North Carolina Science Essential Standards Resource Pack 1.E.2 Earth Materials

Essential Standard: 1.E.2 Understand the physical properties of Earth materials that make them useful in different ways. Clarifying Objectives: 1.E.2.1 Summarize the physical properties of earth materials, including rocks, minerals, soils and water that make them useful in different ways. 1.E.2.2 Compare the properties of soil samples from different places relating their capacity to retain water, nourish and support the growth of certain plants. Vertical Strand Maps: Online Atlas map http://strandmaps.dls.ucar.edu/?id=SMS-MAP-0048

North Carolina Unpacking: http://scnces.ncdpi.wikispaces.net/Race+to+the+Top+Support+Tools Framework for K-12 Science Education: ESS2.A: EARTH MATERIALS AND SYSTEMS How do Earth’s major systems interact? Earth is a complex system of interacting subsystems: the geosphere, hydrosphere, atmosphere, and biosphere. The geosphere includes a hot and mostly metallic inner core; a mantle of hot, soft, solid rock; and a crust of rock, soil, and sediments. The atmosphere is the envelope of gas surrounding the planet. The hydrosphere is the ice, water vapor, and liquid water in the atmosphere, ocean, lakes, streams, soils, and groundwater. The presence of living organisms of any type defines the biosphere; life can be found in many parts of the geosphere, hydrosphere, and atmosphere. Humans are of course part of the biosphere, and human activities have important impacts on all of Earth’s systems. All Earth processes are the result of energy flowing and matter cycling within and among Earth’s systems. This energy originates from the sun and from Earth’s interior. Transfers of energy and the movements of matter can cause chemical and physical changes among Earth’s materials and living organisms. Solid rocks, for example, can be formed by the cooling of molten rock, the accumulation and consolidation of sediments, or the alteration of older rocks by heat, pressure, and fluids. These processes occur under different circumstances and produce different types of rock. Physical and chemical interactions among rocks, sediments, water, air, and plants and animals produce soil. In the carbon, water, and nitrogen cycles, materials cycle between living and nonliving forms and among the atmosphere, soil, rocks, and ocean. Weather and climate are driven by interactions of the geosphere, hydrosphere, and atmosphere, with inputs of energy from the sun. The tectonic and volcanic processes that create and build mountains and plateaus, for example, as well as the weathering and erosion processes that break down these structures and transport the products, all involve interactions among the geosphere, hydrosphere, and atmosphere. The resulting landforms and the habitats they provide affect the biosphere, which in turn modifies these habitats and affects the atmosphere, particularly through imbalances between the carbon capture and oxygen release that occur in photosynthesis, and the carbon release and oxygen capture that occur in respiration and in the burning of fossil fuels to support human activities. Earth exchanges mass and energy with the rest of the solar system. It gains or loses energy through incoming solar radiation, thermal radiation to space, and gravitational forces exerted by the sun, moon, and planets. Earth gains mass from the impacts of meteoroids and comets and loses mass from the escape of gases into space. Earth’s systems are dynamic; they interact over a wide range of temporal and spatial scales and continually react to changing influences, including human activities. Components of Earth’s systems may appear stable, change slowly over long periods of time, or change abruptly, with significant consequences for living organisms. Changes in part of one system can cause further changes to that system or to other systems, often in surprising and complex ways. Grade Band Endpoints for ESS2.A By the end of grade 2. Wind and water can change the shape of the land. The resulting landforms, together with the materials on the land, provide homes for living things. By the end of grade 5. Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. Rainfall helps shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. Human activities affect Earth’s systems and their interactions at its surface. ESS2.B: PLATE TECTONICS AND LARGE-SCALE SYSTEM INTERACTIONS Why the continents move, and what causes earthquakes and volcanoes? Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a coherent account of its geological history. This theory is supported by multiple evidence streams—for example, the consistent patterns of earthquake locations, evidence of ocean floor spreading over time given by tracking magnetic patterns in undersea rocks and coordinating them with changes to Earth’s magnetic axis data, the warping of the land under loads (such as lakes and ice sheets), which show that the solid mantle’s rocks can bend and even flow. The lighter and less dense continents are embedded in heavier and denser upper-mantle rocks, and together they make up the moving tectonic plates of the lithosphere (Earth’s solid outer layer, i.e., the crust and upper mantle). Tectonic plates are the top parts of giant convection cells that bring matter from the hot inner mantle up to the cool surface. These movements are driven by the release of energy (from radioactive decay of unstable isotopes within Earth’s interior) and by the cooling and gravitational downward motion of the dense material of the plates after subduction (one plate being drawn under another). The plates move across Earth’s surface, carrying the continents, creating and destroying ocean basins, producing earthquakes and volcanoes, and forming mountain ranges and plateaus. Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a coherent account of its geological history. Most continental and ocean floor features are the result of geological activity and earthquakes along plate boundaries. The exact patterns depend on whether the plates are being pushed together to create mountains or deep ocean trenches, being pulled apart to form new ocean floor at mid-ocean ridges, or sliding past each other along surface faults. Most distributions of rocks within Earth’s crust, including minerals, fossil fuels, and energy resources, are a direct result of the history of plate motions and collisions and the corresponding changes in the configurations of the continents and ocean basins. This history is still being written. Continents are continually being shaped and reshaped by competing constructive and destructive geological processes. North America, for example, has gradually grown in size over the past 4 billion years through a complex set of interactions with other continents, including the addition of many new crustal segments. Grade Band Endpoints for ESS2.B By the end of grade 2. Rocks, soils, and sand are present in most areas where plants and animals live. There may also be rivers, streams, lakes, and ponds. Maps show where things are