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Geological Processes: Teacher’s Guide Grade Level: 3-5 Curriculum Focus: Earth Science Lesson Duration: Two class periods Program Description In 1989, Northern California felt the effects of an earthquake that measured 7.0 on the Richter scale—powerful evidence of the Earth’s inner turmoil. Segments cover earthquakes, types of rock, identification of minerals, and plate tectonics. The Rock Cycle—Takes students around the United States to find examples of the three types of rock: igneous, metamorphic, and sedimentary. How To Identify Minerals—Travels with a geologist who explains how a rock found in Namibia is identical to one found in Argentina. Plate Tectonics—explains why the surface of the Earth looks the way it does as a result of the activity that goes on below it. • The Rock Cycle (7 min.) • How To Identify Minerals (7 min.) • Plate Tectonics (5 min.) Onscreen Questions • What can rocks tell scientists about changes on Earth? • What are the three main types of rocks? • Describe the characteristics of each type. • How can mining minerals contribute to the economy of a country? • What physical properties classify minerals? • What minerals have great economic value? • How do scientists learn about Earth’s history? • What are the four basic layers of Earth? • How does Earth’s crust move? Geological Processes: Teacher’s Guide 2 Lesson Plan Student Objectives • List the three different kinds of rocks. • Explain how each rock type is formed. • Compare and contrast the three rock types. • Cite examples of each rock type. Materials • Geological Processes video and VCR, or DVD and DVD player • White construction paper (one 9x11-inch sheet per student) • Pencils • Rulers • Scissors • Geography texts, encyclopedias, or travel magazines with photographs of rock formations • Colored markers or crayons (optional) • Computer with Internet access (optional) Procedures 1. Begin the lesson with a class discussion about rocks. Ask students: Where do rocks come from? How are they formed? What are some different kinds of rocks? 2. After watching Geological Processes, discuss what your class learned from the show. Ask students general questions about the three different types of rock (igneous, metamorphic, and sedimentary). 3. Give each student a piece of white construction paper, and explain that they will be making a comparison chart of the three rock types. Have students use a ruler and pencil to create four rows, lengthwise. The top (header) row should be much smaller than the next three rows, which should be as close to evenly spaced as possible. Once the rows have been created, have students divide them into five evenly spaced columns. 4. In the header row, have students label the five columns as follows: Type of Rock, Formation, Characteristics, Examples, and Image. Tell students they need to complete this chart with information about the three rock types. For example, under “Formation” they should tell how that particular type of rock is formed, and beneath “Examples” they should list rocks (granite, sandstone, etc.) that are examples of that particular rock type. In the “Images” column, students should attach photos or drawings of the rock type or famous rock formations made from that particular type of rock. Be sure to answer all questions before students begin the activity. Published by Discovery Education. © 2005. All rights reserved. Geological Processes: Teacher’s Guide 3 5. Allow students time in class to begin their rock charts; have them finish the charts as a homework assignment. Students may use crayons or markers to make their charts more decorative and creative. In addition to geographic texts, encyclopedias, and travel magazines, the following Web sites have good information on the types of rock: • http://jersey.uoregon.edu/~mstrick/AskGeoMan/geoQuerry13.html • http://www.fi.edu/fellows/payton/rocks/index2.html • http://www.peel.edu.on.ca/~havenwd/types.htm • http://www.zephyrus.co.uk/rocktypes.html • http://interactive2.usgs.gov/learningweb/explorer/topic_rocks.htm 6. In the next class period, have students share examples of the different types of rock from their completed charts. Talk about the similarities and differences between the three rock types, and discuss how different rocks are formed and how the rock cycle works. Ask for volunteers to share and discuss their images. Display students’ charts in the classroom for further viewing. Assessment Use the following three-point rubric to evaluate students’ work during this lesson. • 3 points: Students actively participated in class discussions; used the Internet and research materials wisely; created unique, legible, and complete rock charts that correctly identified the three rock types and their characteristics, explained how each rock type is formed, and included photographs or illustrations of each rock type. • 2 points: Students somewhat participated in class discussions; were able to use the Internet and other research materials with little teacher direction; created legible but incomplete rock charts. • 1 point: Students did not participate in class discussions; were unable to use the Internet and other research materials without teacher direction; and created illegible or unfinished rock charts. Vocabulary erosion Definition: Condition by which the Earth’s surface is worn away by natural forces, such as wind or water Context: The Grand Canyon was formed by millions of years of erosion. igneous rock Definition: Rock formed by the cooling and solidification of magma Context: If the conditions are right, hot lava cools and becomes igneous rock. magma Definition: Molten rock in the Earth’s crust Context: Earth’s surface has hot, molten rock called magma. Published by Discovery Education. © 2005. All rights reserved. Geological Processes: Teacher’s Guide 4 metamorphic rock Definition: Rock formed from the partial melting of other rock due to intense heat and pressure Context: Metamorphic rock is formed deep within Earth, when heat and pressure change igneous or sedimentary rock. sedimentary rock Definition: Rock formed from the compacted and cemented