Big Idea 6: Earth Structures Grade 5

Big Idea 6: Earth Structures Grade 5
PSELL Big Idea 6: Earth Structures Connection Part 1 Student Booklet pp. 140 – 158 Part 2 Student Booklet pp. 159 – 165

Department of Mathematics and Science
Part One: Identification of the Three Types of Rocks: Sedimentary, Igneous, Metamorphic Minerals Gr. 5 Essential Lab # 8 Physical Properties of Minerals Weathering and Erosion Gr. 5 Essential Lab # 9 Weathering and Erosion Part Two: Earth’s Resources : : Department of Mathematics and Science

Big Idea 6: Earth Structures Part One Benchmarks
SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure. (assessed as SC.4.E.6.2) SC.4.E Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). For the teacher Department of Mathematics and Science

PSELL Big Idea 6 Part 1 Student Book p. 140 Does This Matter to Me? Have you ever thought about collecting rocks? Do you know anyone who collects rocks? Rocks are fun to collect; they come in all different shapes, sizes and colors. Have you ever cracked a rock open? Was the center of the rock a different color than the outside? Rocks can be found deep under the ocean floor or right outside your front door. The study of rocks is important because they can tell us information like the age of our Earth. Energy is constantly changing the features of Earth’s surface by breaking down and moving rocks around. Let’s discover what moves rocks and makes them look so different. Engage: Direct students to read the passage PSELL Big Idea 6 Student Book p. 140 together in their group and discuss their responses to the questions in the passage. Use the following PSELL questions from p. 141 to assess prior knowledge: How do rocks form? What are they made of? How are minerals classified? How is soil formed? What factors cause rapid change to the surface of the Earth? What factors cause gradual change? Department of Mathematics and Science

What are Rocks? Rocks are … Nonliving, solid earth materials Make up the crust of the Earth Mixture of one or more minerals Range in size from giant mountains to grains of sand Can be smooth or rough, shiny or dull, one color or many colors More about Rocks from Discovery Explore: Distribute a collections of rocks to each group. Have them observe their group’s collection and write down how their properties and how they are alike and difference. Discuss observations. First click on the hyperlink What are Rocks ( Discovery Education video) for a discussion. Read definition of rocks in PSELL Big Idea 6 Student booklet p Discuss. Have students define a rock in their notebook. Play More about Rocks from Discovery for more info. Explore: Pass out samples of rocks that are from the 3 types for students to observe. AIMS gr. 4 Earth Science has several lessons on identifying rocks. Students could choose a rock one per student in a group to observe, measure and identify its type and record in their journals. Students can place the rocks in a group and have members read their descriptions and see who can identify the designated rock. Two rocks can be compared using a VENN diagram. Rocks can be classified by size, luster, hardness, volume, etc. Explain: Each of the three types are hyperlinked and you can click on them to learn more. The next slides also provide more information on each type. Student Booklet p. 141 Department of Mathematics and Science

Essential Question: What are the Three main types of rocks?
Sedimentary Rock Igneous Rock 3. Metamorphic Rock Student Booklet p Engage/Explore/Explain: Ask the essential question and listen to responses. Then click on Three main types to watch a free BrainPop link . Have students name them and list them in their notebook. Rock Type Photographs and more: Department of Mathematics and Science

What are Sedimentary Rocks?
Form when layers of rock particles get pressed together at or near Earth's surface Nickname = “Layered” rocks May contain fossils Common near bodies of water or where water existed in the past Characteristics: Layers Loosely compacted Distinct particles Dull Light Colored Light weight Explore and Explain: Open hyperlink: Sedimentary Rocks and read, explore and discuss. Have sample of sedimentary (limestone – schoolyard /home backyard) rocks. I Students take notes on main characteristics. Extend: Gr. 4 AIMS activity: Settling on Sediments Log in to Gr. 5 Take in to the Net. Go to Games and click on Earth Science Unit, chapter 9 Active Art for Sedimentary Rock Formation animation. If not registered, click on the register button. Enter the access code SFSCAL07FLEN05T and your school’s zip code. ASK: What type of rocks do we find in Miami and South Florida? (sedimentary - limestone) How do you know? ( some answers: limestone rocks contain fossils of ocean life from when south Florida was covered by water. Limestone is mined here for making of cement.) Evaluate: What do we call the breaking down of rock that creates sediment? That’s right- weathering. Let’s look at some types of physical weathering. Go to the next slide. See for photographs and more.

