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Rocks and Minerals Name: Course Number: Instructor: Semester: Unit Topic: Grade: Age: School: Student Population: 1 Kyle Fetgatter Internship 2, ELEM 695 Professor Jody Eberly Spring 2014 Rocks and Minerals 3rd Grade 8 and 9 years old Korea Kent Foreign School 13 Students ROCKS AND MINERALS TABLE OF CONTENTS I. OVERVIEW AND RATIONALE ................................................................... II. VISUAL REPRESENTATION I. CONCEPT MAP ................................................................ II. STANDARDS ...................................................................... III. PREPARATION OF THE LEARNING ENVIRONMENT ..................... IV. UNIT GOALS AND ESSENTIAL QUESTIONS ........................................ V. LESSON PLANS ............................................................................................ VI. CONTENT...................................................................................................... VII. CULMINATING ACTIVITY....................................................................... VIII. RESOURCES................................................................................................ IX. HOME-SCHOOL CONNECTION.............................................................. X. REFLECTION ………………………………………………………………. XI. APPENDIX..................................................................................................... XII ROCK-A-PEDIA ........................................................................................... 2 I. OVERVIEW AND RATIONALE Overview: Students will become familiar with various rocks and minerals and their characteristics. They will cover different time periods, and learn about the different type’s rocks and the differences between the three types of rocks: igneous, sedimentary, and metamorphic. They will look at minerals, assorted physical characteristics, rocks in the media and our environment as well as rock theories. Students will create a unique booklet called Rock-A-Pedia that will encompass the knowledge learned throughout the lessons. They will share their work with parents and fellow classmates. Rationale: Students need to understand the world we live in today didn’t always look like today’s earth. Our planet is contently changing. If students can understand Earth’s history it will allow students to relate to the idea that they are connected to something that is much bigger than them. Rocks and minerals are a vital part of that history. Learning about rocks and minerals is essential in several ways. For starters it allows us to envision life during the rock age. Looking and studying rocks provides us with clues as to how we can affect our environment and habitat. An example of how we can connect rocks to our own world is by looking at why some rocks turn to sand and others into raging volcanoes. Studying evidence and developing theories as to why and how rocks behave helps us to explain the past, present and future of our existence. Students’ comprehension of the material will be reinforced through an inter-disciplinary design as well as various instructional 3 methods. Students should be able to make connections between the concepts and carry this knowledge from one lesson to another, ultimately enriching their educational experience. II. VISUAL REPRESENTATION ROCKS & MINERALS Time Periods Rocks Igneous, Sedimentary, and Metamorphic Rock Formation Rock Cycles Environment Types Minerals Perceptions in the media and society Rocks Uses Characteristics 4 New Jersey Core Curriculum (http://www.state.nj.us/education/cccs/) Art: Standard 1.1.2.D.1 Standard 1.1.2.D.2 Science: Standard 5.4.4.C.1 Standard 5.4.4.C.2 Standard 5.4.6.C.2 Standard 5.4.6.C.3 Language Arts: Standard 6A:8-1.1 Purpose Standard 6A:8-1.2 Scope Standard 6A:8-1.3 Definitions Life Skills: Thinking and Reasoning Working with Others Math: (as used by the Common Core Curriculum) 5 Solving problems involving measurements and conversion of measurements from a larger unit to a smaller unit. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. III. PREPARATION OF THE LEARNING ENVIRONMENT Student desks will be arranged in groups of 3 throughout the entirety of the unit. This arrangement will allow students to function efficiently throughout various group projects. The classroom will be adorned with multiple charts and posters that coincide with specific lessons (for example: a timeline chart, and rock characteristic chart). The classroom bookshelf will be furnished with additional unit topic titles dealing with subjects such as evolution, types of rocks, minerals and various formations from different geographical regions. Students will collaborate in groups to complete a chart involving the three kinds of rocks and their environments. Upon completion, this work will be posted on the wall for the class to reflect upon. Students will already have prior knowledge of various rocks and digging through our natural resources unit earlier this semester. IV. UNIT GOALS AND ESSENTIAL QUESTIONS Unit goals 1. Students will identify different types of rocks. 