Vertical Alignment of Standards K-5 --

Dillon- Vertical Alignment

Kindergarten
SKE2: Students will
describe the
physical attributes
of rocks and soil.
a. Use senses to
observe and
group rocks by
physical
attributes such
as large and
small, heavy
and light,
rough and
smooth, and
dark and light.
b. Use senses to
observe soil by
physical
attributes such
as smell,
texture, color,
particles and
grain size.
c. Recognize

1s 2n
t
d

3rd
S#E1: Students will investigate
the physical attributes of rocks
and soils.
a. Explain the difference
between a rock and a
mineral.
b. Recognize the physical
attributes of rocks and
minerals using observation
(shape, color, texture),
measurement, and simple
test (hardness).
c. Use observation to
compare the similarities
and difference of texture,
particle size, and color in
top soils (such as (such as
clay, loam, or potting soil,
and sand).
d. Determine how water can
change rocks and soil over
time using observation and
research.

4th

5th
S5E1. Students will identify surface
features of the Earth caused by
constructive and destructive
processes.
a. Identify surface features
caused by constructive
processes.
b. Identify and find examples of
surface features caused by
destructive processes.
Relate the role of technology and
human intervention in the control of
constructive and destructive
processes.

Dillon- Vertical Alignment

Earth
materials like
rocks, soils,
water, air, etc.

Vertical Alignment with Misconceptions & Instructional Implications

Name: Rocks, Minerals, and Soils

Big Idea: Earths surface is built up and worn down by continuous natural processes, such as rock formation,
erosion, and weathering. (K: Rocks come in many different shapes, sizes and colors. Soils come in many
colors and textures. We can use our senses to sort rocks and soils based on physical attributes.)
Grade
Level:
Kindergarten
Standard
Major
Concepts
Assumptions,
Process Of Inquiry
Ways it Relates to
SKE2: Students
will describe the
physical attributes
of rocks and soil.
a. Use
senses to
observe
and group
rocks by
physical
attributes
such as
large and
small,
heavy and
light,
rough and
smooth,
and dark

(From GA Frameworks)
Rocks occur in many
different sizes, shapes,
colors, textures, and
weights.
Soils can be sorted
according to physical
attributes.

Misconceptions,
and Debates

the Big Idea

MisconceptionsRocks never
change.
All rocks are made
of the same thing.
All soil is the
same.

Uses senses to observe and

group rocks- rock sorts from
home, teacher gathered
materials
How soil is formed- place rocks
on hard ground and cover with
blankets, allow the students to
use a mallet to break down the
rocks into tiny pieces. They
should see that this looks like
soil- is soil. Lead a discussion
of how rocks are broken down

Students begin to
classify rocks and
soils based on their
attributes. (using
vocabulary such as:
rocks, senses,
large, small, heavy,
light, rough,
smooth, dark
Soil, smell, color,
particle, grain

Dillon- Vertical Alignment

b.

and light.
Use
senses to
observe
soil by
physical
attributes
such as
smell,
texture,
color,
particles
and grain
size.

in our environment.

Using senses to observe soil by

physical attributes.
Describing how different soils
feel (their texture), what they
look like (examining the
particle size and drawing it)

Vertical Alignment with Misconceptions & Instructional Implications

Big Idea: Earths surface is built up and worn down by continuous natural processes, such as rock formation,
erosion, and weathering ( In this grade, Rocks, Minerals and Soils can be classified based on attributes. We
can differentiate among the different types of rocks, minerals, and soils by performing simple tests. )
Third Grade
Process Of Inquiry
Misconceptions
Standard
Major Concepts
Ways it Relates
S3E1: Students will
Students should be able to explain the difference
to the Big Idea
investigate the physical
between a rock and a mineral.
Rocks
and
Soil
are
Georgia has a wide
Students should be able to explain that rocks are made up
attributes of rocks and
the
same
all
over
of minerals. They should know that minerals are made up of
soils.
variety of rocks
Third grade
one or more elements.
a. Explain the
Georgia.
difference
and soil.
builds upon
Elements---MINERALS---ROCKS
between a rock
kindergarten by
and a mineral.
The students should be able to recognize the physical
b. Recognize the
classifying rocks
Rocks do not
attributes of rocks and minerals using observation
physical
(shape,
color,
texture),
measurement,
and
simple
Rocks are formed
based on their
attributes of
change.
tests (hardness).
rocks and
in a cycle and
stage in the rock
minerals using

Color
change according
cycle and
observation
Color can sometimes be helpful when identifying minerals.
(shape, color,
However,
some
minerals
have
more
than
one
color,
like
to conditions of the
gaining the
texture),
quartz.
measurement,
environment- heat Certain types of
understanding
and simple test
rocks are all of the

