Earth: Features and Processes
Mystery Science Unit: The Birth of Rocks
Embedded Files
ReadyGen / Literacy Connections
ReadyGen / Science / Social Studies Connections by Grade & Unit
Unit 3: Earthquakes Quake! Earthshaker’s Bad Day The Monster Beneath the Sea Anatomy of a Volcanic Eruption Escape from Pompeii Sleuth: “Crater Lake”; “The Layering Effect”; “Rocking It” (4-ESS1-1: Evidence from Rock Layers)
Mystery Science 4th Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
4-ESS1-1: Evidence from Rock Layers
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
Clarification & Boundary Statements
Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.
Boundary Statement: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.
Clarification & Boundary Statements
Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.
Boundary Statement: Assessment is limited to a single form of weathering or erosion.
4-ESS2-2: Mapping Earth's Features
Analyze and interpret data from maps to describe patterns of earth’s features.
Clarification & Boundary Statements
Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.
Boundary Statement: none
4-ESS3-2: Natural Hazard Design Solution
Generate and compare multiple solutions to reduce the impacts of natural earth processes on humans. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.
Boundary Statement: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.
Anchor Phenomenon / Local Colorado Phenomenon Connections
The Birth of Rocks
The anchor phenomenon for this unit is the Ashfall Fossil Beds. Students generate observations and questions about the phenomenon and create an initial explanation to explain what killed the prehistoric animals, how their bones ended up underground, and what changes happened to the land that uncovered their fossils.
The Birth of Rocks - Mystery Science Lesson / Connections to Anchor Phenomenon
Volcanoes & Patterns of Earth’s Features / Could a volcano pop up where you live?
Volcanoes & Rock Cycle / Why do some volcanoes explode?
Weathering & Erosion / Will a mountain last forever?
Sedimentary Rock & Fossils / What did your town look like 100 million years ago?
Erosion, Natural Hazards & Engineering / How could you survive a landslide?
Local Colorado Phenomena Connections
Here are a few local Colorado phenomena you can explore with your fourth-grade students to address Earth: Features and Processes:
Rocky Mountains: Discuss the formation of the Rocky Mountains and the geological processes involved, such as plate tectonics and erosion.
Great Sand Dunes: Explore how wind and water erosion have shaped the Great Sand Dunes, and discuss the role of weathering in landscape formation.
Garden of the Gods: Investigate the unique rock formations and the natural forces that created them, such as uplift and erosion.
Mesa Verde: Learn about the formation of mesas and buttes, and how weathering and erosion have shaped the landscape over time.
Pikes Peak: Examine the role of glacial activity in shaping mountains and valleys, and discuss the impact of weathering and erosion.
These phenomena provide tangible examples of Earth's features and processes, allowing students to connect classroom learning with real-world observations.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Mystery Science Units
4th Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 4th Grade Student Notebook
The Birth of Rocks - In this unit, students investigate features and processes of the Earth’s surface. Students explore the rapid process of volcanic eruptions! In contrast, students also explore the gradual Earth processes of weathering and erosion. Students apply their knowledge and design solutions to mitigate the impacts of these processes on humans.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies, please contact Gunilla Godebu at the St Vrain Science Center godebu_gunilla@svvsd.org
Additional Hands on Options
PebbleGo Lessons / Activities / Videos
Nearpod Lessons / Activities / Videos
Environmental Education Connections
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
CDE: Grade Level Expectations
Elementary Report Card Indicators and Brochures
Prepared Graduates:
3-11 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how human activities and the Earth’s surface processes interact.
Grade Level Expectation:
3.1 Earth has changed over time.
3.2 Four major earth systems interact.
3.3 Earth’s physical features occur in patterns.
3.4 Energy and fuels that humans use are derived from natural sources and their use affects the environment in multiple ways.
3.5 A variety of hazards result from natural processes; humans cannot eliminate natural hazards but can reduce their impacts’ effect.
Colorado Department of Education - Elementary Science Standards
Assessments / Career Connections
Elementary Report Card Indicators and Brochures
STEM Student Explore Boards
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Pebble Go Career Connections
To connect your fourth-grade science curriculum on Earth: Features and Processes with Colorado-based careers, consider the following options:
Geologist: Colorado is rich in geological diversity, and geologists study the Earth's physical structure and processes. You can look for local geologists who work with the Colorado Geological Survey or universities.
Environmental Scientist: Professionals in this field work on preserving natural environments and can be found in organizations like the Colorado Department of Public Health and Environment.
Park Ranger: Colorado's national parks, such as Rocky Mountain National Park, employ park rangers who can discuss the geology and natural processes of the region.
Meteorologist: Colorado's varied climate provides a rich field for meteorologists, who can explain how weather patterns affect the Earth's features.
Mining Engineer: With a history of mining, Colorado has professionals who can talk about how mining interacts with Earth's processes.
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
Page updated
Report abuse