Fourth Grade Science Unit A: Physical Sciences Unit Learning Objectives Integrating Bloom s Taxonomy

Transcription

1 Fourth Grade Science Unit A: Physical Sciences Unit Learning Objectives Integrating Bloom s Taxonomy Creating Students will construct and build a simple compass and use it to detect magnetic effects, including Earth s magnetic field. Evaluating Students will design and build a simple series and parallel circuits by using components such as wires, batteries, and bulbs. Analyzing Students will differentiate that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other. Applying Students will know electric currents produce magnetic fields and demonstrate how to build a simple electromagnet. Understanding Students will describe how electrically charged objects attract or repel each other. Students recognize how electrical energy can be converted to heat, light, and motion. Remembering Students illustrate the role of electromagnets in the construction of electric motors, electric generators, and simple devices such as door bells and earphones.

2 Lesson 1 How do charged objects behave? Unit A: Physical Science Chapter 1: Electricity How do electric charges move? Lesson 3 What are parallel circuits? 4PS1.0 Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for understanding this concept: 4PS1.e Students know electrically charged objects attract or repel each other. 4IE6.0 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. Students will: 4IE6.a Differentiate observations from difference (interpretation) and know scientists explanations come partly from what they observe and partly from how they interpret their observations. 1. electric charge 2. neutral 3. attract 4. repel 5. electrons 6. static electricity 4PS1.0 Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for understanding this concept: 4PS1.a Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs. 4PS1.g Students know how electrical energy can be converted into heat, light, and motion. 1. electric current 2. circuit 3. conductor 4. resistance 5. series circuit 4PS1.0 Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for understanding this concept: 4PS1.a Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs. 4PS1.g Students know how electrical energy can be converted into heat, light, and motion. 1. parallel circuit 2. short circuit

3 Levels of Questioning Imagine that you want to make static electricity. What steps would you take to create it (flow map)? Compare/Contrast positive and negative charges (doublebubble Describe matter with a neutral charge (circle map, trends). Levels of Questioning Imagine that you want to make a series circuit. What steps would you take to create it (flow map)? Compare/Contrast conductors and resistors (double-bubble Describe an electric current (circle map, trends). Levels of Questioning Imagine that you want to make a parallel circuit. What steps would you take to create it (flow map)? Compare/Contrast series and parallel circuits (double-bubble Describe a short circuit (circle map, trends).

4 Chapter 1: Electricity Definitions Lesson 1 1. electric charge a property of some part of matter, described as positive or negative 2. neutral neither positive or negative 3. attract to be pulled toward each other 4. repel to be pulled away from each other 5. electron the part of an atom with a negative charge 6. static electricity the build-up of positive or negative charges 1. electric current electric charges in motion 2. electric circuit the path of a current that has controlled direction and flow 3. conductor a material that has low resistance and allows electricity to flow easily 4. resistance property of material that does not allow electric current to flow easily through it 5. series circuit a circuit in which electric charge can flow only in one path Lesson 3 1. parallel circuit a circuit with two or more path through which electric current can flow 2. short circuit electric current that follows a path other than the path meant for it to flow

5 Lesson 1 What are magnetic fields? Unit A: Physical Science Chapter 2: Magnetism What are magnetic effects? Lesson 3 How are electric currents and magnetic fields related? Lesson 4 How are electromagnets used? 4PS1.b Students know how to build a simple compass and use it to detect magnetic effects, including Earth s magnetic field. 4PS1.e Students know electrically charged objects attract or repel each other. 4PS1.f Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other. 4IE6.a Differentiate observations from difference (interpretation) and know scientists explanations come partly from what they observe and partly from how they interpret their observations. 4PS1.b Students know how to build a simple compass and use it to detect magnetic effects, including Earth s magnetic field. 4IE6.a Differentiate observations from difference (interpretation) and know scientists explanations come partly from what they observe and partly from how they interpret their observations. 4PS1.f Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other. 4PS1.c Students know electric currents produce magnetic fields and know how to build a simple electromagnet. 4PS1.d Students know the role of electromagnets in the construction of electric motors, electric generators, and simple devises, such as doorbells and earphones. 4PS1.g Students know that electrical energy can be converted into heat, light, and motion 4IE6.a Differentiate observations from difference (interpretation) and know scientists explanations come partly from what they observe and partly from how they interpret their observations. 4PS1.0 Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for understanding this concept: 4PS1.d Students know the role of electromagnets in the construction of electric motors, electric generators, and simple devises, such as doorbells and earphones. 4PS1.g Students know that electrical energy can be converted into heat, light, and motion 1. magnetism 2. magnetic field 3. magnetic poles 4. force 5. iron filings 6. magnets 1. compass 2. magnetite 1. electromagnet 1. transformer 2. motion 3. generator

