Project G.L.A.D. Noshaba Afzal Rocks and the Earth (level 2) IDEA PAGES I. UNIT THEME- Including cross-cultural sensitivity theme *Three ways rocks are formed *Characteristics of Metamorphic, Igneous, and Sedimentary rocks *Multicultural sensitivity-The various uses of rocks by different cultures- historically & by today’s modern society *Layers of the Earth & preservation of the Earth’s soil *Rock Cycle II. FOCUS & MOTIVATION *Guest speaker *Realia *Teacher-made big book *Poetry/Rockin’ Rap *Inquiry Chart III. CLOSURE *Team presentations *Class Big Book *Process charts IV. CONCEPTS – 2 nd grade California State Standards Science Earth Sciences 3. Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept: Rocks Level 2 Noshaba Afzal - Project GLAD (2003) 1
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Project G.L.A.D.Noshaba Afzal
Rocks and the Earth (level 2)IDEA PAGES
I. UNIT THEME- Including cross-cultural sensitivity theme*Three ways rocks are formed*Characteristics of Metamorphic, Igneous, and Sedimentary rocks*Multicultural sensitivity-The various uses of rocks by different cultures- historically & by today’s modern society*Layers of the Earth & preservation of the Earth’s soil*Rock Cycle
II. FOCUS & MOTIVATION*Guest speaker*Realia*Teacher-made big book*Poetry/Rockin’ Rap*Inquiry Chart
III. CLOSURE*Team presentations*Class Big Book*Process charts
IV. CONCEPTS – 2nd grade California State Standards
ScienceEarth Sciences3. Earth is made of materials that have distinct properties and provide resources forhuman activities. As a basis for understanding this concept:
a. Compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.b. Smaller rocks come from the breakage and weathering of largerrocks.c. 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. 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. Rock, water, plants, and soil provide many resources, includingfood, fuel, and building materials, that humans use.
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Investigation and Experimentation4. 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.
a. Make predictions based on observed patterns and not random guessing.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.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.
Social Studies2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
2. Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and date.3. Locate on a map where their ancestors live(d), telling when the family moved to the local community and how and why they made the trip.4. Compare and contrast basic land use in urban, suburban, and rural environments in California.
VI. LANGUAGE ARTS STANDARDS – 2nd GradeREADING1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Decoding and Word Recognition
1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.
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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.1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives).1.6 Read aloud fluently and accurately and with appropriate intonation and expression.
Vocabulary and Concept Development1.7 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).1.10 Identify simple multiple-meaning words.
2.0 Reading ComprehensionStructural 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 Text2.2 State the purpose in reading (i.e., tell what information is sought).2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.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.2.7 Interpret information from diagrams, charts, and graphs.2.8 Follow two-step written instructions.
3.0. Literary Response and AnalysisNarrative Analysis of Grade-Level-Appropriate Text
3.1 Compare and contrast plots, settings, and characters presented by different authors.3.2 Generate alternative endings to plots and identify the reason or reasons for, and the impact of, the alternatives.3.3 Compare and contrast different versions of the same stories that reflect different cultures.3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.
WRITING1.0 Writing StrategiesOrganization and Focus
1.1 Group related ideas and maintain a consistent focus.Penmanship
1.2 Create readable documents with legible handwriting.Evaluation and Revision
1.4 Revise original drafts to improve sequence and provide more descriptive detail.
2.0 Writing Applications (Genres and Their Characteristics)
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2.1 Write brief narratives based on their experiences:a. Move through a logical sequence of events.b. Describe the setting, characters, objects, and events in detail.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS1.0 Written and Oral English Language ConventionsSentence Structure
1.1 Distinguish between complete and incomplete sentences.1.2 Recognize and use the correct word order in written sentences.
Grammar1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writingand speaking.
Punctuation1.4 Use commas in the greeting and closure of a letter and with dates and items in a series.1.5 Use quotation marks correctly.
Capitalization1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, monthsand days of the week, and titles and initials of people.
Spelling1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.
LISTENING AND SPEAKING1.0 Listening and Speaking StrategiesComprehension
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.
