Unit UBD Plan - Rocks- The Building Blocks of the Earth

Eilisha Joy Bryson

University of Pennsylvania

EDU 536/631 – Teaching and Learning of Middle School Science

Spring 2006

Stage 1: Identify Desired Results

Title:

Rocks- The Building Blocks of the Earth

Unit Description:

This unit will give students the opportunity to investigate the changes of the Earth by analyzing the Rock Cycle. Students will eventually write the biography of a famous rock by following its life through the Rock Cycle. Students will experiment with the processes that change rocks during labs that model these processes. Students will also make the connections that many of the Earth's features are formed from processes that occurred in the Rock Cycle.

Unit Enduring Understandings:

1. Students will understand that rocks help tell the story of what has happened to the Earth.

2. Students will understand that things change when they go through cycles and they tend to be essential and important to life, i.e. rocks, water, carbon.

3. Students will understand that changes in the Earth, via the Rock Cycle, take millions of years.

Unit Essential Questions:

1. How can people tell what has happened to the Earth?

2. Why do rocks look different?

3. Why should we be concerned with studying rocks?

4. How / Why do rocks go through a cycle?

5. Why does it take so long for rocks to go through a cycle?

What students will need to know and be able to do:

1. Make accurate and thorough observations using drawings, and words.

2. Compare and contrast using a graphic organizer.

3. Conduct research using books, and online resources.

4. Understand the steps involved in conducting and analyzing a lab activity.

5. Have a general understanding of minerals and elements.

6. Have classification and grouping skills.

What do students typically misunderstand?

·Students are not aware that rocks go through a cycle where many things change the rock, ultimately “recycling” it.

·Students incorrectly think that rocks can only change into one other type of rock, when they can actually change into any other type of rock.

·Heat can change a rock, but students fail to realize that just because a rock is heated does not mean that the temperature will continue to increase.

·Students are unaware that a rock cycle takes millions of years to complete; they believe it is much quicker.

·They incorrectly believe that the earth was always as it is now, and they think that changes that have occurred must have been sudden and comprehensive.

·Students associate rocks with heaviness, believing that small rock fragments are stones, not rocks.

·Students associate mountains with high rocks.

·Students incorrectly think that soil is the precursor of rocks, and that the soil changes into clay and then into rock.

·Students think that minerals are the same as rocks only they are precious rocks, but minerals make rocks.

Stage 2: Determine Acceptable Evidence

Title:

“How Rocks Shape the World”

Goal:

The students will identify some of Earth's famous rock formations, and choose one as the focus of this assessment. They will describe how it came to be by tracing through the processes that it endured through the rock cycle.

Role:

Students will take on the role of a geologist who is developing a documentary for a new PBS/Discover Channel series “How Rocks Shape the World” about Earth's most famous rock formations.

Audience:

Students will be presenting their product to the PBS/Discovery Channel production team (7^th and 8^th grade students and parents) to persuade them to accept their documentary as one that would be featured in the series they are creating, “How Rocks Shape the World”. The series will be targeted towards adolescent and adult aged viewers.

Situation:

PBS/Discovery Channel is looking to start a weekly series entitled “How Rocks Shape the World” about Earth’s extraordinary rock formations. They have chosen a group of geologist (students) to prepare a preliminary draft of an episode. The geologist (students) will then present their draft to the production team (7^th and 8^th grade students and parents) who will decide if the episode is one that will be featured in the weekly series.

Product:

Students will produce a preliminary draft of a documentary of a famous rock formation. It will include the narrator’s script and visuals which could be still images and/or video clips that would be featured in the documentary if it were featured in the weekly series.

Standards:

The Narrator’s Script:

CONTENT

Contains the story of how the rock formation came to be, which would include the process the rocks went through and how it changed form one rock type to another until it formed the current structure.

FOCUS

The main point of telling the rock’s story is sustained throughout the script

ORGANIZATION

Is organized in chronological order and in a logical and clear manner, using transitions to connect thoughts. The story should reflect an accurate length of time.

STYLE

The narrator’s script is entertaining, yet professional, and uses descriptive verbs and adjectives, as well as appropriate science vocabulary.

