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Grade 1 Goal 2 and 3 Rocks and Soil

Writers: Lisa Swinson Judith McDonald Mary M. Scott

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I. Grade Level/Unit Number: 1/ Unit 3 II. Unit Title: Rocks and Soil III. Unit Length: 5-9 weeks IV. Major Unit Goal/Learning Outcome: The learner will be able to: o Sort rocks based on their characteristics o Describe the components of soil o Compare soil from various locations o Discuss where and how some earth materials are used by humans o Group solids based on their characteristics o Investigate several different types mixtures V. Objective chart and RBT tags Unit Title: Rocks and Soil Number of Weeks: 4-5 weeks Number Competency or Objective RBT Tag 2.01 Describe and sort a variety of earth materials B2 based on their properties: color, hardness, shape, and size 2.02 Describe rocks and other earth materials in B2 more than one way using student-made rules 2.03 Observe the various components that combine A4 to make soil 2.04 Compare the components of soil samples from B2 different places. 2.05 Explore where useful earth materials are found A4 and how they are used 3.03 Classify solids according to their properties: 3B color, texture, shape, and ability to float or stack. 3.05 Observe mixtures including: solids with solids, 2B liquids with liquids, and solids with liquids VI. ELD/EC: English Language Learners communicate information, ideas, and concepts necessary for academic success in the content area of science.

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VII. Materials and Equipment Lesson 1: o Index sample cards (teacher made), 3 per group o White paper, large enough to cover desks o Magnifiers o Craft sticks or tongue depressors o Styrofoam trays or paper plates o Plastic spoon, one per group o Three cups of dry soil per group: clay, sand, humus (potting soil) o Science notebooks Lesson 2: o Soil samples from lesson 1 o Water o Craft sticks o Science notebooks Lesson 3: o Clear plastic cups or containers o Craft stick or pencil o Water o Soil from previous lesson o Science notebooks Lesson 4: o Magazines o Glue o Scissors o Science notebooks Lesson 5: o Spoon or stick o Re-sealable plastic bag o Source for soil o Science notebooks Lesson 6:

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o o o o

Spoon or stick Re-sealable plastic bag Student soil samples Science notebooks

Lesson 7: o List from previous lesson o Pretzels o Raisins o Various cookies o Gummy worms o Edible foods suggested by students o Science notebooks Lesson 8: o Class rock collection o Box or container o Hand magnifiers o Science notebooks Lesson 9: o Class rock collection Lesson 10: o Dark paper at least 12 x 18 o Chalk o Rock collection o Science notebook VIII. Big Ideas: Systems, order, classification IX. Unit Notes: Read through all activities before beginning the unit. You may decide to study rocks before soil or soil first. Vocabulary needed for entire unit: Rock: a naturally formed fragment of a mineral

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Soil: the covering of the Earth made up of tiny rock particles and decaying organic material, capable of supporting life Sand: gritty, granular material made up of rocks and minerals Clay: substance composed of mostly finely grained minerals, capable of being changed in shape when moist, but becoming hard when fired or dried. Silt: particles smaller than sand (.0625 mm). Texture is silky, rather than gritty. Humus: the decomposed organic component of soil providing its dark brown or black coloration Basically, soil comes from rocks. It has additional materials combined with the tiny rock particles, differing by location. Rocks are best understood by looking at a very simple description of the rock cycle. All rocks originally begin as igneous or fire formed rocks. Igneous are the only original rocks, the other two types being formed by transformation from igneous to sedimentary and/or metamorphic. Igneous rocks are formed from molten liquid materials beneath the earth surface. Magma is the name for the molten materials that cool while beneath the Earths surface and lava is the name for molten materials that cool while above the surface. Through weathering, erosion, and other natural and human effects on igneous and/or metamorphic rock small particles are transported and mix with bones, shells, and other organic and inorganic matter. Under pressure these particles are formed into sedimentary rock. Metamorphic rock is rock that has changed from one form to another due to extreme pressure or temperature. Rocks properties are used in their classification. A geologist is a scientist who studies the history of the earth and its life especially as recorded in rocks. A more detailed description of the rock cycle is available at http://geography.about.com/cs/physicalgeography1/a/rockcycle.htm. (retrieved 5/21/07) or http://soils.usda.gov/education/facts/soil.html, retrieved 5/21/07http://www.bbc.co.uk/schools/gcsebitesize/chemistry/changes toearthandatmosphere/0rocksrev1.shtml retrieved 6/13/07 As rocks of various types break down the particles mix with decaying matter and other particles in their environment to form soil. Soil is considered the upper layer of the earths crust that supports plant growth.