Organization and Delivery of Oral Communication1.5 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)2.1 Recount experiences or present stories:
a. Move through a logical sequence of events.b. Describe story elements (e.g., characters, plot, setting).
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2.2 Report on a topic with facts and details, drawing from several sources of information.
VII. 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
VIII. RESOURCES & MATERIALS www.minerals.nsw.gov.au/index.htmFICTION
Hill of FireThe Monster Behind Black RockEverybody Needs a Pet RockEarth Songs, Livingston, M.
NON-FICTIONRare Treasure, Don Brown, Houghton MifflinRocks and Minerals, Tracy Staedter, Reader’s Digest Children’s BooksThe Pebble in My Pocket, Meredith Hooper and Chris Coady, VikingRocks, Minerals and Fossils, Mark C.W.Sleep, Wayland PublishersEyewitness Books:Rocks and Minerals, Dr. R.F. Symes et al, Alfred A. KnopfLet’s Go Rock Collecting, Roma Gans, HarperCollinsPlanet Earth/Inside Out, Gail Gibbons, Mulberry BooksRocks and Minerals, Neil Morris, Crabtree PublishingHow Mountains Are Made, Kathleen Zoehfeld, HarperCollinsFossils Tell of Long Ago, Aliki, Houghton MifflinThe Big Rock, Bruce Hiscock, Aladdin PaperbacksFirst Field Guide: Rocks and Minerals, Edward Ricciuti and Margaret Carruthers, Scholastic
BOOKS IN SPANISHLa 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)¿De qué está hecha la tierra?, Susan Mayes, UsborneUna cueva, Christiane Gunzi, Dorling Kindersley¿Qué hay debajo de la tierra?, Susan Mayes, UsborneRocas y tierra, Maria Gordon, WaylandRocas y minerales, Jane Walker, Aladdin BooksPodría ser una roca, Allan Fowler, Children’s Press
VIDEOS:The Earth’s Layers 35 minutes
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Rock Formation 20 minutesVolcanoes 45 minutesThe Mystery of Stonehenge 40 minutes
COMMUNITY PEOPLE:Mr. Abdul Hamid Beig, Soil Scientist-State of California
E-MAIL AN EXPERT Ask a Dinosaur Expert email: [email protected] Ask a Geologist email: Ask a [email protected] Ask a Geologist email: [email protected] Ask an Ocean Animal Expert email: [email protected] Questions about ocean animals, not just whales. Ask a Plant and Pest Expert email: [email protected] From the Plant and Pest Diagnostic Laboratory at Purdue University. 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) Ask a Zookeeper email: [email protected] Geology Ask an Expert links 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 You could try to send an email question to the following addresses: Ask a Geologist [email protected] These sites will assist you in planning extentions 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
Netscape will allow you to browse the following sites for information 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
I. FOCUS & MOTIVATION*CCD – Cognitive Content Dictionary*Teacher-made Big Book*Realia*Inquiry Chart*Geologist Awards*Rock Hunt
II. INPUT*Pictorial input- Earth’s Layers*Narrative- Hill of Fire*10/2 with primary language groups*Picture file cards of various architectural uses of rock around the world
READING/WRITING Process Grid Co-op Strip Group Paragraph
- respond- revise- edit
CLOSURE Team sharing - process cooperation Chant
Day 4
FOCUS/MOTIVATION CCD Poetry Read aloud
GUIDED ORAL PRACTICE Walk the walls Poetry/songs Personal interaction Prepare for final presentation of expert information
READING/WRITING Flexible group reading - Team Tasks SQ3R - total class and partners
GUIDED ORAL PRACTICE Multiple Intelligence
- teams present expert information
CLOSURE Big book - teams
- watercolors Home/School Connection Peanut butter geology sandwiches Process and evaluate
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Important Big BookBy Noshaba Afzal
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.
Page 2The 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.
But, the important thing about the Earth is it is made of materials that have distinct properties and provide resources for human activities.
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Page 3The 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.
But, the important thing about the Earth is it is made of materials that have distinct properties and provide resources for human activities.
Page 4The important thing about the Earth is it is made of materials that have distinct properties and provide resources for human activities.