located. One can map the shapes and kinds of land and water in any area. By the end of grade 5. The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features where people live and in other areas of Earth. Science for All Americans: THE EARTH We live on a fairly small planet, the third from the sun in the only system of planets definitely known to exist (although similar systems are likely to be common in the universe). Like that of all planets and stars, the earth's shape is approximately spherical, the result of mutual gravitational attraction pulling its material toward a common center. Unlike the much larger outer planets, which are mostly gas, the earth is mostly rock, with three-fourths of its surface covered by a relatively thin layer of water and the entire planet enveloped by a thin blanket of air. Bulges in the water layer are raised on both sides of the planet by the gravitational tugs of the moon and sun, producing high tides about twice a day along ocean shores. Similar bulges are produced in the blanket of air as well. Of all the diverse planets and moons in our solar system, only the earth appears to be capable of supporting life as we know it. The gravitational pull of the planet's mass is sufficient to hold onto an atmosphere. This thin envelope of gases evolved as a result of changing physical conditions on the earth's surface and the evolution of plant life, and it is an integral part of the global ecosystem. Altering the concentration of its natural component gases of the atmosphere, or adding new ones, can have serious consequences for the earth's life systems. The distance of the earth from the sun ensures that energy reaches the planet at a rate sufficient to sustain life, and yet not so fast that water would boil away or that molecules necessary to life would not form. Water exists on the earth in liquid, solid, and gaseous forms—a rarity among the planets (the others are either closer to the sun and too hot or farther from the sun and too cold). The motion of the earth and its position with regard to the sun and the moon have noticeable effects. The earth's one-year revolution around the sun, because of the tilt of the earth's axis, changes how directly sunlight falls on one part or another of the earth. This difference in heating different parts of the earth's surface produces seasonal variations in climate. The rotation of the planet on its axis every 24 hours produces the planet's night- and-day cycle—and (to observers on earth) makes it seem as though the sun, planets, stars, and moon are orbiting the earth. The combination of the earth's motion and the moon's own orbit around the earth, once in about 28 days, results in the phases of the moon (on the basis of the changing angle at which we see the sunlit side of the moon). The earth has a variety of climatic patterns, which consist of different conditions of temperature, precipitation, humidity, wind, air pressure, and other atmospheric phenomena. These patterns result from an interplay of many factors. The basic energy source is the heating of land, ocean, and air by solar radiation. Transfer of heat energy at the interfaces of the atmosphere with the land and oceans produces layers at different temperatures in both the air and the oceans. These layers rise or sink or mix, giving rise to winds and ocean currents that carry heat energy between warm and cool regions. The earth's rotation curves the flow of winds and ocean currents, which are further deflected by the shape of the land. The cycling of water in and out of the atmosphere plays an important part in determining climatic patterns— evaporating from the surface, rising and cooling, condensing into clouds and then into snow or rain, and falling again to the surface, where it collects in rivers, lakes, and porous layers of rock. There are also large areas on the earth's surface covered by thick ice (such as Antarctica), which interacts with the atmosphere and oceans in affecting worldwide variations in climate. The earth's climates have changed radically and they are expected to continue changing, owing mostly to the effects of geological shifts such as the advance or retreat of glaciers over centuries of time or a series of huge volcanic eruptions in a short time. But even some relatively minor changes of atmospheric content or of ocean temperature, if sustained long enough, can have widespread effects on climate. The earth has many resources of great importance to human life. Some are readily renewable, some are renewable only at great cost, and some are not renewable at all. The earth comprises a great variety of minerals, whose properties depend on the history of how they were formed as well as on the elements of which they are composed. Their abundance ranges from rare to almost unlimited. But the difficulty of extracting them from the environment is as important an issue as their abundance. A wide variety of minerals are sources for essential industrial materials, such as iron, aluminum, magnesium, and copper. Many of the best sources are being depleted, making it more and more difficult and expensive to obtain those minerals. Fresh water is an essential resource for daily life and industrial processes. We obtain our water from rivers and lakes and from water that moves below the earth's surface. This groundwater, which is a major source for many people, takes a long time to accumulate in the quantities now being used. In some places it is being depleted at a very rapid rate. Moreover, many sources of fresh water cannot be used because they have been polluted. Wind, tides, and solar radiation are continually available and can be harnessed to provide sources of energy. In principle, the oceans, atmosphere, topsoil, sea creatures, and trees are renewable resources. However, it can be enormously expensive to clean up polluted air and water, restore destroyed forests and fishing grounds, or restore or preserve eroded soils of poorly managed agricultural areas. Although the oceans and atmosphere are very large and have a great capacity to absorb and recycle materials naturally, they do have their limits. They have only a finite capacity to withstand change without generating major ecological alterations that may also have adverse effects on human activities. PROCESSES THAT SHAPE THE EARTH The interior of the earth is hot, under high pressure from the weight of overlying layers, and more dense than its rocky crust. Forces within the earth cause continual changes on its surface. The solid crust of the earth— including both the continents and ocean basins—consists of separate sections that overlie a hot, almost molten layer. The separate crustal plates move on this softer layer—as much as an inch or more per year—colliding in some places, pulling apart in others. Where the crustal plates collide, they may scrape sideways, or compress the land into folds that eventually become mountain ranges (such as the Rocky Mountains and the Himalayas); or one plate may slide under the other and sink deeper into the earth. Along