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David Clark Unit Plan Sketch Part 1: Topic Content and Objectives Topic Grade level: 7th grade Larger topic Minerals and Rocks Geosphere: Structure of the Earth and Plate Tectonics I. Objectives for Student Learning Benchmarks for Science Literacy 4. THE PHYSICAL SETTING C – Processes That Shape the Earth At this level, students are able to complete most of their understanding of the main features of the physical and biological factors that shape the face of the earth. This understanding will still be descriptive because the theory of plate tectonics will not be encountered formally until high school. Of course, students should see as great a variety of landforms and soils as possible. It is especially important that students come to understand how sedimentary rock is formed periodically, embedding plant and animal remains and leaving a record of the sequence in which the plants and animals appeared and disappeared. Besides the relative age of the rock layers, the absolute age of those remains is central to the argument that there has been enough time for evolution of species. The process of sedimentation is understandable and observable. But imagining the span of geologic time will be difficult for students. By the end of the 8th grade, students should know that • • The interior of the earth is hot. Heat flow and movement of material within the earth cause earthquakes and volcanic eruptions and create mountains and ocean basins. Gas and dust from large volcanoes can change the atmosphere. Some changes in the earth's surface are abrupt (such as earthquakes and volcanic eruptions) while other changes happen very slowly (such as uplift and wearing down of mountains). The earth's surface is shaped in part by the motion of water and wind over very long times, which act to level mountain ranges. Page 1 of 11 David Clark • • • • • Sediments of sand and smaller particles (sometimes containing the remains of organisms) are gradually buried and are cemented together by dissolved minerals to form solid rock again. Sedimentary rock buried deep enough may be reformed by pressure and heat, perhaps melting and recrystallizing into different kinds of rock. These re-formed rock layers may be forced up again to become land surface and even mountains. Subsequently, this new rock too will erode. Rock bears evidence of the minerals, temperatures, and forces that created it. Thousands of layers of sedimentary rock confirm the long history of the changing surface of the earth and the changing life forms whose remains are found in successive layers. The youngest layers are not always found on top, because of folding, breaking, and uplift of layers. Although weathered rock is the basic component of soil, the composition and texture of soil and its fertility and resistance to erosion are greatly influenced by plant roots and debris, bacteria, fungi, worms, insects, rodents, and other organisms. Human activities, such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and intensive farming, have changed the earth's land, oceans, and atmosphere. Some of these changes have decreased the capacity of the environment to support some life forms. National Science Education Standards EARTH AND SPACE SCIENCE CONTENT STANDARD D: As a result of their activities in grades 5-8, all students should develop an understanding of • Structure of the earth system By plotting the locations of volcanoes and earthquakes, students can see a pattern of geological activity. Earth has an outermost rigid shell called the lithosphere. It is made up of the crust and part of the upper mantle. It is broken into about a dozen rigid plates that move without deforming, except at boundaries where they collide. Those plates range in thickness from a few to more than 100 kilometers. Ocean floors are the tops of thin oceanic plates that spread outward from midocean rift zones; land surfaces are the tops of thicker, less-dense continental plates. Michigan Objectives (NOTE: Michigan Benchmarks identified in Walled Lake Consolidated Schools Benchmark Assessment for this unit are displayed.) CONSTRUCTING NEW SCIENTIFIC KNOWLEDGE Page 2 of 11 David Clark I.1.MS.5 – Use sources of information in support of scientific investigations. Constructing Tools: Periodicals, reference books, trade books, web sites, computer software; forms for presenting scientific information, such as figures, tables, graphs. See R-II.1 m.1 (evaluate strengths/weaknesses of claims). Real-world contexts: Libraries, projects where research is needed. REFLECTING ON SCIENTIFIC KNOWLEDGE II.1.MS.5 – Develop an awareness of and sensitivity to the natural world. Key concepts: Appreciation of the balance of nature and the effects organisms have on each other, including the effects humans have on the natural world. Real-world contexts: Any in the sections on Using Scientific Knowledge appropriate to middle school. MATTER AND ENGERGY (PME) IV.1.MS.1 – Describe and compare objects in terms of mass, volume, and density. Using Key concepts: Units of density—grams per cubic centimeter or grams per milliliter. Measurement tools: Balance, measuring cup or graduated cylinder, metric ruler. See C-I.1 m.4 (making measurements). Real-world contexts: Common objects