Earth’s Solid Membrane Soil
Grades 4-6
I would present information to my class using the activities, standards, learning goals, and resources below:
Materials needed:
Magnifying lenses
White Paper
Samples of soil from different places
Glass jar
Sheets of newspaper
Science journals
Learning Goals:
Appreciate the complex nature of soil and soil formation
Comprehend soil’s place in Earth’s structure
National Science Education Standards
• Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, for growing the plants as we use food. Earth materials provide many of the resources that humans use.
• Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply.
• Landforms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion.
• Rock is composed of different combinations of minerals. Smaller rocks come from the breakage and weathering of bedrock and large rocks. Soil is made partly from weathered rock, and partly from plant remains and also contains many living organisms.
Brief Overview of the Lesson
I would begin the lesson , with a whole group discussion: What is soil? Are all soils the same?
I would divide the class into small groups and provide the students with samples of soils from various locations. Ask each group to make the following observations about their soil sample. Is the sample rocky, sandy or muddy? Using magnifying lenses ask students to determine if their sample has bits of organic matter? Living organisms? Can they find grains of sand?
Using their science journals the students will then record their soil data. They will also record their hypotheses and conclusions in the journal.
In addition, I would complete the concept mapping activity suggested in the Course Guide. I would develop the concept map around the question, “What is soil?”
I would use the following resources to extend the lesson:
http://nap.edu/
http://www.nsta.org
http://uwf.edu
Vocabulary:
• Soil components
• Chemical weathering
• soil formation
• Organic matter
• Physical weathering
• Soil horizons
Monday, February 20, 2012
Wednesday, February 1, 2012
Every Rock Tells A Story
This entry is an assignment from a professional development course.
Session 2 - Every Rock Tells a Story
The following materials and information will be needed to introduce students to sedimentary rocks and fossils. This activity will help students to understand the information they can obtain from observing fossils and layered rocks.
Learning goals: Describe the stories that fossils and layered rocks tell.
Purpose - To have students understand how limestone is formed.
To have students understand how sandstone and shale are formed.
To have students observe fossils and understand how fossil imprints are made.
National Science Education Standard
Fossils provide important evidence of how life and environmental conditions have changed.
Materials needed:
A sample of limestone
Vinegar
Sandstone
Shale
Jars
Sand
Clay or mud
Magnifying lenses
Water
Journals
Samples of fossils or pictures of fossils
Clay
Small shells
Leaves, flowers or twigs
Introduction
Explain to students that limestone is a main component of cement. It also produces lime when it is burned and lime is one of the major components of glass and mortar. The students will learn that not all sedimentary rocks are made of particles of eroded rock. Limestone is made of bits of shell fragments of millions of tiny sea animals. Layers of powdered skeletons and shell fragments settle on the bottom of the sea. The weight of the first layers press the shell fragments into solid rocks.
Experiment - The students will test a sample of limestone to see if it is made of calcite. They will place of few drops of vinegar to the limestone. Does it bubble of fizz ? If the answer is yes limestone is present.
Conclusion - Tell the students that shellfish take calcite from the sea water and use it to build their shells and coral polyps use calcite to build coral reefs. Since limestone is built from bits of shells and corals, it is almost entirely calcite.
Activity # 2
Explain to students how sedimentary rocks are formed. As you discuss the way that sediments of eroded rock are carried by water and deposited at the bottom of the sea or in river beds, show students the jar with layers of sand and clay. The students will need to imagine layers and layers of sediments accumulating under the ocean for millions of years until the weight of the top layers presses the lower layers into hard sedimentary rocks.
Observation - Recording of Data -Ask students to identify the layers in the jar. They will write their observations in a journal . They will also illustrate and label the layers of sediment. The students should identify layers of sand and clay in the jar. Then show the students sandstone and shale and ask them to identify them. The students will examine the shale and sandstone with a magnifying glass.
Note: For this activity the teacher will place layers of sand, clay or mud in a jar. Alternate layers until the jar is two- thirds full. Add water to the jar, let the water settle for a day or two.
Activity # 3
Let students observe samples of fossils or pictures of fossils. Students will determine if the fossil is the remains of an animal or plant . Also, they will determine if the fossil is an imprint or an impression ? Discuss with students that fossils were formed thousands and millions of years ago.
