNECTION #4Retell the Mary Anning story you heard in class to your parents.Illustrate the story below.

Comments:____________________________________________________



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Nombre______________________________________

CONECCION ENTRE LA ESCUELA Y LA CASA #1Cuéntale la historia de Carla Calcite que escuchastes en clase a tus padres.Ilustra la historia.

Comentarios:__________________________________________________

Firma del padre: _______________________________________________


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Nombre______________________________

CONECCION ENTRE LA ESCUELA Y LA CASA #2Busca en tu casa algún objeto que este hecho de algun tipo de piedra. Dibuja el objeto en el espacio de abajo. BONO EXTRA: Trata de identficar el nombre de la piedra y escribe como esa piedra fue formada

Comentarios:__________________________________________________

Firma del padre: _______________________________________________


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Nombre______________________________

CONECCION ENTRE LA ESCUELA Y LA CASA #3Mira alrededor de tu casa, patio y barrio. Asegúrate de tener a un adulto contigo si es que estas mirando alrededor de tu barrio. Trata de observar ejemplos de desgaste y erosión. Dibuja lo que haz visto en el espacio de abajo.

Comentarios:__________________________________________________

Firma del padre:________________________________________________


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Nombre______________________________

CONNECCION ENTRE LA ESCUELA Y CASA #4Cuéntale la histora de Mary Anning que escuchastes en clase a tus padres. Ilustra la historia en el espacio de abajo.

Comentarios:__________________________________________________

Firma del Padre:________________________________________________


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EXPERT GROUP # 1Marble

Marble is a metamorphic rock. ‘Morph’ means change. Rocks can change their form when they turn into new rocks called metamorphic rocks. Most rocks are very hard, so it takes a lot of heat, pressure, and time for a rock to change into a new rock.

Limestone is a bumpy sedimentary rock with visible fossils or shells. When it is put under tremendous heat and pressure, over time is becomes a new rock called marble.

Marble comes in many colors and shades such as blue, green, pink, purple, and white. Marble usually has darker colored bands or lines and is embedded with quartzite. It is very beautiful when polished. It is used for tiles, monuments, tables and decorations of all types.


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EXPERT GROUP # 2Sandstone

Sandstone is a sedimentary rock. It is formed when sediments are carried by rushing water settle gently at the bottom of rivers, lakes, and oceans. These sediments of dead animals and plant life form into thick layers over many, many years.

Under the heavy weight and extreme pressure of many layers above, the bottom layers fuse together and form sedimentary rocks. Sandstone is formed from layers of sand.

Sandstone feels gritty. It is not a very hard rock and breaks apart easily. It is used to decorate gardens. Sandstone is also broken down to make cement compounds.


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EXPERT GROUP # 3Petrified Wood

Over 225 million years ago a large basin area with lush landscape, various flora, and many rives and streams flowed through the lowlands. Arizona, New Mexico, and Utah were located near the equator and the environment was more tropical and humid.

Over time trees died and the rivers carried the trees into the lowlands. The trees were buried in layers of mud, sand, or volcanic ash. Then water seeped through the layers.

Minerals in the water took place of the wood. The trees became solid stone, but their shape remained the same. That is why the petrified wood looks like real wood. The color of the petrified wood reveals the minerals that were involved creating a rainbow of colors, or lack of, within the petrified material.


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EXPERT GROUP # 4Geodes

A geode is a very unusual rock. When this type of rock formed over many, many years, liquids and gases were trapped inside and formed special shapes called crystals. Geologist do not classify geodes under any of the 3 types of rocks because none of their definitions fit.

When a geode is split open, a hollow center partly filled with beautiful mineral crystals can be seen. These crystals come in all colors and sometimes multicolored. The outer side of a geode is plain grey color. It is usually round or oval shape.

Geodes are found in many parts of the world. They are mainly used for decoration pieces and jewelry. Depending on the size, shape and color of crystals, geodes can be very expensive.


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PROCESS GRIDNAME OF ROCK

TYPE OF ROCK/HOW IT IS FORMED

CHARACTERISTICS HOW IT IS USED FACTS WE THINK ARE INTERESTING

GRANITE

MARBLE

SANDSTONE

PETRIFIED WOOD

GEODES


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Found Poetry Text

Source: http://library.thinkquest.org/J002289/cycle.htm

l


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