Look for students to adjust their models to include sol…

Look for students to adjust their models to include solid rock at or just below the surface of Mt.Everest, and they should also indicate that the temperature of the rock deep below the surface is increasing with depth. They might include a thin layer of loose sediments (soil, dirt, broken rocks) at the surface, but may not, since the image they have seen of Mt. Everest shows exposed rock at the surface.

Add key ideas to Materials Found At and Below the Surface of Earth. After students finish sharing their revisions with their partners, ask if anyone would like to summarize what we figured out from the data we collected from the storymap, the images on the slides and on the Earth Materials Found at the Mountain Sites cards, and the information and images on the Data Cards for Other Mountains and Mt. Everest. Look for the following ideas to surface and document on a sheet of chart paper titled Materials Found At and Below the Surface of Earth.

• Sediments-dirt, soil, sand, broken rocks-can be found at the surface in some places on Earth.
• As we dig down below the surface, we often find solid rock.
• Sometimes solid rock is found at the surface.
• The type of solid rock we find varies in different places.
• As we dig deeper underground, the temperature inside Earth increases.

Add to the Word Wall. Say, We need to take a few moments to add to our Word Wall. We were introduced to the word sediment in our home learning from Lesson 2, and we have used the word today to refer to the soil, sand, dirt, and broken rock that we find at the surface in many places on Earth. So, let’s move sediment from “Words We Encounter” to “Words We Earn” on the Word Wall. Move the sediment card with the term, definition, and a simple diagram to the appropriate part of the Word Wall.

Then say, The solid rock we sometimes see at the surface or come across as we dig below the surface is called bedrock. Write the word and its definition and draw a simple diagram on a piece of paper. Add the word to the class Word Wall.

Complete the exit ticket. Distribute a piece of paper to students and have them write their names at the top of the cards. Show slide P and say, All the sites we analyzed showed evidence of solid rock--or bedrock--at some point below the surface of Earth. Think about where you live.

Do you see any evidence of solid rock, or bedrock, at the surface where you live? If so, describe the evidence.

Do you think we would find solid rock, or bedrock, below the surface where you live? Why or why not?

• Take a few minutes to write down your responses to the questions on the index card. Don’t forget to use evidence to support your thinking.
• Collect the exit tickets and tell students to tape their data table on the page opposite their predictions in their science notebooks.

If students need additional support as they examine the given sources of information--video, images, and information on Data Cards for Other Mountains and Mt. Everest and in the Drilling and Digging Underground Storymap--you can have them work in pairs or triads to discuss and document information they gather from the data sources.

Providing color copies of the Earth Materials Found at the Mountain Sites cards (which have the same images as slides I-M) and making them available to students to look at closely may allow students to make better observations of the size of the mountains based on the scale of the mine in comparison to…

Building towards 3.A.1: Develop and use models to describe the structure, composition, and temperature of materials below the surface of Earth, and some of the processes (pressure and heat) that cause changes to those earth materials.