Michigan Science Benchmark Clarification, Instruction, and Assessment

Benchmark Clarification
The Earth’s surface is made of many different materials, such as minerals, rocks, boulders, gravel, sand, clay, and soil.

Students will:

• Classify many types of materials
• Recognize and locate where these materials can be found locally

Key Concepts (voc.)/Tools

Materials:

• mineral
• rock
• boulder
• gravel
• sand
• clay
• soil

Tools:

• hand lens

Real-World Context
Samples of natural Earth materials:

• rocks
• sand
• soil
• minerals

Instructional Example SCI.V.1.E.2

Benchmark Question: What is the Earth’s surface like_
Focus Question: How would you recognize the different natural materials found on the Earth’s surface_

The teacher will give students samples of each of the materials found in the Key Concepts

Students will study the samples using various science processes and tools such as a hand lens, balance, and ruler. During their observations, students will discuss questions about rocks, minerals, and soil (including gravel and sand) such as:

• What does it look like_
• What does it feel like_
• How is it like the others_
• How is it unlike the others_
• Where would you find this locally or in the state_
• How would you use it_

Students will record their observations in a data table.
Small groups of students will write their observations using the answers to the questions.

Constructing: SCI.I.1.E.1, SCI.I.1.E.2, SCI.I.1.E.3, SCI.I.1.E.4

Reflecting: SCI.II.1.E.1, SCI.II.1.E.5

Resources/References:

Webliography.
http://mtn.merit.edu/mcf/SCI.V.1.E.2.html

Collecting Rocks: “Describes the origin of major rock types and how rocks can provide clues to the Earth's history. Includes suggestions for starting a rock collection, identifying specimens, and housing such a collection.”
http://pubs.usgs.gov/gip/collect1/collectgip.html

National Resources Conservation Service Educational Resources: an introduction for K-6 level students answering basic questions about the physical, chemical, and biological properties of soil with a special emphasis on soil conservation.
http://www.nhq.nrcs.usda.gov/CCS/squirm/skQ13.html

Nasa's Soil Science Education Page: "This page contains a lot of new, exciting, fun and informative material on the soil."
http://ltpwww.gsfc.nasa.gov/globe/index.htm

Bains, Rae, 1985, ROCKS AND MINERALS: Mahwah, New Jersey, Troll (Venture into Reading Series), 32 p.
Cole, Joanna. Magic School Bus: Inside The Earth. Scholastic, 1989.
Gans, Roma. Let’s Go Rock Collecting. Harper, 1997.
How Would You Use It_ (link to V.1.E.5).
Ostlund, Karen. Science Process Skills. NSTA, 1992.
VanCleave, Janice. Janice VanCleave’s Rocks & Minerals. Wiley, 1999.
Wooley, Allan. Rocks & Minerals. Usbourne, 2001.

Classroom Assessment Example SCI.V.1.E.2
The teacher will give students Earth materials and a hand lens. Each student will identify the Earth materials by sorting the samples into pre-labeled containers.

(Give students rubric before activity.)

Scoring of Classroom Assessment Example SCI.V.1.E.2

Benchmark Clarification
Water, wind, gravity, and glaciers cause many changes in the Earth’s surface.

Students will:

• Recognize evidence that forces such as water, wind, gravity, and glaciers erode the Earth’s surface
• Describe how volcanoes, earthquakes, and glaciers change the Earth’s surface

Key Concepts (voc.)
Causes of changes:

• volcanoes
• earthquakes
• erosion (water, wind, gravity, glaciers)

• valleys
• hills
• lakes
• widened rivers
• mountains
• cracks
• movement of Earth materials such as boulders, gravel, sand, clay

Real-World Context

Examples around the school where erosion has occurred:

• gullies formed in down-hill gravel areas
• cracks in htmlhalt

Examples beyond the school where changes have occurred:

• volcanic mountains
• shorelines
• landslides
• sand dunes
• slopes
• river valleys

Instructional Example SCI.V.1.E.3

Benchmark Question: How do the Earth’s features change over time_
Focus Question: How does water erosion change the Earth’s surface over time_

The teacher will pose the focus question and facilitate a discussion to assess the students’ prior knowledge.

