Science Content Standards:
Earth Sciences
4. The properties of rocks and minerals reflect the processes that formed
them.
As a basis for understanding this concept, students know:
a. how to differentiate among igneous, sedimentary, and metamorphic
rocks by their properties and methods of formation (the rock cycle).
b. how to identify common rock-forming minerals (including quartz,
calcite, feldspar, mica, and hornblende) and ore minerals using a table
of diagnostic properties.
Investigation and Experimentation
6. Scientific progress is made by asking meaningful questions and conducting
careful investigations.
As a basis for understanding this concept, and to address the content
the other three strands, students should develop their own questions and
perform investigations. Students will:
a. differentiate observation from inference (interpretation), and know
that scientistsÕ explanations come partly from what they observe
and partly from how they interpret their observations.
b. measure and estimate weight, length, or volume of objects.
c. formulate predictions and justify predictions based on cause and
effect relationships.
d. conduct multiple trials to test a prediction and draw conclusions
about the relationships between results and predictions.
e. construct and interpret graphs from measurements.
f. follow a set of written instructions for a scientific investigation.
History-Social Science
4.3 Students explain the economic, social, and political life in California
from the
establishment of the Bear Flag Republic through the Mexican-American
War, the
Gold Rush, and the granting of statehood.
1. Identify the locations of Mexican settlements in California and
those of other settle-ments,
including Fort Ross and Sutterís Fort.
2. Compare how and why people traveled to California and the routes
they traveled
(e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico).
3. Analyze the effects of the Gold Rush on settlements, daily life,
politics, and the physi-cal
environment (e.g., using biographies of John Sutter, Mariano Guadalupe
Vallejo,
Louise Clapp).
4. Study the lives of women who helped build early California (e.g.,
Biddy Mason).
5. Discuss how California became a state and how its new government
differed from
those during the Spanish and Mexican periods.
S.C.O.R.E.
Lessons Standards Search by Grade and Subject
S.C.O.R.E.
Standards and Framework
California Content Standards
Grades K-12
California
Content Standards Grades K-12 - Science - PDF Format
Background:
This site will allow students to independently explore California Gold
Rush will gaining keyboard typing experience, internet usage, California
history, and knowledge of certain rocks and minerals. Additionally,
student will create a portfolio by completing their activities.
Skills:
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Gain computer skills
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Experience internet based research
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Create a portfolio
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Knowledge in mining technology, minerals, and rocks
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Understand and explore Californian history
Enrichment:
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Creation of a portfolio
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Internet based research
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