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A scientist who studies soil is a pedologist. The study of soil is pedology. Soil is made up of air, water, sand, silt, clay, and humus. Humus is made up of decaying matter, providing nutrients for plant life. Soil has layers or horizons, which are coded alphabetically. The O horizon is the uppermost, being composed of decaying matter such as twigs, leaves, and dead insects. The A horizon is what most of us know as topsoil, the B horizon the subsoil. The C horizon consists of rocks and then finally the R horizon of bedrock. Other layers are coded and may be researched further at http://geography.about.com/od/physicalgeography/a/soil.htm (retrieved 5/21/07). Information for teachers is available at the following website: http://www.geology.enr.state.nc.us/proj_earth/proj_earth.html#additio nal retrieved 5/10/08 Students will use a science notebook to record information. Student notebooks can be made with blank sheets of paper, a store bought notebook or what ever the teacher prefers. The teacher explains each step of the Thinking Like a Scientist poster to students ( refer to Unit 1: Plants) and have students draw the images from the poster in their science notebook. Throughout the year, students refer back to the poster and drawings to determine whether they were thinking like scientists. What is a science notebook? Science notebooks help students write and draw about their inquiry-based science experiences; developing both science concepts and literacy. Science notebooks reflect with great reliability what students do in science class. Since notebooks are generated during the process of instruction, the characteristics of students entries vary from entry to entry as they reflect the diversity of activities in a science class. In their notebooks, then, students may: Describe problems they tried to solve; List the procedures they used; Document observations made; Note conclusions they arrived at; and Record their reflections. Notebooks are viewed mainly as a written account of what students do and learn from their science experiences.

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Why use a science notebook? A science notebook encourages children to make records using words and drawings in age-appropriate ways. Students are able to impose their ways of seeing and thinking about the science phenomena, constructing or reconstructing the phenomena through their own lens of experience. This not only promotes their literacy skills, but also important scientific process skills such as: Observing and describing; Making scientific drawings; Drawing to scale; and Making graphs. How do science notebooks help teachers teach more effectively? Science notebooks are not only beneficial to students, but to teachers as well. They can be an excellent place to: Track childrens observations, data and record keeping, graphing, and their use of words and drawings to convey information. Evaluate student progress over time. Gain insight into childrens ideas, strengths, and difficulties, as they continue to grow and develop their scientific literacy skills The following three-point rubric may be adapted to your countys grading scale to evaluate students work during these lessons. 3 points: Students are highly engaged in class discussions; were able to demonstrate a clear understanding of the vocabulary; give correct examples appropriate to the lesson 2 points: Students participate in class discussions; were able to demonstrate a basic understanding of the vocabulary; give mostly correct examples; drew pictures that were somewhat appropriate to the lesson. 1 point: Students participate minimally in class discussions; unable to demonstrate a basic understanding of the vocabulary; could not give examples of lesson. Pictures were incomplete and/or did not clearly identify lesson objectives. X. Global Content

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NC SCS Grade

21st Century Skills Communication Skills

Activity

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2.03 2.02

2.04 2.02 2.04 2.04 2.02

Conveying thought or opinions effectively When presenting information, distinguishing between relevant and irrelevant information Explaining a concept to others Interviewing others or being interviewed Computer Knowledge Using word-processing and database programs Developing visual aides for presentations Using a computer for communication Learning new software programs Employability Skills Assuming responsibility for own learning Persisting until job is completed Working independently Developing career interest/goals Responding to criticism or questions Information-retrieval Skills Searching for information via the computer Searching for print information Searching for information using community members Language Skills - Reading Following written directions Identifying cause and effect relationships Summarizing main points after reading Locating and choosing appropriate reference materials Reading for personal learning Language Skill - Writing Using language accurately Organizing and relating ideas when

On going On going Lesson 3 Lesson 8

Lesson 5 Lesson 2 Lesson 5 Lesson 6 Lesson 8

2.05

Lesson 4 elaboration

2.04

On going Lesson 7
8

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writing Proofing and Editing Synthesizing information from several sources Documenting sources Developing an outline Writing to persuade or justify a position Creating memos, letters, other forms of correspondence Teamwork Taking initiative Working on a team Thinking/Problem-Solving Skills Identifying key problems or questions Evaluating results Developing strategies to address problems Developing an action plan or timeline