Students will create their own models of a hill using Earth materials (boulders, gravel, sand, clay). Students will describe their models in writing, orally, or in a labeled drawing. Using a cup with small holes in the bottom, students then will pour water, one cup at a time, to simulate a rainstorm. After each cup, students will describe the changes in their models and the process (erosion) that causes these changes. In this way, students will demonstrate how the process of erosion, caused by moving water, changes the Earth’s surface.

Students will discuss the changes that occur due to the process of erosion.

Students will predict the effects on their model if a heavy rainfall occurs over many days. The teacher will correct any misconceptions. (List some possible misconceptions that students might have like weathering and erosion being synonymous. Weathering breaks down the material IN PLACE whereas erosion involves the TRANSPORT of material away from the original site)

Results of erosion:

• gullies
• movement of Earth material
• lakes
• rivers/streams
• hills
• valleys

Constructing: SCI.I.1.E.1, SCI.I.1.E.4, SCI.I.1.E.5

Reflecting: SCI.II.1.E.1, SCI.II.1.E.4

Resources/References:

Webliography.
http://mtn.merit.edu/mcf/SCI.V.1.E.3.html

Images of River Landforms
http://daac.gsfc.nasa.gov/DAAC_DOCS/geomorphology/GEO_4/GEO_CHAPTER_4_TABLE.HTML

Images of Weathering
http://www.geo.duke.edu/geo41/wea.htm

All Along a River created by high school students, this site uses animation to portray river erosion, volume, transportation, and velocity.
http://www.thinkquest.org/library/lib/site_sum_outside.html_tname=28022&url=28022/body.html

Cole, Joanna. Magic School Bus- Blows Its Top: A Book About Volcanoes. Scholastic, 1996.

Cole, Joanna. Magic Schools Bus- Inside the Earth. Scholastic, 1989.

Erosion.
http://encarta.msn.com/

Classroom Assessment Example SCI.V.1.E.3

The teacher will give students the following scenario:
In the spring, road construction began on the highway near Jose's house. Jose observed a cone-shaped pile of soil approximately six feet tall left by the construction crew. A heavy rain occurred lasting two days. After the rain, Jose noticed the pile had changed.

Each student will write a paragraph describing the cause and effect of changes in a pile of soil after a heavy rainstorm. Students will describe at least three changes Jose observed, including the process (erosion). Students should refer to the Real-World Context in this benchmark in their answers.

(Give students rubric before activity.)

Scoring of Classroom Assessment Example SCI.V.1.E.3

Benchmark Clarification
The history of the Earth can be explained by examining rocks and fossils. The bottom layer of rock is usually the oldest.

Students will:

• Explain how fossils are a record of the existence of plants and animals
• Interpret how the layers of rocks explain the age of the Earth

Key Concepts (voc.)

• fossils
• extinct plants and animals
• ages of fossils
• rock layers

See SCI.III.4.E.1

Real-World Context

• fossils found in gravel, mines, and quarries
• beaches (Petoskey stones)
• museum displays
• Michigan examples of layered rocks
• specific examples of extinct plants and animals such as dinosaurs

Instructional Example SCI.V.1.E.4

Benchmark Question: How are rocks and fossils used to understand the history of the Earth_
Focus Question: How do different layers of the Earth represent the history of the Earth_

The teacher will pose the focus question to the class to introduce the lesson. Then students in small groups will fill a grocery bag with daily collections of classroom scraps and shredded colored paper. This collection will be created over a period of time.

Each time period is designated by the use of different colored shredded paper. (At least two different colors should be used.) After the collection period, each group will cut a wide strip down one side of the bag, showing a window revealing all layers. Measuring the height of the bag in centimeters, students will cut a strip of paper equal to the height of the bag and will measure and record the contents of each layer. Based on the students' data, the group will determine the events that occurred during the different time periods. The students will identify that the bottom layer represents the oldest layer.