the boundaries between colliding plates, earthquakes shake and break the surface, and volcanic eruptions release molten rock from below, also building up mountains. Where plates separate under continents, the land sinks to form ever-widening valleys. When separation occurs in the thin regions of plates that underlie ocean basins, molten rock wells up to create ever-wider ocean floors. Volcanic activity along these mid-ocean separations may build up undersea mountains that are far higher than those rising from the land surface—sometimes thrusting above the water's surface to create mid-ocean islands. Waves, wind, water, and ice sculpt the earth's surface to produce distinctive landforms. Rivers and glacial ice carry off soil and break down rock, eventually depositing the material in sediments or carrying it in solution to the sea. Some of these effects occur rapidly and others very slowly. For instance, many of the features of the earth's surface today can be traced to the motion of glaciers back and forth across much of the northern hemisphere over a period lasting more than a million years. By contrast, the shoreline can change almost overnight—as waves erode the shores, and wind carries off loose surface material and deposits it elsewhere. Elements such as carbon, oxygen, nitrogen, and sulfur cycle slowly through the land, oceans, and atmosphere, changing their locations and chemical combinations. Minerals are made, dissolved, and remade—on the earth's surface, in the oceans, and in the hot, high-pressure layers beneath the crust. Sediments of sand and shells of dead organisms are gradually buried, cemented together by dissolved minerals, and eventually turned into solid rock again. Sedimentary rock buried deep enough may be changed by pressure and heat, perhaps melting and recrystallizing into different kinds of rock. Buried rock layers may be forced up again to become land surface and eventually even mountains. Thousands upon thousands of layers of sedimentary rock testify to the long history of the earth, and to the long history of changing life forms whose remains are found in successive layers of rock. Plants and animals reshape the landscape in many ways. The composition and texture of the soil, and consequently its fertility and resistance to erosion, are greatly influenced by plant roots and debris, bacteria, and fungi that add organic material to the soil, and by insects, worms, and burrowing animals that break it up. The presence of life has also altered the earth's atmosphere. Plants remove carbon dioxide from the air, use the carbon for synthesizing sugars, and release oxygen. This process is responsible for the oxygen in our air today. The landforms, climate, and resources of the earth's surface affect where and how people live and how human history has unfolded. At the same time, human activities have changed the earth's land surface, oceans, and atmosphere. For instance, reducing the amount of forest cover on the earth's surface has led to a dramatic increase in atmospheric carbon dioxide, which in turn may be leading to increased average temperature of the earth's atmosphere and surface. Smoke and other substances from human activity interact chemically with the atmosphere and produce undesirable effects such as smog, acid rain, and perhaps an increase in the damaging ultraviolet radiation that penetrates the atmosphere. Intensive farming has stripped land of vegetation and topsoil, creating virtual deserts in some parts of the world. Benchmarks for Science Literacy: Grades K-2 Teaching geological facts about how the face of the earth changes serves little purpose in these early years. Students should start becoming familiar with all aspects of their immediate surroundings, including what things change and what seems to cause change. Perhaps "changing things" can be a category in a class portfolio of things students observe and read about. At some point, students can start thinking up and trying out safe and helpful ways to change parts of their environment. By the end of the 2nd grade, students should know that  Chunks of rocks come in many sizes and shapes, from boulders to grains of sand and even smaller. 4C/P1  Change is something that happens to many things. 4C/P2  Animals and plants sometimes cause changes in their surroundings. 4C/P3 Grades 3-5 In these years, students should accumulate more information about the physical environment, becoming familiar with the details of geological features, observing and mapping locations of hills, valleys, rivers, etc., but without elaborate classification. Students should also become adept at using magnifiers to inspect a variety of rocks and soils. The point is not to classify rigorously but to notice the variety of components. Students should now observe elementary processes of the rock cycle—erosion, transport, and deposit. Water and sand boxes and rock tumblers can provide them with some firsthand examples. Later, they can connect the features to the processes and follow explanations of how the features came to be and still are changing. Students can build devices for demonstrating how wind and water shape the land and how forces on materials can make wrinkles, folds, and faults. Films of volcanic magma and ash ejection dramatize another source of buildup. By the end of the 5th grade, students should know that  Waves, wind, water, and ice shape and reshape the earth's land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in seasonal layers. 4C/E1  Rock is composed of different combinations of minerals. Smaller rocks come from the breakage and weathering of bedrock and larger rocks. Soil is made partly from weathered rock, partly from plant remains —and also contains many living organisms. 4C/E2 The Structure of Matter (*as pertains to properties of Earth Materials) Grades K-2 Students should examine and use a wide variety of objects, categorizing them according to their various observable properties. They should subject materials to such treatments as mixing, heating, freezing, cutting, wetting, dissolving, bending, and exposing to light to see how they change. Even though it is too early to expect precise reports or even consistent results from the students, they should be encouraged to describe what they did and how materials responded. Students should also get a lot of experience in constructing things from a few kinds of small parts ("Tinkertoys" and "Legos"), then taking them apart and rearranging them. They should begin to consider how the properties of objects may differ from properties of the materials they are made of. And they should begin to inspect things with a magnifying glass to discover features not visible without it. By the end of the 2nd grade, students should know that  Objects can be described in terms of their properties. Some properties, such as hardness and flexibility, depend upon what material the object is made of, and some properties, such as size and shape, do not. 4D/P1*  Things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them. 4D/P2