and substances. IV.1.MS.3 – Classify substances as elements, compounds, or mixtures and justify classifications in terms of atoms and molecules. Using Key concepts: Element, compound, mixture, molecule, atom. See PME-IV.1 m.4 (molecular structure of solids, liquids and gases). Real-world contexts: Common substances such as those listed above, including—elements, such as copper, aluminum, sulfur, helium, iron; compounds, such as water, salt, sugar, carbon dioxide; mixtures, such as soil, salt and pepper, salt water, air. GEOSPHERE (EG) V.1.MS.2 – Explain how rocks are formed. Using Key concepts: Rock cycle processes—melting and cooling (igneous rocks); heat and pressure (metamorphic rocks); cementing and crystallization of sediments (sedimentary rocks). Minerals. Heat source is interior of earth. Materials—silt, clay, gravel, sand, rock, lava, magma, remains of living things (bones, shells, plants). Real-world contexts: Physical environments where rocks are being formed: volcanoes; Page 3 of 11 David Clark depositional environments, such as ocean floor, deltas, beaches, swamps; metamorphic environments deep within the earth’s crust. V.1.HS.2 – Use plate tectonics theory to explain features of the earth’s surface and geological phenomena and describe evidence for the plate tectonics theory. Using Key concepts: Earth composition—crust, mantle: upper part is able to flow very slowly; core: interior at high temperature and pressure (see ES-V.4 h.3.) Forces—tension, compression shearing. Plates— continental crust, oceanic crust. Features—faults, trenches, mid-ocean ridges, folded mountains, hot spots, volcanoes. Related actions—earthquakes (see PWV-IV.4 m.6), volcanic activity, seafloor spreading, mountain building, convection in mantle. Evidence of “continental drift”—physical fit of continents, fossil evidence, measurements of movement, rock layer sequences, glacial evidence. See Reflecting on Scientific Knowledge benchmarks related to evidence and theory. Real-world contexts: Recent patterns of earthquake and volcanic activities; maps showing the direction of movement of major plates and associated earthquake and volcanic activity; compressional boundaries: folded mountains, thrust faults, trenches, lines of volcanoes (e.g. Pacific “ring of fire”); tensional boundaries: mid-ocean ridges, rift valleys; shearing boundaries: lateral movement producing faults (e.g. San Andreas Fault). V.1.HS.3 – Explain how common objects are made from earth materials and why earth materials are conserved and recycled. Using Key concepts: Valuable materials—minerals, metallic ores, iron, copper, aluminum, fuels. Types of resources—renewable, nonrenewable. Conservation, limits, recycling, costs for developing more remote supplies. Manufacturing, refining, mining. Recycling processes—melting, shredding, dissolving. Real-world contexts: Manufacturing processes—steel mills, auto assembly lines, paper making; local recycling center for materials, such as glass, plastic, aluminum, steel cans, motor oil; examples of technical and social means for slowing the depletion of earth’s resources, such as developing more fuel-efficient cars and mandating their use; disposal in landfills and incinerators. Your synthesized Objectives 1. Set up and conduct an experiment to find the density of a rock for identification purposes. 2. For identification purposes, analyze the properties of minerals. 3. Explain the rock cycle and how transitions are made. 4. Analyze continental drift data. 5. Explain plate tectonics theory and how it relates to the patterns of documented earthquakes and volcanoes. 6. Describe renewable and nonrenewable energy resources and the advantages and disadvantages of using each. II. School Science Approach Facts Rocks are made up of minerals Page 4 of 11 David Clark Minerals are composed of different atoms. When these atoms cool, they arrange themselves in a certain structure, creating a mineral. Minerals have various physical properties, such as streak and luster, that are used to help in identification. Fossils of the same land animals have been found on South America and Africa. The movement of the earth’s crust causes earthquakes and volcanoes. Vocabulary Words Mineral – a naturally-occurring, inorganic crystalline solid Cleavage – minerals break along a flat surface Luster – how light reflects from a mineral Streak – color of the powdered pieces of a mineral Hardness – how easily a mineral can be scratched Specific Gravity – weight of a mineral relative to an equal volume of water Rock – a mixture of minerals, volcanic glass, organic matter, or other materials Igneous – forms when magma or lava solidifies Extrusive – igneous rocks that form at Earth’s surface Intrusive – igneous rocks that form below Earth’s surface Sedimentary – forms from the deposition, compaction, and cementation of sediment or when minerals form from solution Metamorphic – forms when one of the other types of rock is changed by heat and pressure inside the Earth Rock Cycle – describes how one type of rock can change into another Renewable Resources – a resource that is produced at the same or faster rate than consumed Nonrenewable Resources – a resource that is used faster than it can be replenished or recycled Continental Drift – the idea that