What are Igneous Rocks? Can you identify some others?
Form when magma (hot liquid rock) cools and hardens Cools very fast = glassy with holes Cools fast = glassy Cools slow = small crystals Cools very slow = large crystals Nickname= “Fire formed” rocks: Pumice is a gas-charged igneous rock. Can you identify some others? Explore and Explain: Open the two hyperlinks to learn more about igneous rocks. Students identify their main properties or characteristics and take notes. You can look at specific types through the site and/or actual rocks if available. Evaluate: Ask them to identify granite (#1) obsidian (#2) and scoria ( #3) from the picture. See for photographs and more. 2 3 1 5 4 granite scoria obsidian pumice

Observe and Classify Rocks Inquiry
Three Main Types 1. Sedimentary Rock 2. Igneous Rock 3. Metamorphic Rock Explore Activity: Objectives: Students observe properties of sedimentary, igneous, and metamorphic rocks. Students classify rocks based on their properties as sedimentary, igneous, or metamorphic rocks. Materials: Two Igneous Rocks (obsidian and pumice or scoria*) Two Sedimentary Rocks (conglomerate and compact limestone or chalk*) Two Metamorphic Rocks (slate and marble*) *Suggested rock types Procedures for Exploration: Divide class into small groups of six students. Pass out samples of rocks that include rocks from the 3 types. Students choose a rock to observe, and identify its properties in their journals. Students can place the rocks in a group and have members read their descriptions and see who can identify the designated rock. Students use the dichotomous key placemat sheets to classify their groups rocks into the three types of rocks: sedimentary, igneous, and metamorphic. Students explain their classifying reasoning. Evaluation: Students create a foldable for the three types of rocks. Scientist Profile: Volcano Scientist Department of Mathematics and Science

How Rocks Formed Song (Sing to the tune of “Row, Row, Row Your Boat”)
Adapted from Utah Elem. CORE Academy 2006 Sedimentary rock Has been formed in layers Often found near water sources With fossils from decayers Then there’s igneous rock Here since Earth was born Molten lava, cooled and hardened That’s how it formed These two types of rocks, Can also be transformed With pressure, heat, and chemicals Metamorphic they’ll become Engage/Explore Explain: Sing song. What formation clues for each of the three rock types are identified in the song? Take notes. Materials: Two Igneous Rocks (obsidian and pumice or scoria*) Two Sedimentary Rocks (conglomerate and compact limestone or chalk*) Two Metamorphic Rocks (slate and marble*) *Suggested rock types or use photographs from the site Procedures for Exploration: Divide class into small groups of six students. Pass out samples of rocks that include rocks from the 3 types. Students choose a rock to observe, and identify its properties in their journals. Students can place the rocks in a group and have members read their descriptions and see who can identify the designated rock. Students use the dichotomous key placemat sheets to classify their groups rocks into the three types of rocks: sedimentary, igneous, and metamorphic. Students explain their classifying reasoning. Evaluation: Give each group three different rocks from the three different types and have the students identify the group the rocks belong to and give evidence observed as to why.