6 Predict what would happen if two magnets were put together (bridge map relating factor: if we change, then ). Explain why a magnet has an effect on certain objects (flow Define the properties of a magnet (circle Predict what would happen if the Earth lost its magnetic poles (bridge map relating factor: if we change, then ). Explain how a compass works (flow Describe Earth s magnetic field (circle Predict whether the strength of an electromagnet can be changed (bridge map relating factor: if we change, then ). Explain how you can make an electromagnet stronger (flow Define an electromagnet (circle Generate ways to produce clean energy (bridge map relating factor: if we change, then ). Explain how a doorbell works (flow Describe a generator (circle

7 Chapter 2: Magnetism Definitions Lesson 1 1. magnetism - a force that acts on either a moving electric charge or a material that is near a magnet 2. magnetic field the space around a magnet in which magnetic forces operate 3. magnetic poles the two ends of a magnet, called the north magnetic pole and the south magnetic pole 4. force strength or power exerted upon an object 5. iron filings small particles of iron 6. magnet something that attracts iron and certain other metals 1. compass an instrument that has a magnetic needle that point to the north 2. magnetite a black magnetic mineral found in igneous and metamorphic rocks that is strongly attracted by magnets Lesson 3 1. electromagnet a coil of wire through which electric current passes, creating a magnetic field Lesson 4 1. transformer an electric device that uses an electric magnet to transform electric energy 2. motion changes in the position of an object over time 3. generator a machine that uses moving magnets to produce electrical energy

8 Unit A: Physical Science Writing Thinking Maps Writing Assignments Levels of Questioning Imagine Predict Speculate Compare Contrast Explain why Define Describe Identify List Thinking Maps Flow map Double-bubble map Circle map Bridge map Brace map Tree map Depth & Complexity Icons Details of the Disciple Rules Big Idea Multiple Perspectives Patterns Trends Relate over Time Ethics Unanswered Questions Across Disciplines Unit A: Physical Science Write a story that tells a curious first grader about static electricity. Include at least two events that show how unlike charges attract and like charges repel. Thinking Maps: Flow map, Double-bubble map Sentence Frame: Once difference between and is that, whereas.

9 Fourth Grade Science Unit B: Life Sciences Unit Learning Objectives Integrating Bloom s Taxonomy Creating Evaluating Students will evaluate producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. Students will hypothesize how many plants depend of animals for pollination and seed dispersal, and animals depend on plants for food and shelter. Analyzing Students will distinguish that in a particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. Applying Students will illustrate how ecosystems can be characterized by their living and nonliving components. Understanding Remembering Students identify how plants are the primary source of matter and energy entering most food chains. Students will discuss that most microorganisms do not cause disease and that many are beneficial. Students will relate how decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.

10 Lesson 1 How does energy flow? Unit B: Life Science Chapter 3: Flow of Energy and Matter How does matter flow? Lesson 3 What are decomposers? Lesson 4 What is the role of microorganisms? 4LS2.0 All organisms need energy and matter to live and grow. As a basis for understanding this concept: 4LS2.0 All organisms need energy and matter to live and grow. As a basis for understanding this concept: 4LS2.0 All organisms need energy and matter to live and grow. As a basis for understanding this concept: 4LS3.0 Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: 4LS2.a Students know plants are the primary source of matter and energy entering most food chains. 4LS2.b Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. 4LS2.b Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. 4LS2.c Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals. 4LS2.c Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals. 4LS3.d Students know that most microorganisms do not cause disease and that many are beneficial. 1. ecosystem 2. photosynthesis 3. producer 4. consumer 5. herbivore 6. carnivore 7. omnivore 8. decomposer 1. food chain 2. predator 3. prey 4. food web 1. bacteria 2. organism 3. microorganism 1. protist 2. diatoms

11 Predict what would happen if herbivores did not exist (bridge Predict what would happen if one part of a food web were missing (bridge Predict what would happen if decomposers did not exist (bridge Predict what would happen if Penicillin was never invented (bridge Compare/contrast carnivores, omnivores, and herbivores (double-bubble Identify how energy flows (flow Compare/contrast food chains and food webs (double-bubble Identify how matter flows (flow Compare/contrast the effects of recycling versus not recycling in the environment (double-bubble Define the role of decomposers (circle Compare/contrast bacteria and fungi (double-bubble Describe a microorganism (circle