2. Students will understand the different time periods of the formation of rocks. 3. Students will describe differences between igneous, sedimentary, and metamorphic rocks. 4. Students will compare the characteristics of the different rocks and minerals. 6 5. Students will discuss and investigate the different theories of rocks (Stonehenge, Volcanoes etc). 6. Students will investigate how rocks provide clues to the past, present and future. 7. Students will discover the relationship between rocks and humans. 8. Students will determine the distinction between the use of rocks and how they are perceived and projected in the media or society. 9. Students will describe the different environments that form types of rocks. Essential Questions 1. What is a rock? 2. What are the three main types of rocks? 3. How do rocks change over time? 4. What are the ways humans use rocks and minerals? 5. Why do we need rocks in our lives? 6. Why are some rocks/minerals valuable and others are not? 7. What would the world be like without rocks and minerals? 8. How are minerals identified? 9. How are rocks classified? 10. How can rocks change from one type to another? 11. How are weathering and erosion different? 12. What is a mineral 7 V. LESSON PLANS Lesson 1 Title: Rocks Population: 3rd grade class, 13students Topic: What are rocks? Rationale: Rocks are one way that we can connect to our past. Rock evidence is essential in determining who, what, when, where, why, and how the Earth originated. Students should understand how scientists were able to formulate information from rocks. The study of geology also leads to discoveries and understanding of Earth's processes that can benefit mankind. Prior Knowledge: Students learned the basic scientific characteristics of rocks in previous grades. Standards Science Language Arts Objectives Assessments 1. Students will be able to explain the job of a geologist. Students will write a paragraph about their excavation experience in their RockA-Pedia. 8 2. Students will be able to list and describe the three types of rocks. 3. Students will participate in the “Mock Rock” activity. Students will complete a compare and contrast worksheet for each rock type. Teacher will complete checklist of steps and techniques while observing students. Materials: 1. Mock Rocks (see list of ingredients in Appendix A) 2. Appendix B: Mineral vs. Rock Data Sheet (one copy per student) 3. Paper plate 4. Large nail 5. Hand lens 6. Crayons or colored pencils 7. Piece of string 8. Metric Ruler 9. 50-ml graduated cylinder 10. Evaporation dish 11. Medicine dropper 12. One small bottle (such as baby food jars or spice bottles) 13. One scale per class 14. Toothbrush 15. Toothpick Hook: Students are introduced to the ‘Magic Bag’. They are given a bag with one rock inside. They use their sense of touch to try and guess what is in the bag. As a class, play the 20 questions game and have the students formulate questions that result in a yes or no answer in order to figure out what’s inside the bag. Examples: Can I find it in my house? 9 Do we use it for anything? Do we wear it? Once they’ve asked enough questions, have them take guesses as to what is inside the bag. Once the rock is exposed, have the students identify it through a research book. Activities: Activity 1 - Make your Own Rock! (Mock Rock) Prepare mock rocks a week before beginning the unit 1. Ask students if they can name any minerals. If they can’t list any give them examples from things they see in nature. (eg. tree sap – amber, ice, fluoride – fluorite, graphite – pencil, etc.) If possible, show examples. Explain that minerals are pure substances made up of only one mineral. 2. Explain that geologists study the earth. One thing that they study is rocks. Geologists must make detailed observations of the rocks they discover. Ask students what they might observe about rocks (texture, shape, color, smell, size.) Tell students that these are the properties of the rock. Explain to students that rocks are made up of more than one type of mineral. 3. Show students a mock rock. Tell them that they are going to investigate this mock rock. To mock means to imitate or copy. This rock imitates the properties of a real rock. 4. Explain that geologists try to figure out what kind of rock they are examining. They do this by identifying the various ingredients in the rock. These ingredients are called minerals. The various materials in the mock rock represent different minerals. The goal of the student is to identify each material as a different mineral. 5. Distribute a mock rock to every pair of students. Have them investigate the rock, recording all of the properties that they observe on their data sheet. (Appendix B) Tell the students to fill out the data sheet as you go through the activity together in class. 6. Draw the mock rock and label its parts. 7. Examine the mock rock with the hand lens. Have students explain what they see and complete their measurements to fill in the chart. 