How do the three types of rocks form?
Igneous rocks form when magma cools underground or lava from volcanic eruptions cools on Earth’s surface. Sedimentary rocks form when bits of different rocks pile up. Over a long time, the rock bits are buried and squeezed together to form sedimentary rocks. Metamorphic rocks form when igneous or sedimentary rocks are changed by heat and pressure. Explain and Evaluate Department of Mathematics and Science

What’s the Rock: Reference Sheet
1. Igneous: Form when magma cools and hardens. Cools very fast = glassy with holes Cools fast = glassy Cools slow = small crystals Cools very slow = large crystals 2. Sedimentary: Form when layers of rock particles get pressed together Loosely compacted layers Distinct particles Dull Light Colored 3. Metamorphic: Form when underground rocks are changed due to high pressure Thick layers Tightly compacted Shiny Blended colors Blurred particles Rock Identification Reference Sheet (Adapted from Utah Elem. CORE Academy 2006)

Sample FCAT 2.0 Question 1. Eddy is examining two igneous rocks. He observes that one rock is light-colored and one is dark-colored. Both rocks have very large crystals and are very coarse. How can two rocks made by the same process be so different in color? A. They contain different minerals. They were made at different times. They were worn down at different rates. They cooled at different rates. Florida Achieves Evaluate Department of Mathematics and Science

Sample FCAT 2.0 Question 2. What type rock is formed when grains of sand and other sediments that have eroded from mountains and have been washed down to sea are pressed and cemented together? Igneous Metamorphic Oceanic Sedimentary Discovery Education Evaluate Department of Mathematics and Science

Sample FCAT 2.0 Question 3. Dr. Gonzalez is searching for recently-formed igneous rocks for her collection. Where would this type of rock most likely be found? A. in a deep cavern B. on a sandy beach near a volcano at the mouth of a river Florida Achieves Evaluate Department of Mathematics and Science

Sample FCAT 2.0 Question 4. Metamorphic rocks are formed under great pressure or temperature. Which geologic process would make a metamorphic rock? the sliding of a valley glacier the deposition of sand by wind the movement of Earth's crust the removal of surface rock by water Evaluate Florida Achieves Department of Mathematics and Science

Sample FCAT 2.0 Question 5. While hiking in the Everglades, Melissa finds the fossil of clam in a rock. In which type of rock would you most likely find a fossil? Igneous Metamorphic Oceanic Sedimentary Evaluate Florida Achieves Department of Mathematics and Science

Minerals and You Every solid material made from nature that’s neither plant or animal--not a living thing is a mineral or made from minerals. Minerals touch our lives in hundreds of ways each day. Life as we know it would not exist without them. What are some minerals that touch your lives? Click here for minerals in your house. What are minerals? (Discovery Education video) Engage - Display some minerals and say: You wake up in the morning and turn on a light. You wash your face, brush your teeth, and get dressed. You turn on the TV and eat breakfast – a bowl of cereal, a glass of juice, or maybe toast and an egg. You gather your book bag and head out the door—ready to start the day. And almost everything you’ve done so far– and everything you’ll do for the rest of the day—would be impossible without minerals. Click on hyperlink: Minerals and You and or see optional handout: The Importance of Minerals in our Lives for more information. Ask: What are some minerals that touch your lives? Students record responses in their notebook/journal. Ask so what are minerals? That’s right: solid material made from nature that’s neither plant or animal--not a living thing is a mineral or made from minerals. Students write in their or notebook. Let’s look at some mineral resources to see what else we can learn. Go to the next slide. Department of Mathematics and Science

What are the Five Characteristics That Minerals Share? To help you remember try this mnemonic device: N I C S Diner - Naturally Occurring – Not made by humans - Inorganic – Was never alive - Crystalline (crystals) – The atoms form a pattern and repeat themselves in all directions. - Solid Definite Chemical Composition – Example: Salt aka halite has a chemical composition of NaCl throughout Explain: See the Minerals’ Station teacher edition resources in the Grade 5 Instructional Resources for additional information. Department of Mathematics and Science