The students will make imprints in the clay by gently pressing the objects provided into the flattened clay. The students will then write in their journals what would happen if the imprints were left left in soft clay or mud at the bottom of the lake. What would have to happen to make a fossil.
Vocabulary: sedimentary rocks, metamorphic rocks, igneous rocks, shale, sandstone, imprints, fossils, layered rocks, erosion, limestone, calcite, coral
Session 2 - Every Rock Tells a Story
The following materials and information will be needed to introduce students to sedimentary rocks and fossils. This activity will help students to understand the information they can obtain from observing fossils and layered rocks.
Learning goals: Describe the stories that fossils and layered rocks tell.
Purpose - To have students understand how limestone is formed.
To have students understand how sandstone and shale are formed.
To have students observe fossils and understand how fossil imprints are made.
National Science Education Standard
Fossils provide important evidence of how life and environmental conditions have changed.
Materials needed:
A sample of limestone
Vinegar
Sandstone
Shale
Jars
Sand
Clay or mud
Magnifying lenses
Water
Journals
Samples of fossils or pictures of fossils
Clay
Small shells
Leaves, flowers or twigs
Introduction
Explain to students that limestone is a main component of cement. It also produces lime when it is burned and lime is one of the major components of glass and mortar. The students will learn that not all sedimentary rocks are made of particles of eroded rock. Limestone is made of bits of shell fragments of millions of tiny sea animals. Layers of powdered skeletons and shell fragments settle on the bottom of the sea. The weight of the first layers press the shell fragments into solid rocks.
Experiment - The students will test a sample of limestone to see if it is made of calcite. They will place of few drops of vinegar to the limestone. Does it bubble of fizz ? If the answer is yes limestone is present.
Conclusion - Tell the students that shellfish take calcite from the sea water and use it to build their shells and coral polyps use calcite to build coral reefs. Since limestone is built from bits of shells and corals, it is almost entirely calcite.
Activity # 2
Explain to students how sedimentary rocks are formed. As you discuss the way that sediments of eroded rock are carried by water and deposited at the bottom of the sea or in river beds, show students the jar with layers of sand and clay. The students will need to imagine layers and layers of sediments accumulating under the ocean for millions of years until the weight of the top layers presses the lower layers into hard sedimentary rocks.
Observation - Recording of Data -Ask students to identify the layers in the jar. They will write their observations in a journal . They will also illustrate and label the layers of sediment. The students should identify layers of sand and clay in the jar. Then show the students sandstone and shale and ask them to identify them. The students will examine the shale and sandstone with a magnifying glass.
Note: For this activity the teacher will place layers of sand, clay or mud in a jar. Alternate layers until the jar is two- thirds full. Add water to the jar, let the water settle for a day or two.
Activity # 3
Let students observe samples of fossils or pictures of fossils. Students will determine if the fossil is the remains of an animal or plant . Also, they will determine if the fossil is an imprint or an impression ? Discuss with students that fossils were formed thousands and millions of years ago.
The students will make imprints in the clay by gently pressing the objects provided into the flattened clay. The students will then write in their journals what would happen if the imprints were left left in soft clay or mud at the bottom of the lake. What would have to happen to make a fossil.
Vocabulary: sedimentary rocks, metamorphic rocks, igneous rocks, shale, sandstone, imprints, fossils, layered rocks, erosion, limestone, calcite, coral
Friday, December 30, 2011
Happy New Year !
I would like to wish you an early Happy New Year ! I was very busy last semester. I started a new part time job. I took two courses at a community college and did not post often to the blog. I will post more often this semester.
Saturday, September 17, 2011
WEBQUEST
Webquest : Colonial America... Please click on the links below to navigate to that section of the Webquest. A WebQuest for 4th Grade Designed by {Gabriella Robinson}Email address: grobinson@greenville.k12.sc.us Original webquest template
Please leave this credit line in your webquest so that others can find the original template. Thanks! design by Dan Schellenberg using valid XHTML and CSS. Task2 Introduction This webquest will allow you to take a virtual journey to the time of Colonial America. You will explore Jamestown, Virginia and Colonial South Carolina during this activity. Please read all of the directions carefully and work independently. You may consult with the other students in your group. But do not seek help from your teacher or students who are not working in your group. Your teacher will monitor your group and assist and evaluate your while you work on this activity. Good Luck!