CONVENTIONS

Correct grammar and spelling is used throughout.

The Visuals

CONTENT

The visuals must pertain to the rock formation chosen and must illustrate the changes that rocks go through.

Must include a diagram of the rock cycle

DESIGN

The visuals should be arranged/presented as an aid in telling the story of the rock formation. They should connect to the content within the narrator’s script.

Preconceptions Assessment:

1. Look at the blank diagram (will be shown on a handout). It shows how one type of rock can be recycled into another type of rock. Use the processes from the list below and insert them into the diagram to help explain how the rock can be changed from one form into the other.

weathering, erosion, heat

pressure, melting, cooling

2. Students had to tell as much as they could about each step of the rock cycle.

3. Tell how long it takes a rock to change shape.

4. How do scientist know how old the earth is?

5. Why are rocks important?

Quizzes, Tests, and Academic Prompts:

A pre and post assessment will be given.

Section quizzes from their textbook.

Lab Reports

Final authentic assessment

Other Evidence:

Create a poster throughout the unit displaying the rock types and common uses of the rocks, and landforms that show evidence of the rock types.

Stage 3: Plan Learning Experiences, Instruction, and Resources

WHERE:

Post and frequently review and discuss the essential questions and enduring understandings.

Provide and discuss a unit outline.

Discuss the goals of the authentic assessment and review the rubric.

HOOK:

Begin the unit by showing many sample pictures of unusual landforms that were created through processes that will be discussed in the unit. Inform students of the final project, which will be to begin a documentary tracing the steps it took to create this landform. Ask pre-assessment questions, for example: What do you think happened to make this landform? Was it always like this? Do you think this will ever change? How do people know if this landform was like this forever or not?

EXPERIENCES:

· Sort These Rocks:

Use a magnifying glass and dental pick to describe and classify samples of rocks into three groups based on physical characteristics and observations of texture and composition. Compare and contrast the three types. (Berry, et,al., 2005)

· What Else do Rocks Look Like:

Students will view websites to see more examples of the variety of rocks that are found on Earth.

· Name That Rock:

Students will identify the rocks in their samples by answering a series of yes/no questions on a website based on the rock’s composition and texture. http://www.classzone.com/books/earth_science/terc/content/investigations/es0610/es0610page02.cfm?chapter_no=investigation

· We’re Going on a Treasure Hunt:

Take students on a geologic tour around the neighborhood to identify rock types that are used to make the houses and buildings in the area. (Berry, et.al., 2005)

· Metamorphic Mash Lab:

Students layer various colors of clay and push, pull, and apply pressure to the clay stack, modeling metamorphism that rocks experience. (Berry, et.al., 2005)

· Animation of Metamorphic Rock:

Students will view an on-line animation showing how heat and pressure changes an igneous rock into a metamorphic rock. This will aid the concepts the explored in the Metamorphic Mash lab. http://www.classzone.com/books/earth_science/terc/content/visualizations/es0607/es0607page01.cfm?chapter_no=visualization

· Crystal Growth Lab:

In this lab, students observe the effects of different cooling rates on heated magnesium sulfate (Epsom Salt). They model the crystallization processes that igneous rocks experience. Students will then describe the cooling process that occurred to rock samples. (Berry, et.al., 2005)

· How Do Igneous Rocks Form?

Students reinforce the concepts developed in the lab (analyzing the effects that different cooling rates have with igneous rocks) and investigate this question through a website animation. At the end of the simulation, students will determine what the cooling rate was that produced certain igneous rock samples. http://www.classzone.com/books/earth_science/terc/content/investigations/es0603/es0603page01.cfm

· Sugar Rocks!:

Students will use sugar cubes to represent rocks in this lab activity. Students will heat, cool, and apply pressure to the sugar and observe the changes that take place during each of these processes. At each stage, the sugar can be equated to sedimentary rock, magma, igneous rock, and metamorphic rock. Students analyze the similarities between this simulation and the rock cycle.