Lesson 1 Lesson 4 Lesson 5 Lesson 2

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Lesson 1: How are soil samples different? Objectives: 2.01 Describe and sort a variety of earth materials based on their properties: color, hardness, shape, and size 3.05 Observe mixtures including: solids with solids, liquids with liquids, and solids with liquids Concepts students will learn: Students will learn the characteristics (color, hardness, shape, and size) of three types of soil, sand, clay, humus or potting soil Process Skills: Observing, Communicating, Recording Materials: o Index sample cards (teacher made), 3 per group o White paper, large enough to cover desks o Magnifiers o Craft sticks or tongue depressors o Styrofoam trays or paper plates o Plastic spoon, one per group o Three cups of dry soil per group: clay, sand, humus (potting soil) o Science notebooks Teacher preparation: Collect samples of clay, sand, and humus. Spread layer of glue on an index card, sprinkle with the soil sample, and make a 3card collection for each discovery group. Prepare a few days ahead so that glue is sure to be dry. Set up discovery areas for groups of 3-4 students by covering an area with white paper (butcher paper, bulletin board paper, poster board, etc), magnifying glasses, craft sticks or tongue depressor, plastic spoon and three plastic cups of soil (one clay, one sand, one humus). Provide each group with a sample card, made previously by teacher, for each type of soil. Engage: o Ask students to guess what a pedologist does.

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o Define their job for this lesson: A pedologist is a scientist who studies soil. Explore: o Place one of the soil types on the each of the work areas and have students examine the soil with magnifiers. o Have students list characteristics of each type of soil, paying close attention to size of particles, color, shape, and hardness. Ask: How big are the particles of sand? Of clay? What shape are the particles found in humus? Are they all the same? Do all the sand particles look the same? Continue to ask these questions verbally while children answer in their notebook or provide student with a list of questions they are to answer and include in their notebook. o Demonstrate how to scrape soil into a pile using a craft stick or tongue depressor. o Collect into white Styrofoam tray or paper plate. o Set aside. o Continue lesson with all three types of soil. Explain: o Discuss their findings and list discoveries on chart paper. List each type of soil with specific findings. Refer to the definitions. o Students will record their discoveries in their notebooks. o A triple Venn diagram could be used to record this information. Place a class generated diagram on the board for children to transfer to their science notebook. Elaborate: Add a textural unit where children touch and manipulate each type of soil with their hands, discussing the textural characteristics of each type. Evaluate: o Observation o Notebook review, see rubric

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Lesson 2: How do various soils change when water is added? Objectives: 2.02 Describe rocks and other earth materials in more than one way using student-made rules 2.05 Explore where useful earth materials are found and how they are used 3.05 Observe mixtures including: solids with solids, liquids with liquids, and solids with liquids Concepts students will learn in this lesson: Students will learn the how water affects different types of soil. Process Skills: Predicting, Observing, Measuring, Inferring, Communicating Materials: o Soil samples from lesson 1 o Water o Craft sticks o Science notebooks Engage: o What are some of the things you can do with mud? o Has anyone made a mud pie? o Which soil will be best for making mud pies? Why? Explore: o After observing all three samples, place a small amount of water on the soil samples, until the samples create a thick muddy consistency. Have students observe the changes. o Again, let students manipulate the soil samples to study the textural characteristics after water is added. o When soil sample is wet enough to change and retain its shape, have students create a small solid shape or form from their soil and set it aside to let dry. o Predict how the forms will look tomorrow. You might continue to add water to teacher samples and make observations as additional amounts are added. The teacher sample should turn into a fluid mixture.