continents move slowly across Earth’s surface Seafloor Spreading – process that forms new seafloor as hot material is forced upward at a rift Plate Tectonics – explains the locations of mountains, trenches, and volcanoes Earthquake – vibrations produced when rocks break along a fault Volcano – opening in Earth’s surface that erupts sulfurous gases, ash, and lava; can form at Earth’s plate boundaries, where plates move apart or together, and at hot spots Strike-slip boundary – places where plates slide past each other Convergent boundary – a collision of two plates Divergent boundary – two plates moving away from each other Page 5 of 11 David Clark Diagrams or standard representations Page 6 of 11 David Clark Formulas or problem-solving skills Density = mass/volume Students construct an experiment to find the density of various rocks, using water, a graduated cylinder, and a scale. (This can be used to identify a rock by comparing it to known densities of certain rocks.) III. Reform Science Approach Knowledge: Experiences, Patterns, and Explanations Observations or experiences (examples, phenomena, data) • • • • Rocks you may find out in your garden can be identified in various ways, including known densities. Construct experiments to find the density of rock samples. Rocks are formed at volcanoes, depositional environments such as ocean floors, beaches, valleys, and deep within the Earth’s crust. Minerals have many physical properties such as luster, cleavage, streak, etc. that can be used to identify a specific specimen. Patterns (laws, generalizations, graphs, tables, categories) • Density = mass/volume • Igneous rocks are formed at volcanoes, sedimentary rocks in areas where sediments are deposited, and metamorphic rocks deep within the Earth’s crust. • • • • Page 7 of 11 Mohs scale of hardness Some minerals break along smooth, flat surfaces Reflection types, dull, pearly, silky, and glassy Colors of a powdered form of a mineral Explanations (models, theories) • Rocks are formed with various types of materials, most notably minerals. Rocks of the same type, (made of the same materials) will have similar densities, and thus can be identified. • The Rock Cycle shows how rocks are formed and changed over time Heat and Pressure cause are the catalysts in forming different types of rocks in different areas. • • Minerals have a definite chemical composition, and these atoms arrange themselves in an orderly arrangement. The arrangements cause certain properties such as hardness and cleavage. David Clark • • Fossils of freshwater and land animals have been found in South America and Africa. There are tons of volcanoes and earthquakes on the west coast of the United States. It is extremely rare to even feel an earthquake in Michigan. • South America and Africa look as if they could fit together like a puzzle. • Continents lay upon plates and these plates are slowly moving. • Volcanoes and earthquakes are commonly found in organized lines that stretch very long distances. There is a definite pattern along plate boundaries. • The Earth’s crust consists of plates that are slowly moving. At the boundaries of two plates, they collide, slip past each other, or move apart. These events cause volcanoes and earthquakes along plate boundaries. Application: Model-based Reasoning Inquiry: Finding and Explaining Patterns in Experience III. Big Ideas Minerals are used every day in life. The pencil one writes with is the mineral graphite. The pretzels one eats are sprinkled with halite. Gold, silver, and diamonds are used in jewelry. Minerals are formed by natural processes and are inorganic solids with definite chemical compositions and orderly internal structures. So how do we identify these minerals we use so often in everything? There are various physical properties of minerals that we use for identification. Hardness is a measure of how easily a mineral can be scratched. Luster describes how light is reflected from a mineral’s surface. Streak and cleavage are also valuable identification techniques. Since minerals have a definite crystal structure, it causes them to have specific ways in which they break or how easily they are scratched. Rocks are made up of many different types of minerals and other materials. They are formed in various environments and in different ways. Igneous rocks form from the cooling and hardening of magma. If they form below the Earth’s surface they are called intrusive. If they form above, they are called extrusive. Sedimentary rocks form when sediments are pressed and cemented together, often in layers. Metamorphic rocks are those that have been changed because of extreme changes in temperature and pressure, often deep within the Earth’s crust. All of these processes interact and form a cycle of rocks changing over time called the rock cycle. Because rocks are often changing, an effective way to identify rocks is by their density. Using laboratory equipment, one can find the density of a rock sample and compare it to the known densities of rocks. For all of these processes to occur, there must be some sort of movement that causes heat energy and pressure. The Earth’s crust consists of plates that are slowly moving. In certain areas, multiple plates collide, slip past each other, or move apart