What is a Mineral? A mineral is a Natural, Inorganic (nonliving), Crystalline (crystal pattern), Solid with a Definite chemical structure. A Mineral is a material that has its own set of properties: (Discovery) How are minerals identified? (free BrainPop) color streak color hardness luster breakage: cleavage or fracture Minerals by Name Student Booklet p. 142 Explore and Explain: See the Minerals’ Station teacher edition for additional information. Show samples of minerals. Ask students, what are minerals?(previous slide) Listen to ideas. Have students watch the video that is hyperlinked (What is a Mineral? ) and also look at SF textbook p. 282 and find the definition. Have a volunteer read it. A mineral is defined as a naturally occurring solid that has regular arrangement of particles in it. What does this mean? have them define mineral in their journals . If available, read ScienceSaurus handbook pp to learn how scientists define minerals. Student take notes and define a mineral. Then ask students to give you properties that all minerals have. You can also have students read in their SF gr. 5 book pp , lesson 5: How are minerals identified? (If you have Discovery click on A material that has its own set of properties and/or play How are minerals identified? (free BrainPop). Then ask what are the properties that scientists use to identify one mineral from another? Have students list them in their notebook. (color, streak color, hardness, luster, cleavage) optional: view Minerals by Name Department of Mathematics and Science

Mineral Stations Lab Station # 1: Streak Station # 2: Luster (metallic or non-metallic) Station # 3: Breakage – Fracture vs. Cleavage Station # 4: Color Station # 5: Hardness Station # 6: Who am I? Write your station responses in your notebook. Explore: See the Minerals’ Station teacher edition for additional information at Ahead of time set up Minerals Station cards and find minerals needed for each station and any other resources per station. Department of Mathematics and Science

Mineral Identification Chart
This can be displayed while students work through the Mineral Stations. Department of Mathematics and Science

Essential Lab # 8 Physical Properties of Minerals
Mineral Detective Essential Question: How are minerals identified? Materials: Mineral specimens hand lens penny (1982 or older) streak plate paperclip (steel blade) magnet Explore: A head of time go over the Procedures for the Teacher from Essential Lab # 12: Display the collection of minerals again. Ask how can we find out the identity of these mystery minerals? Say let’s take a look at another site called Mineral Detective (click above detective clip art) at . Discuss what they learned. Pass out the following materials listed above and the lab sheet. Do steps 5 & 6 from Procedures for the Teacher. Go to the next slide and go over student procedures on the lab sheet. Department of Mathematics and Science

Procedures Read the Mystery Mineral Worksheet. Look carefully at each property and its descriptions at the top of worksheet. Choose a mineral to observe and record its identification # on the worksheet. Observe and perform the physical property tests and record the results. Repeat for each different mystery mineral. Share and discuss mineral property observations within your group. Use the Mineral Identification to compare observation results with the Mineral Identification Key to determine the real identity of the minerals. Record each mineral’s identity in column one. Share mineral identification results with your group and the whole class. Explore Lab continued: Read over the procedures with the students. If you have not gone over how to use the identification tools, do it now and also go over the Mineral Identification Keys. Department of Mathematics and Science

Explain/Evaluate: DATA: After group discussions come back to this page and have volunteers share out the identification results.

Mineral Identification Keys:
Additional Mineral Identification Keys: Grade 5 Scott Foresman p. 284 Explain: Students use keys to help with the identification of their mystery minerals. Department of Mathematics and Science

Group Discussion Beginning with the shortest person in your group, take turns going around the table in a clockwise direction sharing the identity of one of the minerals identified. Do you all agree on its identity? How do your observations (evidence) compare with the others in the group? Continue until all minerals have been shared. Then answer the following: Which was your easiest mineral to identify? Why? Your hardest? Why? Share within your group. Explain: After group discussions come back to previous slide and have volunteers share out the identification results. Department of Mathematics and Science

Evaluate Name and explain one of the mineral properties you observed other than color? 2. Why do you think color may not be the best way to identify minerals? How did the hand lens help with observing properties of the minerals? 4. What was the most difficult mineral to identify? Why? Evaluation Department of Mathematics and Science