Hardness
and pressure
that rocks can
(hardness).
Mohs scratch test is used to determine mineral hardness.
same size.
c. Use
change through
The scale measures hardness on a scale of 1-10. One being
observation to
Shiny, attractive
the softest mineral (talc) and 10 being the hardest mineral
these
processes.
compare the
samples are
(diamond).
similarities and
Rocks may differ in
Students Should be able to: Conduct tests to

Dillon- Vertical Alignment

differences of
texture,
particle size,
and color in top
soils (such as
clay, loam, or
potting soil,
and sand).
Determine how water
can change rocks and
soil over time using
observation and
research.

size.
Minerals are not
always
shiny/attractive.
Soils have
properties that can
differentiate one
type of soil from
another.
Erosion takes a
long time and can
be beneficial to the
environment.
(Miss.and Nile
Deltas, for
example)

minerals. Dull ones

are rocks.
Rocks and
minerals are the
samejust look
different.

Soil is the same

thing as dirt.
All soils are the
same.
Students may hold
many
misconceptions
about erosion,
including:
-Rocks do not
change.
-Weathering and
erosion are
essentially the
same thing. -The
two words can be
used
interchangeably.
-Erosion happens
quickly.
-Erosion is always

determine mineral hardness using objects such as

their fingernail, penny, glass, and a nail to
differentiate between the hardness of minerals using
Mohs Scale.

Streak
Since some minerals like Hermatite and Quartz can have
more than one color, scientists use the streak test to better
differentiate among minerals.
Streak is the colored residue left by scratching a mineral
across an surface like white tile.
Students should observe that the streak may be a different
color than the mineral, itself although a mineral with
multiple colors will always leave the same streak. The streak
may not always be the same color you see in the hand
specimen. A mineral with more than one color will always
leave a certain color of streak which makes the streak test a
more reliable way to identify minerals than color.

Luster
Students should know that luster refers to how the minerals
surface reflects light. Luster can be classified as either
metallic (like a metal reflection) or nonmetallic (dull, glassy,
oily/greasy looking) Luster is the way in which the surface of
a mineral reflects light. Using light sources, the students
should be able to document observed findings in order to
classify and distinguish among minerals.

Cleavage
Students should know that cleavage is another property
used to help identify and distinguish among minerals.
Cleavage is the tendency for minerals to break along flat
surfaces. If a mineral has good cleavage, like Mica, it will
break into flat sheets. If a mineral does not, it will break
irregularly. Some minerals do not have cleavage at all.

Chemical Reaction
A weak acid is used to tell if rocks or minerals contain
calcium carbonate. If the sample fizzes (giving off CO2), it is
contains the calcium carbonate. Whereas if it does not
contain calcium carbonate, it will not fizz. Calcite is a sample
we have in our lab that the students conduct this test on.
Students should use observations to compare the
similarities and differences of texture, particle size, and
color in top soils (such as clay, loam or potting soil, and
sand).
Students should understand how the nature of the soils
determines how fertile the soil is. What is needed for plants
to grow?
Determine how water and wind can change rocks and soil
over time using observation and research. Conducting
simple experiments (soap in the sink), the students can also
gain an understanding of how this process works.

Students begin
to perform
simple tests to
differentiate
among the
different types
of rocks,
minerals, and
soils.

Dillon- Vertical Alignment

bad.

Vertical Alignment with Misconceptions & Instructional Implications

Big Idea:

Earths surface is built up and worn down by continuous natural processes, such as rock formation,

erosion, and weathering (5th grade- Constructive and destructive processes change the surface of the earth)
Grade Level: Fifth

Dillon- Vertical Alignment

Standard
S5E1. Students will
identify surface
features of the Earth
caused by
constructive and
destructive processes.
a. Identify
surface
features
caused by
constructive
processes.
b. Identify and
find examples
of surface
features
caused by
destructive
processes.
Relate the role of
technology and
human intervention in
the control of
constructive and
destructive processes.

Major Concepts

Scientists can used equipment to learn

more about when volcanoes and
earthquakes might occur, but cant make
consistent and accurate predictions yet.
Changes to the earths surface can
happen quickly or slowly.
Weathering and erosion are both
processes that change the surface of the
earth, but weathering involves breaking
down rock into sediment while erosion is
more related to wearing down by carrying
sediment away.
Rocksare all subject to weathering, the
earths destructive forces, and the rock
cycle.

Assumptions,
Misconceptions, and
Debates
(from GA Frameworks)
Scientists can predict
volcanic eruptions and
earthquakes.
Changes to the earths
surface only happen
quickly.
Weathering and erosion
are the same thing.
Rocks are here to stay.
Humans can control
earths constructive and
destructive forces.
Earths forces can only
destroy.
Debate- Humans can use
technology, mechanical
means, structures, etc.
to help control earths
forces, but only
temporarily- eventually
these will also succumb
to earths forces.