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o Students will write observations and predictions in their notebook. Explain: o Following day, observe that sandy soil has fallen apart, humus is soft and crumbles, and clay retains its shape. o Discuss how people would use this information. Save soil samples for lesson 3. o Students will discuss and explain why each sample looks as it does after drying. These observations will also be recorded in notebook through drawing or writing. Elaborate: Make a clay project in form of a bowl or useful form. Clay will start in the moist form and should be observed through the drying process. Evaluate: o Science notebooks o Discussion o Observation

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Lesson 3: Making Observations (This lesson works well when begun prior to recess, lunch, or time away from the room) Objective: 2.03 Observe the various components that combine to make soil 2.04 Compare the components of soil samples from different places. Concepts the student will learn during this lesson : Students will learn that soil is made up of various components. Process Skills: Predicting, Observing, Inferring, Communicating Materials: o Clear plastic cups or containers o Craft stick or pencil o Water o Soil from previous lesson o Science notebooks Engage: Today we are going to do scientific research on our soil samples. Explore: o Review the properties of each type of soil prior to beginning the exploration. Have student group label 3 clear cups: sand, clay, and humus. o Students are to place about 2-3 tablespoons of each soil sample from previous day into the appropriate cup. Add about cup water, and have students stir, let settle. o Students in group will orally discuss what they think will happen. Group will orally present their prediction to the whole class. Leave the samples for at least 15 minutes. Observe through out the day. Explain: o Discuss ways to record, graph, list, etc. and choose the one you and the students feel is best. o Begin observations and record on board throughout the day at various times. o Have students record in their notebook.

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Evaluate: o Notebook, see rubric o Observation o Class discussion

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Lesson 4: How do people use solid earth materials? Objective: 2.05 Explore where useful earth materials are found and how they are used. Concepts students will learn: Students will learn that solid earth materials have many uses such as concrete, brick, pottery, stone and walls. Process Skills: o Predicting, Observing, Measuring, Inferring, Communicating, Collecting Materials: o Magazines o Glue o Scissors o Science notebooks Engage: Discuss and brainstorm with whole class how solid earth materials are used (see concept). Explore: o Using graphic organizers list a material, such as rocks, and list uses for the specific material. o Have students find pictures from magazines that can be added to these organizers to make a pictorial representation. http://www.fossweb.com/modulesK-2/PebblesSandandSilt/index.html Explain: Students will add pictures to their notebooks and bring pictures from home to add. Elaborate: Use small aluminum bread pans to make adobe bricks using various types of soil. Place bricks into a stacked formation where they can be affected by the weather. Observe over a period of at least a month the affects of weathering on the structures. Record observations. The following web sites provide instructions. http://www.solidearth.co.nz/adobe2.htm, retrieved 6/11/07

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http://www.nps.gov/archive/whmi/educate/ortrtg/12or8.htm retrieved 6/11/07 A poster showing many uses of rocks and minerals from North Carolina is available on line from the following: http://www.geology.enr.state.nc.us/proj_earth/of00-144.pdf Evaluate: o Student notebook, see rubric. o Participation in graphic organizer.

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Lesson 5: What type of soil is in our school environment? Objectives: 2.01 Describe and sort a variety of earth materials based on their properties: color, hardness, shape, and size 2.04 Compare the components of soil samples from different places. Concepts that students will learn: Students will learn that soil samples may be a combination of many soil types. Process Skills: Predicting, Observing, Measuring, Inferring, Communicating Materials: o Spoon or stick o Re-sealable plastic bag o Source for soil o Science notebooks Engage: Pass out small spoon and re-sealable plastic bag to each student. Explore: o Assign students to discovery groups of 3-4. o Take students outside with a small spoon or craft stick and a sealable plastic bag. o Have each student collect a single soil sample, from one location only, and return to the room. Each student should collect from a different site. Explain: o Students return to their discovery groups of 3-4, and compare one sample at a time with their sample cards (sand, clay, humus). o Cards may be laid out across top part of area and soil samples could be placed under the card they represent. o Data should then be transferred to a class graph showing what type of soil is found in the area of the school. The graph should be copied by students into their science notebook. Save samples for lesson 6. Elaborate:

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1. Collaborate with the art teacher and provide a lesson using clay at this point, reinforcing the classroom lesson. 2. Another art extension would be to make simple pictures, similar to Navajo or Buddhist sand paintings by placing glue on cardboard, then sprinkling soil on wet glue. Let dry. Add more glue and different soil to complete 2-color picture. Evaluate: o Science notebook, see rubric o Graph o Observation o Class discussion

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Lesson 6: Repeat lesson 4 using soil samples collected by students from home. List should be made of all items found in the sample bags, including rocks, twigs, insects, etc. Save for next lesson