· Round and Round We Go:

View, analyze and discuss computer simulations of the water, carbon, and rock cycles. Discuss the importance of these cycles to Earth. Find other common examples of things that function in cycles.

http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page01.cfm?chapter_no=investigation.

http://www.classzone.com/books/earth_science/terc/content/visualizations/es0105/es0105page01.cfm?chapter_no=visualization

http://www.classzone.com/books/earth_science/terc/content/visualizations/es0106/es0106page01.cfm?chapter_no=visualization

· Crayons Rock!:

Using the shavings of crayons (or gratings of chocolate) of different colors, students will develop models that simulate the formation of the three types of rocks:

Part 1 - Weathering and Sedimentary Rock Simulation - create sedimentary rocks by layering the crayon shavings and then compressing them into "rocks." Students examine the resulting "rocks" and then use them to complete part 2.

Part 2 - Metamorphic Rock Simulation - simulate the formation of metamorphic rocks by applying pressure.

Part 3 - Igneous Rock Simulation - using hot plates and ice, students examine the effects of heating and cooling to form igneous rock.

Part 4 - Overview of the Rock Cycle – create a graphic presentations to demonstrate what was learned and compare the graphics to a published rock cycle diagram.

http://www.nycenet.edu/offices/teachlearn/documents/science/instructionalactivities/ROCKS/1overview.html

· Complete a computer investigation to understand how rocks can tell stories about what has happened to Earth. Analyze the following concepts that are presented as animations on the website: superposition, original horizontality, folded layers, igneous intrusions, compression, and uniformity.

http://www.classzone.com/books/earth_science/terc/content/investigations/es2903/es2903page01.cfm

REFLECT:

Throughout the unit, students will keep a journal of their rock experiences, and important background information that would help them in their final projects.

Students will begin the lessons with questions they had, or things they wondered about from the previous lesson.

Exhibit:

Students will research a landform that was created through the processes discussed in the rock cycle. They will write a history of the landform. They will illustrate their history with pictures to support the facts presented in their writings.

Create a poster of pictures of different types of rocks and land forms that contain/display each type of rock.

Visual Aids Rubric

CATEGORY	4	3	2	1
Content	The visuals cover the topic in-depth with details and examples. Illustrations show the changes that rocks go through.	Visuals include essential knowledge about the topic. Illustrations show much of what rocks go through.	Visuals include essential information about the topic but there are 1-2 factual errors.	Visual content is minimal OR there are several factual errors.
Essentials	Includes a diagram of the rock cycle			Does not include a diagram of the rock cycle.
Organization	Visuals are well organized and aid in telling the story of the rock formation. AND Visuals connect to the content within the narrator’s script.	Visuals are organized and aid in telling the story of the rock formation. AND/OR Visuals connect to the content within the narrator’s script, but has one step missing.	Visuals are logically organized for the most part, but do not aid in telling the story of the rock. Visuals connect to the content within the narrator’s script, but has two missing steps	There was no clear or logical organizational of the visuals, just lots of related images. Visuals do not aid in telling the story of the rock.

Narrator’s Script Rubric

CATEGORY	4	3	2	1
Focus on Assigned Topic	The entire story is related to explaining how the landform came to be and allows the reader to understand much more about the topic.	Most of the story is related to explaining how the landform came to be. The story wanders off at one point, but the reader can still learn something about the topic.	Some of the story is related to telling how the landform came to be, but a reader does not learn much about the topic.	No attempt has been made to tell how the landform came to be.
Writing Process	Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.	Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.	Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.	Student devotes little time and effort to the writing process. Doesn't seem to care.
Organization	The story is very well organized with clear transitions. An idea or scene follows another in a sequence accurately reflecting a rock cycles duration.	The story is pretty well organized and clear transitions are used. One idea or scene may seem out of place, and accurately reflects a rock cycles duration.	The story is a little hard to follow. The transitions are sometimes not clear. Shows errors in the timeframe of the rock cycle.	Ideas and scenes seem to be randomly arranged. Shows errors in the timeframe of the rock cycle.
Processes	Includes a thorough and accurate description of the processes the landform went through.	Includes a mostly complete and accurate description of the processes the landform went through.	Includes a description of the processes the landform went through, but with some errors.	There are several errors in the description of the processes that the landform went through.
Rock Cycle	Includes a thorough and accurate retelling how it changed form one rock type to another until it formed the current structure.	Includes a mostly complete and accurate retelling how it changed form one rock type to another until it formed the current structure.	Retells how it changed form one rock type to another until it formed the current structure, but has some errors.	There are several errors in the retelling of how it changed form one rock type to another until it formed the current structure.
Style	The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.	The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Conventions	There are no spelling, punctuation, or grammar errors in the final draft.	There is one or two spelling, punctuation or grammar errors in the final draft.	There are 3-5 spelling, punctuation or grammar errors in the final draft.	The final draft has more than 5 spelling, punctuation or grammar errors.