Big Ideas: Patterns Structure and function

Essential and Guiding Questions: What is Earth made of? How is an Earth material defined? Why are rocks described as non-living materials? How can rock and sand be classified? How is water classified? How can different soils be described using properties? How can soils be sorted and classified by their properties? How can rocks be classified? What earth materials are necessary for plants to grow? How are Earth materials used for growing plants? What characteristics of Earth materials help plants to grow?

Enduring Understandings: The Earth is composed of a variety of materials, including rock, sand, soil, water, and air. There are different types of rock in different places. There are different types of soil that have different characteristics. Rock and soils (earth materials) can be sorted and classified by their properties. Earth materials have an impact on living things. Earth materials can be used to build structures, or to grow plants.

Identify Misconceptions: Use the alignment guide for formative probes: http://scnces.ncdpi.wikispaces.net/Formative+Assessment+Probe+Alignment Common Misconceptions http://k12s.phast.umass.edu/~nasa/misconceptions.html http://beyondpenguins.ehe.osu.edu/issue/rocks-and-minerals/common-misconceptions-about-rocks-and- minerals https://www.learner.org/courses/essential/earthspace/session1/ideas.html http://www.homeofbob.com/science/misconceptions/solidLiqGas.html

TEACHING Resources:

NCES 1st grade Earth Systems LiveBInder A livebinder dedicated to the 1E2 standard. http://www.livebinders.com/play/play?id=478295

Pebbles, Sand and Silt Unit Students are introduced to foundational earth science concepts and build an understanding of the importance of learning about properties. They become more aware of rocks as earth materials and natural resources and study how different rocks can be used for different purposes. http://www.tusd1.org/resources/curriculum/science/1pebblesdescription.pdf