Minerals Review Rocks are made of _____, which are natural, nonliving solid crystals. The way a mineral’s surface reflects light is called its __________. The way a mineral can tend to break along lines or smooth surfaces when hit sharply is its ___________. _________ is the color of a mineral when it is powdered. It is often different from the color of the whole mineral. The measure of the mineral’s resistance to scratching is its _______. Cleavage Hardness C. Luster D. Minerals E. Streak Color Evaluate: Students match up the use of a vocabulary word with the sentence that uses it correctly. Department of Mathematics and Science

Sample FCAT 2.0 Question SC.4.E.6.2
Eddy is trying to identify a mineral by observing its luster. This means that he is doing which of the following? A. observing the way the mineral reflects light B. scratching the mineral with other objects or minerals C. examining the color the mineral makes when rubbed across porcelain D. feeling the mineral to determine if it is rough, smooth, greasy, or glassy Florida Achieves Evaluation Department of Mathematics and Science

2.Tanya is trying to identify an unknown mineral. To identify the mineral, Tanya breaks it and observes the planes and patterns formed along the break. Which property of minerals is Tanya testing? A. cleavage B. hardness C. luster D. texture Florida Achieves Evaluation Department of Mathematics and Science

3. Samantha is identifying different minerals she found on vacation. Which property of the minerals will Samantha be LEAST able to determine by using only her eyes? A. color B. hardness C. luster D. texture Florida Achieves Evaluation Department of Mathematics and Science

Extension Gizmo Activity: Mineral Identification Extension Department of Mathematics and Science

What role does flowing water have in all of the different sizes of rocks in streams? Hypothesis: __________________________ Engage: Direct students to look at the stream pictures and ask the essential question on the slide. discuss students’ responses. Department of Mathematics and Science

What role does flowing water have in all of the different sizes of rocks in streams?
Data Table Before Shaking the Jar (Control) Number of rocks _____ Rock measures ____ cm Water looks… After Shaking the Jar (Test) Number of rocks ______ Rock measures ____ cm Water looks… Engage: Direct students to look at the stream pictures and ask the essential question on the slide. discuss students’ responses. Explore: How can flowing water cause changes in rocks demonstration lab? Materials: three jars one lid water strainer coffee filter two clear cups two sets of 6 similar rocks try to include sedimentary rocks – conglomerates work well Procedures: 1. Students make a two column chart in their in their stepbook or notebook and label it like the slide. Pass out two rocks per group for students to examine and record their observations in the first column, titled Before Shaking the Jar Fill the one jar with water half way full. Have students observe the water in the jar and record their observations in the first column. Label one jar the Control and the other Test. Collect the pair of rocks from each group and place one in the control jar and the other in the test jar from each group for a total of six in each. Have students predict what will happen to the rocks and water when the jar is shaken for 5 minutes. Close the lid on the test jar and pass the jar around the room to students to take turns shaking the test jar for 5 minutes. Examine the water in the test jar. Is it still clear? Students record their water observations on the second column, After Shaking the Jar. Pour the contents of the test jar through a strainer over the third jar. How do the rocks that were shaken in water compare to the rocks that were not shaken in water? Look at the water again. How does it look? Very slowly pour the water through a coffee filter placed over a clear cup. Examine the coffee filter. What do you see on it? How did the water in the jar being shaken affect the rocks? How do you know? How do the rocks affect each other? What natural events could have the same effects on rocks? Look back at the essential question again.

PSELL BOOKLET P. 145 PhysicalWeathering 1. 3. 2. Explore and Explain: Read in SF gr. 4 chapter 9 lessons 1 &2. Review weathering by watching the hyperlinked video and/or ScienceSaurus Handbook: Earth’s Changing Surface pp Evaluate: Have students number a paper in their notebook and identify the 4 types of weathering shown in the pictures. Wind rain Ice Plant roots Have students write a definition and place in their notebook using the Frayer model. See the next slide. 4. Department of Mathematics and Science

Explore/Explain/Evaluate: Have students create a definition using the Frayer model in their notebook. Department of Mathematics and Science