Annotated Bibliography

Berry, K., Frank, R., & Malin, P. (2005). Inside the restless earth. Orlando, FL: Holt, Rinehart, and Winston.

This is the textbook that the students use.

Geologic Survey of Canada, (2005). Canadian landscapes photo collection. Retrieved Apr. 02, 2006, from Geologic Survey of Canada Web site: http://gsc.nrcan.gc.ca/landscapes/index_e.php.

This site is Canada’s Geologic Survey. It contains a photo library of thousands of pictures relating to land forms created by rocks and erosion in their county. It also provides detailed descriptions of the processes that took place to create these landforms. This would be useful for teachers/students to use as a resource for the authentic assessment.

McDougal Littel, (n.d.). es0105: Observe a raindrop traveling through various paths of the water cycle. Retrieved Apr. 02, 2006, from Exploring Earth Web site: http://www.classzone.com/books/earth_science/terc/content/visualizations/es0105/es0105page01.cfm?chapter_no=visualization

McDougal Littel, (n.d.). es0106: Observe an animation showing evidence of the carbon cycle. Retrieved Apr. 02, 2006, from Exploring Earth Web site: http://www.classzone.com/books/earth_science/terc/content/visualizations/es0106/es0106page01.cfm?chapter_no=visualization

McDougal Littel, (n.d.). es0602: How do rocks undergo change?. Retrieved Apr. 02, 2006, from Exploring Earth Web site: http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page01.cfm?chapter_no=investigation.

McDougal Littel, (n.d.). es0603: How do igneous rocks form? Retrieved Apr. 02, 2006, from Exploring Earth Web site: http://www.classzone.com/books/earth_science/terc/content/investigations/es0603/es0603page01.cfm

McDougal Littel, (n.d.). es0607: Observe an animation of metamorphic rocks forming. Retrieved Apr. 02, 2006, from Exploring Earth Web site: http://www.classzone.com/books/earth_science/terc/content/visualizations/es0607/es0607page01.cfm?chapter_no=visualization

McDougal Littel, (n.d.). ES2903: What stories do rocks tell?. Retrieved Apr. 02, 2006, from Exploring Earth Web site: http://www.classzone.com/books/earth_science/terc/content/investigations/es2903/es2903page01.cfm

These sites are all from a McDougal Littel textbook site. They are either investigations or visualizations, which give students the chance to see real rocks go through various processes (through computer animations). These sites give students the opportunity to see what happens to a “real” rock, and although the labs will give students the hands-on experience, they are limited to rock-like materials.

Newman, W. L. (n.d.). Geologic time. Retrieved Apr. 02, 2006, from USGS Web site: http://pubs.usgs.gov/gip/geotime/contents.html.

Contains an online version of a book, which contains useful information about land formations created by rocks and erosion, etc. This site is maintained by the US Geologic Survey. This would be useful as a site for student/teacher research or background information.

Rocks, rocks, rocks. (n.d.). Retrieved Apr. 02, 2006, from NYC Department of Education Web site: http://www.nycenet.edu/offices/teachlearn/documents/science/instructionalactivities/ROCKS/7procedure.html#4.

This site contains a comprehensive lesson on the processes that create the three different types of rock. This lesson has four parts that build upon each other so that students will see how one type of rock can change into another.

Rocks and minerals slide show. (n.d.). Retrieved Apr. 02, 2006, from Volcano World Web site: http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/Slideshow/Slideindex.html.

This site provides pictures of all three rock types. This is a good resource for students to see examples of rock types if they are unavailable in the classroom.