Process Of Inquiry
Identify and find
examples of surface
features caused by
destructive
processes
Erosion (water, rivers
and oceans, wind)
Weathering
Impact of organisms
Earthquake
Volcano
Analyze how surface
features of the earth
are caused by
constructive and
destructive
processes
Relate the role of
technology and
human intervention
in the control of
constructive and
destructive
processes
(seismological
studies, flood
control, beach
reclamation on the
Georgia coastal
islands

Ways it Relates to
the Big Idea
Fifth grade adds on
the third grade
curriculum by
building upon the
processes that
shape the earthadding constructive
and destructive
forces and the
efforts of humans to
help control/predict
these forces.

Dillon- Vertical Alignment

Vertical Alignment of Standards 6-12

For HS Only Look at standards for Biology, Chemistry or Physical Science, &/or 1 relevant Earth Science Course

6th
S6E4. Students will understand how distribution of land and oceans affects
climate and weather.
a. Demonstrates that land and water absorbs and lose heat at different
rates and explain the resulting effects on weather patterns.
S6E5. Students will investigate the scientific view of how the earths surface
is formed.
b. Investigate the contribution of minerals to rock composition.
c. Classify rocks by their process of information.
d. Describe processes that change rocks and the surface of the earth.
g. Describe how fossils show evidence of the changing surface and
climate of the earth.
h. Describe soil as consisting of weathered rocks and decomposed
organic material.
i. Explain the effects of human activity on the erosion of the earths
surface.
j. Describe methods for conserving natural resources such as water, soil,
and air.

Earth Systems
SES3. Students will explore the actions of water, wind, ice, and
gravity that create landforms and systems of landforms
(landscapes).
a. Describe how surface water and groundwater act as the
major agents of physical and chemical weathering.
b. Explain how soil results from weathering and biological
processes acting on parent rock.
c. Describe the processes and hazards associated with both
sudden and gradual mass wasting.
d. Relate the past and present actions of ice, wind, and water to
landform distribution and landscape evolution.
e. Explain the processes that transport and deposit material in
terrestrial and marine sedimentary basins, which result, over
time, in sedimentary rock.
SES4. Students will understand how rock relationships and
fossils are used to reconstruct the Earths past.
a. Describe and apply principles of relative age (superposition,
original horizontality, cross-cutting relations, and original lateral
continuity) and describe how unconformities form.
b. Interpret the geologic history of a succession of rocks and
unconformities.
c. Apply the principle of uniformitarianism to relate sedimentary
rock associations and their fossils to the environments in which
the rocks were deposited.
d. Explain how sedimentary rock units are correlated within and
across regions by a variety of methods (e.g., geologic map
relationships, the principle of fossil succession, radiometric
dating, and paleomagnetism).
e. Use geologic maps and stratigraphic relationships to
interpret major events in Earth history (e.g., mass extinction,
major climatic change, tectonic events).

Dillon- Vertical Alignment

Vertical Alignment with Misconceptions & Instructional Implications

Name: Rocks, Minerals, and Soils
Big Idea:

Earths surface is built up and worn down by continuous natural processes, such as rock

formation, erosion, and weathering

Grade Level: 6th

Standard
S6E4. Students will
understand how distribution
of land and oceans affects
climate and weather.
a.
Demonstrates
that land and
water absorbs
and lose heat at
different rates
and explain the
resulting effects
on weather
patterns.
S6E5. Students will
investigate the scientific
view of how the earths
surface is formed.
b.
Investigate the
contribution of
minerals to rock
composition.
c.
Classify rocks by
their process of
information.
d.
Describe
processes that
change rocks
and the surface
of the earth.
g. Describe how fossils
show evidence of the
changing surface and

Major Concepts
Lithospheri
c plates on
the scales
of
continents
and oceans
constantly
move
Major
geological
events
results
from plate
motions
Some
changes in
the earths

Assumptions, Misconceptions,
and Debates

Process Of
Inquiry

Ways it Relates to
the Big Idea

The world map is unchanging- a

major change could happen
anytime (CA separating from NA)

Comparing and
contrasting the
Earths crust,
mantle and core
(density,
temperature, and
composition)

Students add to their

knowledge by
learning about
moving plates that
cause changes in the
world map over the
years.
They learn more
about the core of the
Earth--that the
mantle is solid but
capable of flow.

The Earth has always looked as

it does now
The mantle is molten
everywhere
Earthquakes are random spasms
in the earth which suddenly
create major crustal features

Explain the
effects of physical
processes (plate
tectonics,
erosion,
deposition,

Dillon- Vertical Alignment

climate of the earth.
h. Describe soil as
consisting of
weathered rocks and
decomposed organic
material.
i. Explain the effects of
human activity on the
erosion of the earths
surface.
j. Describe methods for
conserving natural resources
such as water, soil, and air.

surface are
abrupt
while other
changes
happen
very slowly

volcanic eruption,
gravity) on
geological
features of the
Earth.