12 Chapter 3 Flow of Energy and Matter Definitions Lesson 1 1. ecosystem the living and nonliving things and the way they interact in an environment 2. photosynthesis the process of plants using sunlight to make their own food 3. producer a living thing that makes its own food 4. consumer a living thing that eats other living things for food 5. herbivore an animal that eats plants 6. carnivore an animal that eats other animals 7. omnivore an animal that eats both plants and animals 8. decomposer an organism that breaks down wastes and remains of other organisms 1. food chain the transfer of energy and matter from one living thing to another by eating and being eaten 2. predator a consumer that hunts other animals for food 3. prey an animal hunted by others for food 4. food web a system of overlapping food chains in which energy and matter flow through many branches Lesson 3 1. bacteria simple one-celled living things; singular bacterium 2. organism a living thing with parts that work together to carry on the processes of life 3. microorganism a living thing too small to be seen without a microscope Lesson 4 1. protest a one-celled living thing with a nucleus and other cell part 2. diatoms a kind of alga that has a hard cell wall

13 Lesson 1 What are the parts of an ecosystem? Unit B: Life Science Chapter 4: Ecosystems What are some ecosystems? 4LS3.0 Living organisms depend on one another and on the environment for survival. As a basis for understanding this concept: 4LS3.a Students know ecosystems can be characterized by their living and nonliving components. 4LS3.0 Living organisms depend on one another and on the environment for survival. As a basis for understanding this concept: 4LS3.a Students know ecosystems can be characterized by their living and nonliving components. 1. system 2. climate 3. grassland 4. tundra 5. swamp 1. desert 2. low desert 3. landforms 4. shrub 5. high desert 6. rain forest 7. canopy 8. understory 9. coral reef 10. symbiosis Levels of Questioning Speculate what would happen if climate conditions changed in an ecosystem (bridge Levels of Questioning Speculate the consequences of too many trees being cut down in a rain forest (bridge

14 Compare/contrast the tundra and the grassland (double-bubble Identify parts of an ecosystem (brace Compare/contrast the desert and the rain forest (double-bubble Describe the kinds of desert (circle

15 Chapter 4 Ecosystems Definitions Lesson 1 1. system made of many parts that work together for a purpose 2. climate the average weather conditions in an area over a long time 3. grassland an ecosystem that is covered with grasses bus has few trees 4. tundra a cold and dry ecosystem where the ground is frozen all year long 5. swamp a type of wetland where trees can grow 1. desert an ecosystem that receives very little precipitation 2. low desert less than 915 meters above sea level 3. landforms natural features of Earth 4. shrub a woody plant that does not have a single trunk like a tree 5. high desert 915 to 3353 meters above sea level 6. rain forest an ecosystem that has large amounts of precipitation and thick plant growth 7. canopy the top level of a rain forest, formed by tree branches, leaves, and vines tangled together 8. understory the area of a rain forest below the canopy 9. coral reef a ridge or mound in warm, shallow ocean waters formed by the skeletons of tiny sea animals called coral polyps 10. symbiosis a relationship between two organisms that helps one or both of the organisms

16 Lesson 1 What determines survival? Unit B: Life Science Chapter 5: Interactions in Ecosystems How do environmental changes affect living things? Lesson 3 How do animals depend on plants? Lesson 4 How do plants depend on animals? 4LS2.0 All organisms need energy and matter to live and grow. As a basis for understanding this concept: 4LS3.0 Living organisms depend on one another and on the environment for survival. As a basis for understanding this concept: 4LS3.0 Living organisms depend on one another and on the environment for survival. As a basis for understanding this concept: 4LS3.0 Living organisms depend on one another and on the environment for survival. As a basis for understanding this concept: 4LS2.b Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. 4LS3.b Students know that in a particular environment some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. 4LS3.c Students know many plants depend on animals for pollinations and seed dispersal, and animals depend on plants for food and shelter 4LS3.c Students know many plants depend on animals for pollinations and seed dispersal, and animals depend on plants for food and shelter 4LS3.0 Living organisms depend on one another and on the environment for survival. As a basis for understanding this concept: 4LS3.b Students know that in a particular environment some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.