Essential Questions to Answer During This Activity:
Compare your family to a family in Colonial America. How is your family the same? How is your family different ? Original webquest template design by Dan Schellenberg using valid XHTML and CS Task3 Colonial America Task Visit the website below and identify contemporary ideas about the New World and leadership.
http://www.virtualjamestown.org/
1. Identify origins, compositions and goals of the Virginia Company. Task4 Visit this link while you are at the site.
http://www.teachingushistory.org/lessons/pdfs_and_docs/documents/LessonPlanSoutheasternNativeAmericansLifestyles.html
Follow the directions at this link. Task5 Process Grouping Time:
The teacher will assign you to groups. Assignment Time In your new groups each member will have a topic to explore on the internet. The topics are
Family Life
School
Clothing
Games
Computer Time
Once you have your job –visit the two websites above to learn more about your topic.
Presentation Time Task6 Your group will present the information from your research to the class. Task7 Evaluation
Visit the website
http://www.knowitall.org/index.cfm
Click on the link Colonial Dorchester Webquest. Introduction
Task
Process
Evaluation
Teachers:
Visit www.classwiki45.wikispaces.com in order to see this webquest in a webquest format. Visit the webquest page at this site. In order to publish I had to publish using HTML.
Please leave this credit line in your webquest so that others can find the original template. Thanks! design by Dan Schellenberg using valid XHTML and CSS. Task2 Introduction This webquest will allow you to take a virtual journey to the time of Colonial America. You will explore Jamestown, Virginia and Colonial South Carolina during this activity. Please read all of the directions carefully and work independently. You may consult with the other students in your group. But do not seek help from your teacher or students who are not working in your group. Your teacher will monitor your group and assist and evaluate your while you work on this activity. Good Luck!
Essential Questions to Answer During This Activity:
Compare your family to a family in Colonial America. How is your family the same? How is your family different ? Original webquest template design by Dan Schellenberg using valid XHTML and CS Task3 Colonial America Task Visit the website below and identify contemporary ideas about the New World and leadership.
http://www.virtualjamestown.org/
1. Identify origins, compositions and goals of the Virginia Company. Task4 Visit this link while you are at the site.
http://www.teachingushistory.org/lessons/pdfs_and_docs/documents/LessonPlanSoutheasternNativeAmericansLifestyles.html
Follow the directions at this link. Task5 Process Grouping Time:
The teacher will assign you to groups. Assignment Time In your new groups each member will have a topic to explore on the internet. The topics are
Family Life
School
Clothing
Games
Computer Time
Once you have your job –visit the two websites above to learn more about your topic.
Presentation Time Task6 Your group will present the information from your research to the class. Task7 Evaluation
| The students will be evaluated using the rubric below Teacher: Name: _____________________ |
http://www.knowitall.org/index.cfm
Click on the link Colonial Dorchester Webquest. Introduction
Task
Process
Evaluation
Teachers:
Visit www.classwiki45.wikispaces.com in order to see this webquest in a webquest format. Visit the webquest page at this site. In order to publish I had to publish using HTML.
Sunday, September 11, 2011
24/7 Technology Workshop
Professional Development Session
Produced by SCET/ITV in ETV Streamline SC
24/7 - Best Practices and Resources, January 2009
Gabriella Robinson
Glogs in the Elementary Classroom
August 19, 2011
Introduction of the Lesson
This lesson has been written for the “24/7” SC ETV Streamline SC, Best Practices and Resources. In this lesson, the students will create an online virtual poster at http://edu.glogster.com/what-is-glogster-edu . The students will learn how to use multimedia and how to create an interactive by using Glogster. During this lesson, the students will research our Solar System. Their final projects will be a Glog based on their research on the Solar System.
The Teacher will use NASA Images to introduce the students to the unit. The teacher will ask a series of questions to determine the student’s familiarity with the information to be covered in the unit. The teacher will then show the students the learning centers. The teacher will introduce the students to the books, videos, and posters that will help them to gather information about the planets. The teacher will also show the students the computer and a list of internet sites to visit to look for information.