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Lesson 7: Edible Soil Objective: 2.03 Observe the various components that combine to make soil Concepts that students will learn: Students will learn that soil is made up of various components Process Skills: o Observing o Measuring o Inferring o Communicating Materials: o List from previous lesson o Pretzels o Raisins o Various cookies o Gummy worms o Edible foods suggested by students o Science notebooks Engage: Ask students to list from memory the items they found in the soil samples from previous lesson. Explore: o As students identify items they found in their actual soil the list from lesson 4 should be retrieved. o Adapt list as necessary. o Edible items should be substituted to represent the real items. o Have students brainstorm edibles that could be used as symbols of these different components: sand (graham cracker crumbs), humus (Oreo crumbs), clay (vanilla wafer crumbs), sticks (pretzel sticks), worms (gummy worms or licorice), rocks or pebbles (yogurt covered raisins) Other things could be added like raisins, dried cranberries, chocolate chips, corn flakes, etc.

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Explain: In order to reinforce the symbolism of the components of the snack, write the name of the food next to the name of the soil components on the class generated list. If additional items are available to eat that are not on the original list, brainstorm what actual components they might represent. As you are making these comparisons, refer to the properties of the soils; texture, color, particle size, etc. o Have students discuss how their soup is like the dirt they studied in previous lessons. o Students place class-generated list in their science notebook. o Students draw the different layers of soil in their notebook. Elaborate: The book, Stone Soup, could be read. Students could act this out as a play and create their snack as they read their parts. A script is available at the following site: http://www.marcias-lesson-links.com/Stone%20Soup%20A%20Readers %20Theater.pdf retrieved 5/11/08 Evaluate: o Drawings o Class participation o Observation Notes to teachers: This concludes the section with emphasis on soil. The plant unit is directly tied to the information learned by the students during the soil unit. Be sure to make connections whenever possible. If you work in an area where rocks are not prevalent, you might contact the NC Geological http://www.geology.enr.state.nc.us/Default.htm for information on availability of rocks. Many connections to rock resources can be found at http://www.mcrocks.com/images/RockhoundingGuide.html Retrieved 5/11/08

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Lesson 8: Collecting Rocks Objective: 2.01 Describe and sort a variety of earth materials based on their properties: color, hardness, shape, and size 2.02 Describe rocks and other earth materials in more than one way using student-made rules Concepts students will learn: Students will learn that rocks have many different qualities such as color, hardness, shape, and size. Process Skills: Observing, Communicating Materials: o Class rock collection o Box or container o Hand magnifiers o Science notebooks Engage: o Teacher should hold up a rock and model how to describe the rock citing its characteristics, specifically: size, color, hardness, and shape. o Include any other characteristics such as texture, weight, etc. Explore: o Students should begin a rock collection near the first of the year. Discuss rules for collecting: where it is okay to collect, how to transport, how scientists behave with their specimens, etc. Provide a box or plastic container and whenever a student brings a rock to school, place it in the box. o Have a time when students may collect rocks on the playground to add to the collection. It would be best to take a container to the playground so the teacher could carry the rocks back to the room. Explain: o At this point it would be quite simple to introduce observation by asking a child to choose a rock each day and tell about its characteristics. Provide hand magnifiers if possible.

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o Teacher should again model this type of narrative speaking until the children are comfortable with the format. Presenter should hold the rock so the students may see it. They would describe its texture, color, relative hardness, shape and size. They would then answer questions about these characteristics. Teacher could provide word choices on the board such as texture: smooth, rough, bumpy, prickly o Students would be chosen to describe a rock from the collection. Elaborate: assign students to look for a rock on the playground that matches teacher given criteria. http://www.sciencenetlinks.com/Lessons.cfm?DocID=110 Evaluate: o Student presentation and descriptions o Observation