17 1. population 2. community 3. competition 4. diet 5. meadow 6. territory 7. mammals 8. marsh 1. adaptation 2. survive 3. pollination 1. substance 2. starve 3. chemical 4. milkweed 5. monarchs 6. oxygen 7. carbon dioxide 8. shelter 9. fibers 1. pollen 2. fertilization 3. stamen 4. pistil 5. egg cells 6. petal 7. seed dispersal Hypothesize what would happen if animals did not share resources (bridge Compare/contrast a population and a community (doublebubble List the techniques needed for survival (brace Hypothesize what would happen if Redwood trees had not adapted for survival (bridge Compare/contrast animal and plant survival (doublebubble List the strategies for adaptation and survival (brace Hypothesize what would happen if oxygen disappeared from the atmosphere (bridge Compare/contrast how animals and people depend on plants for survival (double-bubble List the ways animals depend on plants (brace Hypothesize what would happen if seeds were not dispersed (bridge Compare/contrast animal seed dispersal and wind seed dispersal (doublebubble Describe the pollination process (flow

18 Chapter 5 Interactions in Ecosystems Definitions Lesson 1 1. population - all of the same kind of living things that live in one place 2. community all of the different populations in one place 3. competition two or more living things using the same limited resources 4. diet food and drink considered in terms of its quantities, composition, and its effect of health 5. meadow a type of grassland used for pasture or serving as a hayfield 6. territory an area where an animal lives, in which it defends from others 7. mammals an animal that bears live young and has fur or hair 8. marsh a type of woodland where trees cannot grow 1. adaptation a trait that helps an organism survive in its environment 2. survive to stay alive 3. pollination the movement of pollen from a male part of a flower to a female part Lesson 3 1. substance a physical matter or material 2. starve to die or perish from lack of food 3. chemical a substance produced by or used in a chemical process 4. milkweed a plant that secretes a milky juice or latex (poisonous to some animals) 5. monarchs a type of butterfly whose caterpillar eats the milkweed plant 6. oxygen a gas animals need to live 7. carbon dioxide a gas made of carbon and oxygen particles 8. shelter protection from adverse conditions 9. fiber a fine, threadlike piece Lesson 4 1. pollen the fertilizing element of flowering plants 2. fertilization the process by which an egg cell and a sperm cell combine 3. stamen the male structure in plants 4. pistil the female structure in plants 5. egg cells the egg that is fertilized by pollen in a plant 6. petal the color segment of the corolla of a flower 7. seed dispersal the process of scattering plant seeds

19 Unit B: Life Science Writing Thinking Maps Writing Assignments Levels of Questioning Imagine Predict Speculate Compare Contrast Explain why Define Describe Identify List Thinking Maps Flow map Double-bubble map Circle map Bridge map Brace map Tree map Depth & Complexity Icons Details of the Disciple Rules Big Idea Multiple Perspectives Patterns Trends Relate over Time Ethics Unanswered Questions Across Disciplines Unit B: Life Science Research a state or national park in California s desert regions. Write a report describing what you might see on a visit to a park. Thinking Maps: Circle map, Tree map Sentence Frame: As a result of researching, I can conclude.

20 Fourth Grade Science Unit C: Earth Sciences Unit Learning Objectives Integrating Bloom s Taxonomy Creating Evaluating Students will assess how natural processes, including freezing and thawing, and the growth of roots, cause rocks to breakdown into smaller pieces. Students will formulate how moving water erodes landforms reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, deposition). Analyzing Students will differentiate among igneous, sedimentary, and metamorphic rocks, by referring to the properties and methods of formation (the rock cycle). Applying Students will illustrate how some changes in the Earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. Understanding Students know how to identify common rock-forming minerals (including quarts, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties. Remembering Students will define igneous, sedimentary, and metamorphic rocks, by referring to the properties and methods of formation (the rock cycle).

21 Lesson 1 What are minerals? Unit C: Earth Science Chapter 6: Rocks and Minerals How are minerals and ores sorted? Lesson 3 How are rocks classified? Lesson 4 How do rocks change? 4ES4.b Students know how to identify common rock-forming minerals (including quarts, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties. 4ES4.b Students know how to identify common rock-forming minerals (including quarts, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties. 4ES4.0 The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept: 4ES4.a Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (rock cycle). 4ES4.0 The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept: 4ES4.a Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (rock cycle). 1. mineral 2. crystal 3. luster 4. hardness 5. streak 6. cleavage 1. ore 2. hematite 3. galena 4. lead 5. copper 1. igneous 2. lava 3. magma 4. sedimentary 5. layering 6. metamorphic 1. rock cycle 2. ash

22 Imagine you find a mineral. Describe how you can test the sample to determine what kind of mineral it is (flow Compare/contrast minerals and rocks (double-bubble Identify the properties of minerals (tree Hypothesize the uses of copper (bridge Compare/contrast lead and copper (double-bubble Describe how ores are mined (flow Hypothesize how sedimentary or igneous rock turns into metamorphic rock (flow Compare/contrast sedimentary rocks and metamorphic rocks (double-bubble Identify the three kinds of rocks (tree Hypothesize what would happen if the rock cycle stopped (bridge Compare/contrast lava and magma (double-bubble Describe the process of granite becoming schist (flow