The students will watch the DVD, The Story of the Solar System.
SC Curriculum Standards for 4th Grade Science
4-1 Understanding of Scientific Inquiry-understands the nature of scientific knowledge.
4-2 The Universe and the Solar System, Earth and Space Science-Understands the composition and structure of the universe and the Earth’s place in it.
4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system.
4-3.1- Recall that Earth is one of many planets in the solar system that orbit the Sun.
4-3.2– Explain how the Sun affects Earth.
4-3.4-Explain how the tilt of Earth’s axis and the revolution around the Sun results in the seasons of the year.
4-3.5- Explain how the rotation of Earth results in day and night.
SC Technology Standards for 4th Grade
Basic operations and concepts (Students demonstrate a sound understanding of the nature and operations of technology systems).
Technology Research Tools (Students use technology to locate, evaluate and collect information from a variety of sources).
INSTRUCTION
Goals: The students will:
· Demonstrate an understanding of the Sun and the planets in our solar system.
· Develop an understanding of earth in the solar system.
· Identify the smaller celestial bodies found in space.
· Be able to describe in detail the characteristics of the planets, sun and stars of our solar system.
· Develop an understanding of the history, size and elements of the solar system.
Description: This is a lesson on the Solar System. Students will learn about the Solar System. Specifically, they will discuss what kinds of objects orbit the sun? What are the smaller celestial bodies found in space? In this lesspm, the students will learn the characteristics of each planet, the sun and stars. The students discuss the size, distance, and features of each planet .
Teacher Strategies:
The teacher will:
Visual Aids- The teacher will provide students with Posters, Wall Charts and Bulletin Boards , photos and images of our solar system.
The teacher will place a model of the solar system in the Learning Center for this unit.
Cooperative Groups- The teacher will have students work in groups of 4-5 to research materials online ,as well as in the school library, for this unit.
Class Discussion – The teacher will have the students to read an article from NASA and conduct a class discussion using the questions associated with the reading to clarify student understanding and expand on the information provided.
A Content Reading Selection- The teacher will discuss the meaning of unfamiliar vocabulary words prior to have students read this selection.
An Engagement Activity- The teacher will propose a question, such as ‘Why do you think scientist would want to send a spacecraft to Pluto?” The teacher will have students read the NASA article, “Pluto is No Longer A Planet”.
Online Activities- The teacher will have the students to engage in online activities and to will provide them with a list of websites to conduct their online research.
In addition, each student will create a virtual poster at http://edu.glogster.com/what-is-glogster-edu .
Materials:
Internet, Informational Books, NASA Handouts, Model of the Solar System, Charts, Posters, Graphs, Graphic Organizers, Video ( The Story of Our Solar System) Computer, Internet Access, Telescopes, NASA Images and Handouts, Evaluation Worksheets for Glogs, SMART Board.
The students will need to be aware of the materials available. Also, the class will need a planned trip to the media center. Students will also need to read books on their planet or other research topics.
Introduction of the Unit
The Teacher will use NASA Images to introduce the students to the unit. The teacher will ask a series of questions to determine the student’s familiarity with the information to be covered in the unit. The teacher will then show the students the learning centers. The teacher will introduce the students to the books, videos, and posters that will help them to gather information about the planets. The teacher will also show the students the computer and a list of internet sites to visit to look for information.
The students will watch the DVD, The Story of the Solar System. The children will participate in discussion activities. During this unit, the learners will then participate in small group activities in which they make virtual posters. At the conclusion of research activities, students will give a 5 minute presentation with their virtual posters to the rest of the class.
Research Activities
The students will work in groups: Group 1- Mercury, Group 2-Venus, Group 3- Mars, Group 4- Jupiter, Group 5 – Saturn, Group 6- Uranus, Group 7- Neptune and Group 8- Pluto (Dwarf Planet)
- The students will be assigned to groups to research planets. Some groups may chose to also research other celestial bodies.
- The students will find interesting facts about their planets and begin to work on their posters.
- The students will generate a list of questions to which they will like to find the answer. ( Scientific inquiry)
- The students will use encyclopedias, magazines, and astronomy texts to research this project.