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Lesson 9: Sorting Rocks by Classifications Objective: 2.01 Describe and sort a variety of earth materials based on their properties: color, hardness, shape, and size 3.03 Classify solids according to their properties: color, texture, shape, and ability to float or stack. Concepts students will learn: Students will learn how to classify rocks. Process Skills: Observing, Classify, Communicating, Comparing Materials: o Class rock collection Engage: Teacher will hold up the collection box and ask students to brainstorm different things to do with the rocks. Explore: o Using the box of collected rocks, teacher will divide available rocks into equal groups for the exploratory teams in the classroom. o Teams will then be asked to sort the rocks using only one of their characteristics: hardness, color, shape, size, (texture). o Team will then present their assortment detailing how the sorting was accomplished. Elaborate: Teacher should model how to jumble the sorted rocks into a pile and sort using a different characteristic. Discuss how the sorting changed. Have students resort their collection of rocks and describe the sorting process to each other and to the teacher. Teacher could then assign a scale i.e. largest to smallest, darkest to lightest for a different sorting activity. To work in partner groups, have one student select a rock and place it on his/her desk. Partner selects a rock from the box with a common characteristic. When placing it next to the first rock, the partner must state the characteristic the rocks have in common. Or a similar activity done as a class project could be done having the partner whisper his common characteristic to teacher and others could be asked to guess which characteristic the partner matched. To reinforce oral skills, student should select a rock from the collection and hiding it from his team

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members or classmates; he should describe it verbally and in as much detail as possible. After showing the rock to the teacher, student should return it to the collection and jumble the rocks. Ask a volunteer to find the rock based on the students description. Have each student choose one rock from the rock box. Their special rock is to spend the day on their desk, perhaps in a special place (a cup, a paper circle, a drawn picture frame including the students rendition of the rock, etc) Ask students to record in their notebook the characteristics of their rock. After spending the day with their rock, have students one at a time place their rock back in to the collection. Jumble the collected rocks and have student select their special rock, telling how they recognized it. Evaluate: o Observation o Science notebook o Class participation and discussion

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Lesson 10: Hard Rock Objective: 2.01 Describe and sort a variety of earth materials based on their properties: color, hardness, shape, and size Concepts student will learn: Students will learn that rocks vary in their relative hardness. Process Skills: Observing, Comparing, Communicating, Predicting Materials: o Dark paper at least 12 x 18 o Chalk o Rock collection o Science notebook Engage: o Rub a piece of chalk across the rough surface of a rock, creating dust that children can see. o Discuss that some types of rock are harder than others. Chalk is a very soft form of solid earth material. Explore: o Set up discovery areas using dark paper to cover the work area. o Give each team a group of 6 (suggested number) rocks. o Have students guess which rocks are the hardest based on how they look or feel. o Show students how to rub rocks together over paper to discover hardness. Explain: o After rubbing two rocks together students should look at the debris, using a hand lens, and make observations in their science notebook recording the process through writing or drawing. o Process should continue will all rock combinations. Be sure to include a variety of rocks.

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Elaborate: Rock music: Which rocks make what sounds when hit together? Does their hardness have anything to do with the sound they make? Why? What other characteristics might affect the sound? Involve music teacher if possible, discussing steady beat, pitch, etc. Evaluate: o Observation o Science notebook

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Resources: Games to play with rocks: o hopscotch o marbles o mancala Books: o Stone Soup by Marcia Brown ISBN: 0689711034 o Big Rock by Bruce Hiscock ISBN: 0689829582 o Sylvester and the Magic Pebble by William Steig ISBN: 416902066 o Everybody Needs a Rock by Byrd Baylor ISBN: 0689710518 o The Magic School Bus Inside the Earth. By Joanna Cole ISBN: 0590407600 Artwork with rock: o mosaics Web resources: Retrieved 6/13/07: o www.fossweb.com o http://www.fi.edu/fellows/payton/rocks/index2.html Retrieved 2/27/07: o www.eduplace.com/science/hmxs/es/modc o http://library.thinkquest.org/05aug/00461 o http://www.rocksforkids.com/RFK/TableofContents.html o www.ve.weber.k12.ut.us/05%205th/Reese/soil.htm o www.epa.gov/gmpo/edresources/soil.html o http://library.thinkquest.org/J003195F/default.htm o http://www.lkwdpl.org/schools/elempath/rocks o http://www.scsnc.org/curriculum/pguides/science/s1.pdf o www.windows.ucar.edu/tour/link=/teacher_resources/teach_ makerock.html o http://www.cfbisd.edu/sci/elemwebsites. htm o http://www.wtamu.edu/~crobinson/DrDirt/Dr__Dirt_FAQ.html # o http://www.simplyscience.com/earthtlinks.html

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o http://school.discovery.com/lessonplans/ o retrieved 06/12/07 o http://www.enviroliteracy.org/subcategory.php/36.html o http://baucomes.wcpss.net/rocks/rocksandsoil.html o http://classroom.jc-schools.net/sciunits/resources.htm#Lesson_Plans

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