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.
But, the important thing about the Earth is it is made of materials that have distinct properties and provide resources for human activities.
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Page 5The 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.
But, the important thing about the Earth is it is made of materials that have distinct properties and provide resources for human activities.
Page 6The important thing about the Earth is it is made of materials that have distinct properties and provide resources for human activities.
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.
But, the important thing about the Earth is it is made of materials that have distinct properties and provide resources for human activities.
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GRANITE ROCK INFORMATION FOR INPUT
Granite is an igneous rock that forms from magma under the ground. Igneous rocks are made from melted rock called magma. Some magma squeezes up between the layers rock and then hardens.
The color of Granite rock is a light to dark grey with black or grey specks. It is a very hard rock and does not break easily. Granite is used as tiles or counters to decorate buildings and homes.
Granite is also used to make statues and monuments. The famous four presidents carved on Mt. Rushmore are made from the Granite rock on that mountain side.
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Narrative Input by, Forest Grove S.D GLAD Trainers
HILL OF FIRE
About sixty years ago, in the state of Michoacán, Mexico, something happened which had only happened once before in all of history. And the funny thing is, it happened to someone who was always complaining that nothing interesting ever happened in his little town.
A farmer named Dionisio lived with his wife and son in that town, and nearly everyday he went to his cornfield to work. At planting time he took his ox with him to plow the rocky soil to get it ready for sowing the corn. One afternoon when there was no school, the farmer’s son Pablo came to help him.
As the ox was pulling the plow through the earth, the plow got stuck. The farmer yelled at the ox to pull harder, but the plow still didn't move. Dionisio and Pablo pushed together on the handle of the plow, but it went deeper and deeper into the ground. All of a sudden, the little hole the plow was stuck in began to get bigger, and there was a loud rumbling noise, and smoke shot up through the opening. “Run!” screamed the farmer to his son. As he and Pablo and the ox raced down the hillside, there was a loud CRACK and a BOOM as a crevice opened up, and the volcano known as Parícutin was born.
When they reached the town plaza, Dionisio rang the churchbell, so that everyone would come out to see what was happening. The farmer pointed at where his field had been, and people stared in amazement at the flames erupting from the mouth of the volcano, the scalding lava streaming down its slopes, and the ash and cinders flying through the air. They watched all night as the volcano turned the hill to a mountain, and a river of molten rock flowed closer and closer to the town. Days later, when the noise and fires had died down somewhat, Dionisio and his family and neighbors returned Rocks Level 2Noshaba Afzal - Project GLAD (2003)
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from the surrounding countryside where they had gone to escape the danger. Half the town was completely buried by chunks of igneous rock expelled by the volcano. Soldiers arrived to evacuate the town, telling people they would have to start a new life somewhere else. For their own safety, they could not continue to live so close to an active volcano.
Even though the place where they would build their new town was not so far from the old one, the only thing still visible was the church belltower, rising above the rockpile. So they started over. When they had finished building a new school, new homes, and a new marketplace, they celebrated with a fiesta, eating and drinking and singing and dancing as the volcano glowed in the night sky.
After that, life went on pretty much as before. Farmers grew corn, women ground it into tortillas to feed their families, and people sold food and crafts in the marketplace. But the town now had something it had never had before: tourists. People came from miles around to see the volcano Parícutin and the destruction it had caused, and to hear the story from Dionisio, the man whose wish for something exciting to happen came true.
Rocks Here, Rocks ThereBy Noshaba Afzal
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Rocks here, rocks there.Rocks, rocks everywhere!
Persistent geologist digging,Smart scientist observing,Brave children exploring,And curious people comparing.
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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Rockin RapBy 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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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!
Geologists, seismologists, paleontologists too,Doing the rock science bugaloo!
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!
Geologists, seismologists, paleontologists too,Doing the rock science bugaloo!
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.
Geologists, seismologists, paleontologists too,doing the rock science bugaloo!
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Name______________________________________
HOME/SCHOOL CONNECTIONRetell the Narrative story you heard in class to your parents.Illustrate the story below.
HOME/SCHOOL CONNECTIONFind 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.
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.