- The students will also use these websites to research the project: www.nasa.gov
www.solarviews.com, www.planetary.org, , www.wikipedia.org, www.wikibooks.org., www.enchantedlearning.com/calendar/solarsystem, www.enchantedlearning.com/subjects/astronomy,
Online Activities- Class 6
Groups - 6,7, and 8 will complete these activities
Dur ing this class all groups will conduct activities on the computers.
Groups will rotate using the computers in 20 minutes intervals.
While other groups are using the computers students will read library books.
The students will view/listen to videos and podcasts , photo galleries at the following sites :
The students will be encouraged to visit www.wikepdia.org, and www.wikibooks.org and to leave comments.(leaving comments is optional)
Glogs
Each student will complete his or her research activities. The students will then create virtual posters which use videos, images, drawings, text or other tools to create an interactive. The students will then evaluate their fellow students Glogs as they evaluate the Glogs of the students in their groups .
Below are examples of Glogs the students can use as models:
These tutorials and videos will also be helpful to you:
Suggested Books to Read:
The Star Witness
The Kingfisher Young People’s Book of Space
The Universe by Seymour Simon
Galaxies by Seymour Simon
Visual Dictionary of the Universe
The New York Public Library Amazing Space: A Book of Answers for Kids
Assessment:
The final assessment will be based on this criteria:
Students were highly engaged in class discussion; worked well in their research groups;
produced colorful and creative Glogs, viewed other Glogs.
Below a sample rubric for multimedia assessment can be found at http://www.4teachers.org/
Multimedia Project Rubric | |||||
by Dan Senstock, Winner Multimedia Mania, Middle Grades Division | |||||
Evaluator: | Project Name: | ||||
Students: | |||||
Preliminary Work | Inc. | Poor | Avg. | Good | Excellent |
Students completed storyboards prior to computer creation. | 1 | 3 | 5 | 7 | 10 |
Students used primary and secondary research which included factual and interesting information. | 1 | 3 | 5 | 7 | 10 |
Students included a minimum of _____ different resources. | 1 | 3 | 5 | 7 | 10 |
Students created a running bibliography. | 1 | 3 | 5 | 7 | 10 |
Students asked for permission of any copyrighted material. | 1 | 3 | 5 | 7 | 10 |
Students focused topic into workable subtopics. | 1 | 3 | 5 | 7 | 10 |
Design | |||||
Students showed evidence presentation synthesis. | 1 | 3 | 5 | 7 | 10 |
Stack contains all elements. . .text, graphics, sound, video, animation | 1 | 3 | 5 | 7 | 10 |
Stack contains all presentation elements. . .introduction body, conclusion. | 1 | 3 | 5 | 7 | 10 |
Students show design elements. . .contrast between text and background, graphics, video are not obtrusive and enhance the presentation. | 1 | 3 | 5 | 7 | 10 |
Multimedia elements are visible, adequate font choices, color schemes, sizes and styles are appropriate. | 1 | 3 | 5 | 7 | 10 |
Navigation is easy and understandable. | 1 | 3 | 5 | 7 | 10 |
Content | |||||
Information is relevant and interesting | 1 | 3 | 5 | 7 | 10 |
Students have used creativity in the design. | 1 | 3 | 5 | 7 | 10 |
Students have used correct punctuation, complete sentences, grammar and spelling. | 1 | 3 | 5 | 7 | 10 |
Students showed complete understanding of presented material. | 1 | 3 | 5 | 7 | 10 |
Students used knowledge of file size manipulation to control the size of the presentation. | 1 | 3 | 5 | 7 | 10 |
Students have labeled necessary video, graphics, maps for further understanding. | 1 | 3 | 5 | 7 | 10 |
Students have used a majority of original artwork, animations, video, graphics, sounds etc. | 1 | 3 | 5 | 7 | 10 |
Presentation | |||||
The presentation is fluent from beginning to end. | 1 | 3 | 5 | 7 | 10 |
Students understand presentation media such as LCD panels, projectors, sound equipment, video equipment, etc. | 1 | 3 | 5 | 7 | 10 |
Students prepared and checked equipment prior to | 1 | 3 | 5 | 7 | 10 |
Overall synthesis of the presentation. | 1 | 3 | 5 | 7 | 10 |
Total: ________ | |||||
Last Updated on 8/31/98
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