particles of other rocks, shells, or animal bones Context: The massive sandstone formations that rise in Monument Valley in southeastern Utah and northeastern Arizona are examples of sedimentary rock. weathering Definition: Chemical or physical alteration of a rock over time Context: Weathering and erosion are the natural processes that gradually break down rocks. Academic Standards National Academy of Sciences The National Science Education Standards provide guidelines for teaching science as well as a coherent vision of what it means to be scientifically literate for students in grades K-12. To view the standards, visit http://books.nap.edu. This lesson plan addresses the following science standards: • Earth and Space Science: Structure of the earth system; Earth’s history Mid-continent Research for Education and Learning (McREL) McREL’s Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education addresses 14 content areas. To view the standards and benchmarks, visit http://www.mcrel.org/. This lesson plan addresses the following national standards: • Science—Earth and Space Sciences: Understands Earth's composition and structure • Language Arts—Viewing: Uses viewing skills and strategies to understand and interpret visual media Support Materials Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a Custom Classroom account for future use. To learn more, visit • http://school.discovery.com/teachingtools/teachingtools.html Published by Discovery Education. © 2005. All rights reserved. Geological Processes: Teacher’s Guide 5 DVD Content This program is available in an interactive DVD format. The following information and activities are specific to the DVD version. How To Use the DVD The DVD starting screen has the following options: Play Video—This plays the video from start to finish. There are no programmed stops, except by using a remote control. With a computer, depending on the particular software player, a pause button is included with the other video controls. Video Index—Here the video is divided into three parts (see below), indicated by video thumbnail icons. Watching all parts in sequence is similar to watching the video from start to finish. Brief descriptions and total running times are noted for each part. To play a particular segment, press Enter on the remote for TV playback; on a computer, click once to highlight a thumbnail and read the accompanying text description and click again to start the video. Curriculum Units—These are specially edited video segments pulled from different sections of the video (see below). These nonlinear segments align with key ideas in the unit of instruction. They include onscreen pre- and post-viewing questions, reproduced below in this Teacher’s Guide. Total running times for these segments are noted. To play a particular segment, press Enter on the TV remote or click once on the Curriculum Unit title on a computer. Standards Link—Selecting this option displays a single screen that lists the national academic standards the video addresses. Teacher Resources—This screen gives the technical support number and Web site address. Video Index I. The Rock Cycle (7 min.) Take a close look at igneous, sedimentary, and metamorphic rocks and explore the geological processes that create them. II. How to Identify Minerals (7 min.) Scientists have identified thousands of kinds of minerals, but only about 30 of the most common form most of Earth’s rocks. III. Plate Tectonics (5 min.) Investigate the science of plate tectonics and see how the inner workings of our planet create changes on Earth’s surface. Published by Discovery Education. © 2005. All rights reserved. Geological Processes: Teacher’s Guide 6 Curriculum Units 1. Rock Formations Pre-viewing question Q: Describe rock formations that you have seen? A: Answers will vary. Post-viewing question Q: What do you think our planet would look like without rock formations? A: Answers will vary. 2. Rock Changes Pre-viewing question Q: How do rocks change shape and form? A: Answers will vary. Post-viewing question Q: What kinds of igneous, sedimentary, and metamorphic rock are visible where you live? A: Answers will vary. 3. Earth’s Crust Pre-viewing question Q: What are some uses of rocks and minerals? A: Answers will vary. Post-viewing question Q: Describe Earth’s crust. A: The crust is the planet’s outermost layer; continental crust makes up the landmasses land, and oceanic crust is the ocean floor. New crust constantly forms as magma, or hot molten rock deep inside the Earth, rises and erupts at the surface, where it is called lava. 4. Classifying Minerals Pre-viewing question Q: What do you think are the most important rocks and minerals on Earth? A: Answers will vary. Post-viewing question Q: What are the seven chemical categories that classify minerals? A: Minerals are categorized based on their chemical components. (1.) native elements, about 50 minerals in a pure or nearly pure form (2.) silicates, the most common, grouped by the combination of metallic elements with oxygen and silicon (3.) oxides, more than 250 minerals that combine metallic elements with oxygen (4.) sulfides, in which sulfur combines with metal or metal-like elements Published by Discovery Education. © 2005. All rights reserved. Geological Processes: Teacher’s Guide (5.) halides, in which metals combine with minerals such as bromine, fluorine, or iodine to form compounds (6.) carbonates, in which a metal combines with carbonate (7.) sulfates, created by of sulfur and oxygen combining with one or more metals 5. Moving Plates Pre-viewing question Q: What do you know about plate tectonics? A: Answers will vary. Post-viewing question Q: Describe the relationship between the lithosphere and the asthenosphere? A: The lithosphere includes Earth’s crust and the solid, uppermost layer of the mantle. The asthenosphere lies under the lithosphere, and it is made up of hot, semi-solid material that can soften and flow. Scientists believe that the rigid lithosphere floats on the slowly moving asthenosphere, which has caused Earth’s crust to break into plates. Published by Discovery Education. © 2005. All rights reserved. 7