23 Chapter 6 Minerals and Rocks Definitions Lesson 1 1. mineral a natural, nonliving, solid crystal that makes up rocks 2. crystal a three-dimensional shape with flat surfaces 3. luster property of a mineral that describes how it reflects light 4. hardness a measure of how easily a mineral can be scratched 5. streak the color of the powder that a mineral leaves when it is scratched across a special plate 6. cleavage property of minerals that break along smooth, flat surfaces 1. ore a rock rich in valuable minerals that can be removed from Earth s crust 2. hematite a mineral ore that contains iron 3. galena a mineral ore that contains lead 4. lead a dense blue-gray metal 5. copper a soft metal that is a good conductor and is easy to shape, often to make wire Lesson 3 1. igneous type of rock that forms from molten rock 2. lava hot, molten rock that reaches Earth s surface 3. magma hot, molten rock that forms deep underground 4. sedimentary type of rock that forms when layers of sediments settle on top of one another and harden 5. layering pressure on sediment that settles on top of older layers, creating newer layers 6. metamorphic type of rock formed when heat and pressure change the properties of rock Lesson 4 1. rock cycle the process that recycles rock into new types of rock 2. ash finely pulverized lava thrown out by a volcano in eruption

24 Lesson 1 How does Earth s surface slowly change? Unit C: Earth Science Chapter 7: Our Changing Earth What causes physical weathering? Lesson 3 How does weathered material move? Lesson 4 What causes rapid changes to landforms? 4PS5.0 Waves, wind, water, and ice shape and reshape Earth s land surface. As a basis for understanding this concept: 4ES5.a Students know some changes in Earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. 4ES5.c Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition). 4PS5.0 Waves, wind, water, and ice shape and reshape Earth s land surface. As a basis for understanding this concept: 4ES5.b Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces. 4ES5.c Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition). 4PS5.0 Waves, wind, water, and ice shape and reshape Earth s land surface. As a basis for understanding this concept: 4ES5.a Students know some changes in Earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. 4ES5.c Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition). 4ES5.a Students know some changes in Earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

25 1. landform 2. weathering 1. glaciers 2. freezing 3. thawing 4. soil 1. erosion 2. transport 3. gravity 4. deposition 1. landslide 2. volcano 3. dormant 4. active 5. fault 6. earthquake 7. plates Predict why some mountains are higher than others (double bubble Explain why rocks rolling down a mountain change landforms (flow Describe chemical weathering (bubble Imagine beaches no longer had waves. How would the landscape be different? (multi-flow map) Explain why water changes landforms (flow Describe physical weathering (bubble You find a pebble in the middle of a field. Imagine the sequence of natural events that might bring the pebble into the ocean (multiflow Explain how erosion transports and deposition changes landforms (flow Name four ways eroded materials are transported (tree Hypothesize the causes an earthquake (multi-flow Compare and contrast the effects of an earthquake and a volcano (double bubble Describe how gravity causes a landslide (flow

26 Chapter 7 Our Changing Earth Definitions Lesson 1 1. landform a natural feature of Earth 2. weathering the process that breaks down rocks in Earth s crust into small pieces 1. glaciers a huge moving sheet of ice 2. freezing approaching, at, or below the freezing point 3. thawing to pass or change from a frozen state to a liquid state 4. soil the thin layer of loose, weathered material that covers most of the land surface of Earth Lesson 3 1. erosion the movement of weathered materials 2. transport to carry from one place to another 3. gravity the force of attraction toward the center of the Earth 4. deposition the laying down of piece of rock and soil Lesson 4 1. landslide the rapid downhill movement of large amounts of rock and soil 2. volcano place on Earth s crust where magma reaches the surface 3. dormant in a state of rest 4. active describes a volcano that had frequent eruptions or shows signs of future eruptions 5. fault a break or crack where Earth s crust can move 6. earthquake a sudden movement that causes Earth s crust to shake 7. plates large pieces of the Earth s crust

27 Unit C: Earth Writing Thinking Maps Writing Assignments Levels of Questioning Imagine Predict Speculate Compare Contrast Explain why Define Describe Identify List Thinking Maps Flow map Double-bubble map Circle map Bridge map Brace map Tree map Depth & Complexity Icons Details of the Disciple Rules Big Idea Multiple Perspectives Patterns Trends Relate over Time Ethics Unanswered Questions Across Disciplines Unit C: Earth Science Choose one igneous rock, one sedimentary rock, and one metamorphic rock. Describe how the rocks you chose are similar and different. Thinking Map: Double-bubble map Sentence Frame:,, and are similar (of different) in many ways, including.