PSELL Student Booklet pp What is Erosion? Erosion is the movement of sediments from one place to another. Water is the primary agent of erosion, though wind and glacier ice also contribute . Create a definition of erosion In your notebook. Explore and Explain: Review erosion by playing the hyperlink: What is Erosion? Have students define and give examples of erosion in their notebook. Open the link Erosion and click each dot on the map of North America to see a photograph showing the effects of erosion. Have students create a definition using the Frayer model in their notebook. Evaluation: Ask: What part do weathering and erosion play in the formation of sedimentary rocks? Weathering and erosion create the small rock particles that, along with organic matter, make up soils. The same small rock particles can be transported by water and find their way to the bottom of lakes and oceans where they form layers. As more and more layers are deposited, the pressure from the weight above and consolidation of the minerals and the particles may cause them to cement together, creating a sedimentary rock. Read more: Department of Mathematics and Science

Essential LAB # 9: Weathering and EROSION
How do you think the Grand Canyon was formed? Why do you think it has gotten deeper and wider over time? How long do you think it took for the Grand Canyon to form? Engage: Play the video, Weathering and EROSION. Have students open up their Essential lab student response/exploration booklet p. 1 to respond to the questions. Department of Mathematics and Science

Essential Lab #9 Weathering and Erosion
Station # 1: What happens when it rains on a sandy soil plain? Station # 2: How does water erode a sandy mountain with no grass? Station #3: How does grass affect water erosion on a mountain? Station # 4: How does flowing water wear down and move rocks? Station # 5: How can wind cause changes in rocks? Explore: Weathering and Erosion Stations can be found in the Learning Village Science Quarter 3 Pacing Guide: Essential Lab #9 Weathering and Erosion. Students use their Essential lab student response/exploration booklet to record their responses for the five stations. Department of Mathematics and Science

Essential Lab #9 Follow Up Questions:
What is weathering? In which part(s) of the stations did you observe weathering? What is erosion? In which part(s) of the stations did you observe erosion? Comparing results from stations 2 and 3, what is a way to keep erosion from happening? What is the most interesting discovery you made from these station activities? Explain/Evaluate Department of Mathematics and Science

FCAT 2.0 Question The agents of erosion include all except _____________. rock and rock fragments under the influence of gravity B) currents such as wind, water, or ice flow C) the breaking down of rock through processes where no movement is involved D) poor land uses such as deforestation and unmanaged construction Explain/Evaluate Department of Mathematics and Science

FCAT 2.0 Question 2. What occurs when gravity pulls loose material down to the bottom of a slope in a sudden motion? A) tsunami B) flood C) landslide D) earthquake Explain/Evaluate Department of Mathematics and Science

FCAT 2.0 Question 3. Weathering can be caused by ___________________. A) canyons, caves, and landslides B) rain, wind, and plant roots C) rivers, mountains, and currents D) tides, mice, and glaciers Explain/Evaluate Department of Mathematics and Science

FCAT 2.0 Question 4. How did weathering and erosion form the
Grand Canyon? Flooding caused landslides many years ago, and the canyon was formed very quickly. B) A great earthquake caused the a giant crack in the earth, and the canyon was formed. C) Many volcanoes in that area erupted, and the lava caused the rocks to melt away. D) Rain, wind, and the river cut into the rock and soil, removed it, and slowly formed the canyon. Explain/Evaluate Department of Mathematics and Science

Part Two: Earth’s Resources
Benchmarks SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy). Department of Mathematics and Science

PSELL Big Idea 6 Part 2 Student Book p. 159 Does This Matter to Me? Have you ever lost power at home? Did you miss not having electricity? What did you miss? Were you sad that you couldn’t listen to music or watch TV? Was it hot because the air conditioner didn’t work? Was it difficult to cook dinner? Did things just not work right? We rely on electricity at home and at school to provide light, air conditioning, media (TV, music players, computers, etc.), and power for our appliances to cook and clean. Have you ever run out of gas while driving with your family in the car? A car must have fuel in order to travel down the road and get you where you want to go. We rely on sources of energy to be able to do the things we do every day. When we run out of gas or the electricity goes out, we suddenly realize how important forms of energy are to us. Talk about these questions in your group: Where do we get the resources for fuel energy? What are renewable and nonrenewable resources that we use? What are differences between renewable and nonrenewable resources? Engage: Read and discuss PSELL Big Idea 6 Earth Structures Student Booklet Part 2 p. 159 as a formative assessment of your students knowledge of Earth’s resources. PSELL Big Idea 6 Part 2 Student Book p. 159 Department of Mathematics and Science