causing earthquakes, volcanoes, and mountain formation. Patterns of volcanoes and earthquake epicenters outline the many plates of the Earth’s crust. Evidence of the plates Page 8 of 11 David Clark moving can be found from fossils of certain land and freshwater animals that are found on both South America and Africa. How could these fossils be found on land areas separated by a large ocean of salt water? Alfred Wegener hypothesized that these animals lived on both continents when they were once joined. Since that time, they have continuously been moved apart by the divergent movement of the plates along the MidAtlantic rift. Part 2. Assessment I. Preassessment Students may think that minerals are rare objects that are seldom used in everyday materials. Many students wonder why we do identification labs for minerals. These questions can help the teacher gauge what the students know about minerals and their uses. It can also be used to address the misconception that minerals are just rare items used for jewelry. 1. Ask students to raise their hands if they used minerals before coming to school this morning. For those that have, get some examples on the board. 2. How many people brushed their teeth using toothpaste? a. When you use toothpaste, you are using minerals. Fluoride comes from the mineral fluorite. The sparkle in toothpaste comes from the mineral mica. II. Embedded Assessment Objective 1: Set up and conduct an experiment to find the density of a rock for identification purposes. Embedded assessment: Have the students brainstorm the materials they would need to find the density of a rock. Objective 2: Explain the rock cycle and how transitions are made. Embedded assessment: Predict what would happen to a sedimentary rock if it were placed under enormous pressure and high temperatures? Objective 3: Analyze continental drift data. Embedded assessment: Brainstorm reasons why fossils of the same land animal would be found on both South America and Africa. Objective 4: Explain plate tectonics theory and how it relates to the patterns of documented earthquakes and volcanoes. Embedded assessment: Plot locations of volcanoes and earthquakes in the United States and find and report any patterns. III. Formal Assessment Objective 1: Set up and conduct an experiment to find the density of a rock for identification purposes. Formal assessment: A group did an experiment to determine the density of a rock. Their first step was to determine the volume of the rock. Below are the steps in their procedure: 1. Page 9 of 11 Measure the ending volume of water in the graduated cylinder. David Clark 2. Measure the starting volume of water in the graduated cylinder. 3. Fill the graduated cylinder part way with water. 4. Drop the rock into the water and make sure it is completely submerged. Place the steps in the correct order: A. 2-3-4-1 B. 3-2-1-4 C. 1-2-3-4 D. 3-2-4-1 Objective 2: Explain the rock cycle and how transitions are made. Formal assessment: How do metamorphic rocks form? Give an example. (Name a rock and what rock it becomes due to the process you identified above.) Objective 3: Analyze continental drift data. Formal assessment: Matching ________ on different continents are evidence for continental drift. A. river systems B. rock structures C. weather patterns D. wind systems Objective 4: Explain plate tectonics theory and how it relates to the patterns of documented earthquakes and volcanoes. Formal assessment: This map (not provided) shows where earthquakes in the United States are most likely to cause severe damage. What is the risk of a damaging earthquake occurring in Michigan? A. slight B. minor C. moderate D. great (A map of the United States along with areas shaded in these choices is provided. Obviously, the greatest risk is out west, but even around Missouri and Kentucky there is a moderate risk of a damaging earthquake occurring.) Part 3. Activity Cycle Objective: For identification purposes, analyze the properties of minerals Activity cycle Page 10 of 11 David Clark Stage Activity Establish a problem Begin with the preassessment activity described above. Why do we identify minerals? Model Students will brainstorm ways to identify minerals. (I expect them to at least say color, how hard it is, and how shiny it is.) We will come up with a list of characteristics to test. Students will read and do some questions about these characteristics in the textbook. I will hand out dichotomous keys to the students for something like “monsters.” We’ll take a look at a monster I’ll draw on the board and go through the key together to model how to identify that monster. The students will identify a few more through this process. Coach The students will work through a mineral identification lab using a dichotomous key and testing the characteristics we had brainstormed with streak plates, pennies, nails, etc. As they work on this lab, I will go around the room helping students stay organized and make transitions to other stations seamless. Also, I will help with any problems they seem to be having working through the characteristics or the key. Fade Students will have a reinforcement worksheet for class work that overviews mineral identification and some of the uses of the minerals we identified. Page 11 of 11