Standard 3: Students will understand the processes of rock and fossil formation.
Objective 1: Compare rocks and minerals and describe how they are related.
a. Recognize that most rocks are composed of minerals.
b. Observe and describe the minerals found in rocks (e.g., shape, color, luster, texture, hardness).
c. Categorize rock samples as sedimentary, metamorphic, or igneous.
Objective 2: Describe the nature of the changes that rocks undergo over long periods of time.
a. Diagram and explain the rock cycle.
b. Describe the role of energy in the processes that change rock materials over time.
c. Use a model to demonstrate how erosion changes the surface of Earth.
d. Relate gravity to changes in Earth’s surface.
e. Identify the role of weathering of rocks in soil formation.
f. Describe and model the processes of fossil formation.
Objective 3: Describe how rock and fossil evidence is used to infer Earth’s history.
a. Describe how the deposition of rock materials produces layering of sedimentary rocks over time.
b. Identify the assumptions scientists make to determine relative ages of rock layers.
c. Explain why some sedimentary rock layers may not always appear with youngest rock on top and
older rocks below (i.e., folding, faulting).
d. Research how fossils show evidence of the changing surface of the Earth.
e. Propose why more recently deposited rock layers are more likely to contain fossils resembling
existing species than older rock layers.
Objective 4: Compare rapid and gradual changes to Earth’s surface.
a. Describe how energy from the Earth's interior causes changes to Earth’s surface (i.e.,
earthquakes, volcanoes).
b. Describe how earthquakes and volcanoes transfer energy from Earth's interior to the surface (e.g.,
seismic waves transfer mechanical energy, flowing magma transfers heat and mechanical
energy).
c. Model the process of energy buildup and release in earthquakes.
d. Investigate and report possible reasons why the best engineering or ecological practices are not
always followed in making decisions about building roads, dams, and other structures.
e. Model how small changes over time add up to major changes to Earth’s surface.
Objective 1: Compare rocks and minerals and describe how they are related.
a. Recognize that most rocks are composed of minerals.
b. Observe and describe the minerals found in rocks (e.g., shape, color, luster, texture, hardness).
c. Categorize rock samples as sedimentary, metamorphic, or igneous.
Objective 2: Describe the nature of the changes that rocks undergo over long periods of time.
a. Diagram and explain the rock cycle.
b. Describe the role of energy in the processes that change rock materials over time.
c. Use a model to demonstrate how erosion changes the surface of Earth.
d. Relate gravity to changes in Earth’s surface.
e. Identify the role of weathering of rocks in soil formation.
f. Describe and model the processes of fossil formation.
Objective 3: Describe how rock and fossil evidence is used to infer Earth’s history.
a. Describe how the deposition of rock materials produces layering of sedimentary rocks over time.
b. Identify the assumptions scientists make to determine relative ages of rock layers.
c. Explain why some sedimentary rock layers may not always appear with youngest rock on top and
older rocks below (i.e., folding, faulting).
d. Research how fossils show evidence of the changing surface of the Earth.
e. Propose why more recently deposited rock layers are more likely to contain fossils resembling
existing species than older rock layers.
Objective 4: Compare rapid and gradual changes to Earth’s surface.
a. Describe how energy from the Earth's interior causes changes to Earth’s surface (i.e.,
earthquakes, volcanoes).
b. Describe how earthquakes and volcanoes transfer energy from Earth's interior to the surface (e.g.,
seismic waves transfer mechanical energy, flowing magma transfers heat and mechanical
energy).
c. Model the process of energy buildup and release in earthquakes.
d. Investigate and report possible reasons why the best engineering or ecological practices are not
always followed in making decisions about building roads, dams, and other structures.
e. Model how small changes over time add up to major changes to Earth’s surface.