What are natural resources?
What are some of Earth’s natural resources? Water Plants Sun Air Wind Minerals rocks Land Soil Oil Coal Animals Engage: Ask the essential question and then click on the hyperlink: natural resources. Have students share responses. Students add a definition for Natural Resources in their notebooks. PSELL Big Idea 6 Part 2 Student Book p. 160 Department of Mathematics and Science

What resources are found in Florida ?
Florida has many natural resources: Beaches Pine Forests Oil Cattle Phosphate Citrus Explain: Talking Chips Strategy: Students share work from previous slide’s extension/elaboration and each member in a group name one natural resource in Florida and explain why it is useful and important. Water Limestone Reefs Solar Energy

What are some Renewable Resources?
PSELL Big Idea 6 Part 2 Student Book p. 160 The sun is a renewable resource. Energy from the sun is never used up. Water is a renewable natural resource. It evaporates from the oceans, precipitates in the form of rain and snow, and flows through rivers and streams back to the oceans. Explain Plants are renewable because plants can grow more plants. Seeds grow into plants that bear flowers. These flowers, when fertilized, produce seeds that grow into new plants. Department of Mathematics and Science

What are Florida’s Renewable Resources?
Oranges Solar Energy Renewable Resources Explain what /Discuss why: Solar energy , orange trees, drinking water, and wind are all renewable resources found in Florida. Florida’s location near the equator and its climate provide an abundance of sunlight all year round which can be harvested as solar energy. The solar panels installed on homes, businesses, and schools will capture the sun’s energy to provide power. Meanwhile, utilizing solar energy can decrease electricity bills and help the environment conserve resources. Florida grows the most oranges in the entire United States. Orange trees are widely cultivated in Central Florida where the conditions of the soil and climate are perfect. Florida oranges are picked from trees that are at least three years old. As an orange tree matures, the number of fruit it produces each year increases. Florida has many sources of water. Most of Florida’s drinking water comes from the Floridan Aquifer. The Floridan Aquifer system is one of the major sources of ground-water not only in Florida but, in the United States. Wind is another one of Florida’s renewable resources that allows moving wind currents to be converted into electrical energy. Although the state of Florida is surrounded by water on three sides, it does not get wind gusts significant enough to power homes and commercial businesses. The government’s “Go Green” Initiatives have challenged scientists to carry out experimental research on wind-generated electricity in parts of Florida. Sources of Water Wind

Why are renewable resources important to us?
Renewable resources can be recreated, although some, like trees, may take more time to renew than we can wait. Nonrenewable resources can be used up. Explain Department of Mathematics and Science

What are Nonrenewable Resources?
PSELL Big Idea 6 Part 2 Student Book p. 160 They are resources that formed over millions of years. They can not be made again in our children or our grandchildren’s lifetimes. There is a limited supply of these resources and people are using them faster than they can be replaced. What are some examples? fossil fuels: natural gas crude oil coal Minerals: aluminum silver iron Explain Department of Mathematics and Science

What are Florida’s Nonrenewable Resources?
Phosphate Oil Nonrenewable Silicon Limestone Explain/Explore: Oil, phosphate, limestone, and silicon are nonrenewable resources found in Florida that will eventually run out. Have students explore their uses online. Show samples if available. Explain: Break students into groups and have them research the resources 1. What are they used for? 2. Are any of them sources of energy?