Constructing: SCI.I.1E.1, SCI.I.1.E.2, SCI.I.1.E.6
Reflecting: SCI.II.1.E.1

Resources/References:

Webliography.
http://mtn.merit.edu/mcf/SCI.V.1.E.4.html

Fossils, Rocks, and Time—This 24-page free booklet explains the basics of how fossils are used in establishing time sequence in geology. 94-0054
http://pubs.usgs.gov/gip/fossils/

Michigan Stratigraphy (rock layers): The Michigan Department of Environmental Quality (DEQ) archives a number of maps dealing with Michigans stratigraphy.
http://www.deq.state.mi.us/gsd/freepaga.html#TOP

Dinosaurs Fact and Fiction: "contains answers to some frequently asked questions about dinosaurs, with current ideas and evidence to correct some long-lived popular misconceptions."
http://pubs.usgs.gov/gip/dinosaurs/

Geological Time Machine: The University of California at Berkeley Museum of Paleontology offers the easily navigable Geological Time Machine with sections on stratigraphy with information about deposition, nomenclature, and strata identification; ancient life with an overview of major biological events, including origin and extinction of important groups; localities with resources about particular fossil localities, and tectonics which discusses continental migrations, changes in global circulation, and climate change. This site also offers links to K-12 educational resources and museum exhibits.
http://www.ucmp.berkeley.edu/help/timeform.html

Kittinger, Jo. Stories in Stone: The World of Animal Fossils. Watts, 1999.
Manning, Mick. What’s Under The Bed_ Watts, 1998.

Classroom Assessment Example SCI.V.1.E.4

Students will construct a labeled graphic representation of each shredded paper time period that identifies and labels the time periods. The graphic representation should visually demonstrate different lengths of time.

(Give students rubric before activity.)

Scoring of Classroom Assessment Example V.1.E.4

Benchmark Clarification
Materials taken from the Earth are used in our daily lives:

• oil into gasoline
• oil into plastics
• sand into glass
• metallic ores into metal
• gravel into concrete and htmlhalt
• coal burned for electricity
• uranium for nuclear power
• water for drinking, cleaning, and cooling

Students will:

• Describe some of the uses of materials taken from the Earth

Key Concepts (voc.)

• transportation
• building materials
• energy
• water

See (link to SCI.V.2.E.3).

Real-World Context

Examples of uses of Earth materials:

• gravel into concrete for walls
• gypsum into drywall
• sand into glass for windows
• road salt
• ores into metal for chairs
• oil into gasoline for cars
• coal burned to produce electricity
• water for hydroelectric power

Samples of manufactured materials:

• concrete
• drywall
• htmlhalt
• iron
• steel

Instructional Example SCI.V.1.E.5

Benchmark Question: How are materials taken from the Earth used_
Focus Question: How do people use materials from the Earth_

The teacher will pose the focus question and will facilitate the discussion. The teacher will place students in small groups and give each group a pencil. The teacher will ask the students what materials were used to make this pencil. In small groups, students will discuss the parts of the pencil and what Earth materials were used to make it: wood, pencil lead, metal bands, eraser, paint. They will organize their information into a data table and label each column.

As a whole group, discuss what Earth materials were used to make the pencil and address any misconceptions. List some misconceptions that students might have like Earth materials are non-renewable natural resources that come from the geosphere, such as aluminum ore, petroleum, etc. Maple trees and rubber trees are renewable natural resources that are part of the biosphere. Earth materials are listed in Benchmark Clarification.

Each student will choose an object listed in the Real-World Context and research the Earth materials used to make the object.

Students will present their findings to the class in a speech with a visual aid.