Utah Education Network Unit This site includes units and lesson plans that may be useful to teachers teaching the objectives of this resource pack. http://www.uen.org/core/displayLessonPlans.do? courseNumber=3010&standardId=38828&objectiveId=38829 http://www.uen.org/Lessonplan/preview?LPid=1232 http://www.uen.org/Lessonplan/preview?LPid=5676 http://www.uen.org/Lessonplan/preview?LPid=28147 http://www.uen.org/Lessonplan/preview?LPid=1221

Grade 1 Science Earth Unit This unit proposal includes lessons ideas that are sequenced to address NCES 1.E.2. Teachers may find the lesson ideas useful as they develop their own plans. http://www.wheretomorrowbegins.org/climb/wp-content/uploads/2013/02/1E2-Earth-science-Unit.pdf

Properties of Earth Materials Interactivities These web interactives are focused on properties of Earth Materials in grades K-4. http://www.learningscience.org/esc1aearthmaterials.htm

Rocks and more In this unit, students pursue their natural interest in the world around them. In this unit, students will look and compare rocks and other earth materials by their physical attributes. https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/KK%20Science%20Framework %20Rocks%20and%20Soil.pdf

Investigating Soil This lesson is one approach to teaching young students about soil. http://www.bsisd.esc18.net/documents/Lesson%20Ideas/LESSONS%20&%20RESOURCES/SCIENCE/1st %20Gr/Science_Grade_01_Unit_04_Exemplar_Lesson_01__Investigating_Soil.pdf

K-12 Soil Science Resources Here is a bank of many lessons and hands-on activities all about soils and topics related to soils. These materials include lessons and activities are posted directly by SSSA as well as external links to materials that we have reviewed and recommend. You can search for materials by grade level and/or subject and/or type of lesson. http://www.soils4teachers.org/lessons-and-activities

Getting down and dirty with soils Learn NC In this lesson, we will explore different kinds of soil (humus, sand, clay). The students will plant seeds in the different soils as part of further exploration. http://www.learnnc.org/lp/pages/3532

Learning about rocks Learn NC In this lesson, students will be engaged in hands-on experiences while they explore rocks. http://www.learnnc.org/lp/pages/3245

Grocery Store Matter Learn NC Adapt this lesson! Change this to EARTH MATERIALS MATTER - Substitute rocks, soils, water, and other earth materials (for groceries) and have students explore them over several days. http://www.learnnc.org/lp/pages/3100

Building Things with Earth Materials This is a week-long lesson that follows the STEM (science, technology, engineering, and math) design cycle. For the first two days, students learn about mud daubers and termites, both of which build nests from Earth materials. Then, they plan how they could make their own model of a wall using similar materials. http://betterlesson.com/lesson/635674/stem-lab-building-models-with-earth-materials

Engineering and the Three little Pigs The purpose of this activity is to demonstrate the importance of rocks, soils and minerals in engineering and how using the right material for the right job is important. The students build three different sand castles and test them for strength and resistance to weathering. Then, they discuss how the buildings are different and what engineers need to think about when using rocks, soils and minerals for construction. https://www.teachengineering.org/activities/view/cub_earth_lesson1_activity1

Three Little pigs STEM design challenge Google the title above to find another Design Challenge with the 3 Little Pigs that is especially designed to address language acquisition. From the Mid-Columbia STEM Education Collaboratory .

Video Resources: http://www.watchknowlearn.org/SearchResults.aspx?SearchText=Rocks+and+soil

Word walls: https://www.google.com/search? q=Earth+materials+word+wall&biw=1390&bih=1105&source=lnms&tbm=isch&sa=X&ved=0ahU KEwj2xPiy-7bOAhUBayYKHdA7Bd4Q_AUIBigB&dpr=0.8 https://www.google.com/search? q=Earth+materials+word+wall&biw=1390&bih=1105&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj2 xPiy-7bOAhUBayYKHdA7Bd4Q_AUIBigB&dpr=0.8#tbm=isch&q=Earth+materials+properties+word+wall https://www.google.com/search? q=soil+word+wall&biw=1369&bih=1157&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiAxYvY_ rbOAhWBcyYKHd0RCYQQ_AUIBigB&dpr=0.75 https://www.google.com/search? q=soil+word+wall&biw=1369&bih=1157&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiAxYvY_rbOAh WBcyYKHd0RCYQQ_AUIBigB&dpr=0.75#tbm=isch&q=properties+word+wall