Limestone is a nonrenewable Florida Resource
Things that are made from Limestone: building and landscape materials materials used in road construction cement manufacturing *Bonus questions: What type of rock is limestone? Limestone is a sedimentary rock. How do sedimentary rocks form? Explain: (Show a sample of limestone.) Limestone, another one of Florida’s nonrenewable resources, is a sedimentary rock that is naturally occurring in Florida. Pure limestone is made of calcite. Marine organisms are the primary source of the calcite in limestone. Therefore, limestone is mostly found near or within the ocean. Limestone is mainly used in road construction and in building materials. Limestone is also used to manufacture glass and cement.

What are examples of renewable and nonrenewable resources?
Some renewable resources include: sunlight, water, wind, soil, and trees Some nonrenewable resources include: coal, oil, and natural gas Explain Department of Mathematics and Science

What are the differences between renewable and nonrenewable resources?
Nonrenewable resources are resources that cannot be replaced in a short amount of time. Unlike renewable resources, it is possible for humans to use up all of the nonrenewable resources in the world. A renewable resource is a resource that humans are not likely to run out of. Wind is a renewable resource because the wind will always continue to blow on Earth. Trees are a renewable resource because they can be planted and grown in a short amount of time. Department of Mathematics and Science Explain

Virtual Lab: WOW, Windmills!
Variables (Things that can change.): ____________ _____________ _____________ Variable I will change (Test/Independent/Manipulated): ___________________ Testable question (Problem Statement): ______________________________________________ This is a fair test because________________________ _____________________________________________ Hypothesis: Procedures: Explore: Click on hyperlink: WOW, Windmills! for a virtual lab. Read the lab introduction and discuss with students. They will do the Level 1 activity. Pass out the student sheet for Level One. Complete the Student Planning Sheet (left side) together.

Virtual Lab: WOW, Windmills!
Data : Test Number Number of Blades Shape Pitch (angle) Average Number of Spins in 1 Min. Explore: Collect data. Department of Mathematics and Science

Saving Resources The world doesn’t have an endless supply of natural resources. We have to make our natural resources last longer. The wise use and protection of natural resources is called conservation. Use cloth shopping bags Ride your bicycle instead of driving Buy recycled products Turn off the water while you brush your teeth Reduce Review and Extend: Click on hyperlink: Saving Resources. Then view Saving Resources and discuss. Recycle aluminum cans Turn off lights when you leave a room Recycle Reuse

Energy Conservation What can we do? We can use resources wisely.
We can reduce, reuse, an recycle. Explain/Evaluate Department of Mathematics and Science

FCAT Review 1. Earth will eventually run out of certain kinds of energy resources. These are called nonrenewable energy resources. Which answer lists ONLY nonrenewable energy resources? solar, geothermal, and hydroelectric natural gas, wind, and water gasoline, solar, and nuclear coal, oil, and natural gas Explain/Evaluate Department of Mathematics and Science Florida Achieves

FCAT Review 2. In Florida, limestone mining produces over 153 million tons of products a year, including concrete, asphalt, and cement. Which of the following best describes how limestone mining should be handled in Florida? It should be restricted, because some people have a toxic reaction to limestone products. It should be restricted, because there is only a limited amount of limestone available. It does not need to be restricted, because new deposits of limestone can be discovered and used. It does not need to be restricted, because limestone can be easily replaced as sediment is compacted. Explain/Evaluate

FCAT Review 3. It is important to develop renewable energy sources like solar, wind, and hydroelectric power. What is the advantage of using these resources, instead of using fossil fuels? They make more energy than fossil fuels. They are cheaper to maintain than fossil fuels. They cannot be depleted or used up, like fossil fuels. They do not depend on weather conditions, like fossil fuels. Explain/Evaluate Department of Mathematics and Science Florida Achieves

Show What You Know 3- List 3 nonrenewable resources
2- List 2 renewable resources 1- Write 1 idea for conserving resources Big Idea 6: Vocabulary Review Game Evaluate Department of Mathematics and Science

Big Idea 6: Earth Structures Grade 5

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Big Idea 6: Earth Structures Grade 5

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