Constructing: SCI.I.1.E.1

Reflecting: SCI.II.1.E.2, SCI.II.1.E.4

Resources/References:

Webliography.
http://mtn.merit.edu/mcf/SCI.V.1.E.5.html

General Pencil Company.
http://www.generalpencil.com/

Seaboard Pencil Company.
http://www.pencils.co.uk/

Coal Education: educational resources, images, and lesson plans sponsored by the Kentucky Coal Council.
http://www.coaleducation.org/

Suzuki, David. Nature in the Home. Stoddard Kids, 1996.

Classroom Assessment Example SCI.V.1.E.5
Students will select five objects found around school. (A bit of guidance will be needed here given that so many everyday objects are combinations of several materials (ex. brass, most clothing, wood. A teacher provided list would allow students to choose from appropriate objects.) Each student will create a booklet that illustrates each object and lists the Earth materials that were used to make the object.

(Give students rubric before activity.)

Scoring of Classroom Assessment Example V.1.E.5

Benchmark Clarification:
Water is found on the Earth as a liquid, solid, and gas:

• Liquid: visible, flowing, melting, dew
• Solid: visible, hard, freezing, ice
• Gas: invisible, water vapor, moisture, evaporation

Students will:

• Describe water in its various states

Note: A BIG misconception (firmly embedded in college students) is that clouds or steam rising from a pan of boiling water is water vapor. Can students see oxygen, nitrogen, or unpolluted air_ No. Teachers must stress that water vapor is invisible. If a student can “see” water then it is ONLY in the liquid or solid state.

Key Concepts (voc.):
Liquid (K-2):

• visible
• flowing
• melting
• dew

Solid (K-2):

• visible
• hard
• freezing
• ice

Gas (3-5):

• invisible
• water vapor
• moisture
• evaporating

See SCI.IV.2.E.1

Real-World Context:

• examples of water in each state, including dew, rain, snow, ice
• evidence of moisture in the air such as “fog” on cold bathroom mirrors
• examples of melting, freezing, and evaporating

Instructional Example SCI.V.2.E.1

Benchmark Question: Where is water found on Earth and what are its characteristics_
Focus Question: What are the different states of water on the Earth’s surface_

In the teacher-guided demonstration, the teacher will place soil or sand in a plastic container with a cover (clear rectangular works best). Using a scale, students will weigh the tightly sealed container and record their findings. The teacher will add ice to the container, seal it, and re-weigh the container. Students will record this data. The container should be moved to an observable place and slightly elevated at one end. The teacher should pose the focus question and allow students to record a prediction. Using a table to record date and time, students should draw or describe their observations after the container is sealed for five days. The students will make several observations of the sealed container and record and draw (or describe) their observations. Students will participate in discussions around the focus question.

On the last day of the demonstration, the teacher will weigh the container. The students will compose written draw conclusions based on their observations and the class discussions in regard to the focus question. They will also include a comparison between their predictions and results of the demonstration.

Note: If the container is tightly sealed there should be little change in the weight of the container.

Constructing: SCI.I.1.E.1, SCI.I.1.E.2, SCI.I.1.E.4, SCI.I.1.E.6

Reflecting: SCI.II.1.E.4

Resources/References:

Webliography.
http://mtn.merit.edu/mcf/SCI.V.2.E.1.html

EPA Office of Water
http://www.epa.gov/students/clean_water_basics.htm

Water Science for Schools: offers information on many htmlects of water, along with pictures, data, maps, and an interactive center where you can give opinions and test your water knowledge.
http://www.epa.gov/students/clean_water_basics.htm

Cast, C. Vance. Where Does Water Come From_ THE CLEVER CALVIN SERIES. Barron’s, 1992.

McKinney,Barbara. Drop Around The World. Dawn, 1998.

Classroom Assessment Example SCI.V.2.E.1

Students will use the data collected in the Instructional Example to answer the focus question: “What are the different states of water on the Earth’s surface_” Students will include the different states of water on Earth and the data collected in the demonstration to write a summary paragraph.

(Give students rubric before activity.)