8. Break the mock rock in half. Students should use a nail to separate all the different ingredients, sorting them into different piles. List the ingredients on the data sheet. Include descriptions of colors, shapes, and textures. (If the mock 10 rock is very hard, place it in a plastic bag between padding and use a hammer to break it up. Be careful not to pulverize the shells.) 9. Explain that rocks are made up of more than one ingredient, including different minerals. The colored gravel could represent different kinds of minerals. The shells are not observable without breaking the rocks open. They could represent fossils imbedded in some kind of rock. Explain that these rocks are called sedimentary rocks and that you will be discussing what sedimentary rocks are later in the unit. 10. Ask students to describe the leftover material that is too small to be separated with a nail. Ask for ideas on how they might further separate these small pieces. Suggest they might mix this material with water. 11. Collect and clean up mock rock materials. ROCK FUN FACT: Did you know that the diamond is the hardest natural substance found on earth! Activity 2 – “Rock Dig” Read the book Rock Formations by Connor Dayton, which describes the three types of rocks, rock formations and what scientists can learn from rocks. Have a class discussion about rocks after reading the book. Introduce vocabulary terms such as geologist, igneous, sedimentary, and metamorphic. Write vocabulary words and definitions on the blackboard. Give examples of each type of rock. Each student will now have a chance to become a ‘geologist for a day’ in this Rock Dig activity. First, students are given instructions and then they will go outside to a large sandbox. I will place all of the different kinds of rocks in the sand prior to class. Each student will dig through the sandbox with a small shovel and find a ‘rock’. After returning to their desk with their ‘rock’ they will use their brush (old toothbrush) to brush off any excess sand and use their pick (toothpick) to take out the ‘rocks’. When all students are finished, we will discuss as a class which types of rocks were represented in the activity. 11 Excavation Process: 1. Determine the depth of where the rock was found. 2. Demonstrate how to extract rock without damage. Questions and Examples: 1. What is a rock? 2. Explain specific differences between the three types of rocks. 3. Why is it important to study rocks? 4. What is a geologist? 5. Name some characteristics of that we learned from rocks and minerals. Family Connections: Students can take home the Rock Formations book and read to parents, discussing what they learned from the book. Closure: 1. Discuss what we have learned about rocks in a class discussion. 2. Rock-A-Pedia: Have students write down information about the rock they excavated. Have them list what type of rock it is as well as draw a sketch and color the rock. Differentiation: Josh is an extremely intelligent student who has great connections with most other classmates. However, he does have trouble connecting with female students as well as a lack of self-control. In order to help him, I will sit him next to girls who have reputations for having good connections with other students in hopes that Josh will be able to connect and/or work well with them. Hopefully, this will also provide an environment where he can model the behavior of other students who do have selfcontrol in the classroom. 12 Afrosa is a very sociable student who gets along with others. She is also an avid learner and is quickly interested in topic lessons. Her interest, on occasion, results in many class disruptions. In hopes to lessen these distractions, I plan to sit her next to students who are more likely to work than chat. I plan to make sure she is not sitting next to any close friends. Follow Up Activity: 1. Find a ROCK FACT about today’s lesson and put it in their ROCK-A-PED Lesson 2 (Mini-Lesson) Title: Characteristics of Rocks Population: 3rd Grade Class, 13 Students Topic: Identifying Rocks Rationale: Students will learn that there are many types of rocks. Students will learn that rocks have several different characteristics. Students will learn the different names of rocks that correspond with their respective characteristics. The class will discuss the types of rocks and which rocks they like and dislike. Rock-A-Pedia: Students will choose a rock that they want to make a book about based on one of the three major rocks learned in the previous lesson. Throughout the unit they will add to the book using information from the lessons. Lesson 3 Title: Geologic Time Periods Population: 3rd Grade Class, 13 students Topic: Time Periods Rationale: Time periods are important because they emphasize how old the Earth 13 is. Students should be able to distinguish between the major time periods. Cenozoic, Mesozoic, Paleozoic, Proterozoic, Archaean, and Hadean. Understanding each will help to show how old Earth really is. We will be talking about the time when there was nothing living on Earth. We are talking about a time that we know very little about, because there were no people around to remember it and tell stories about it. The only way we know about what went on at that time is from rocks, minerals and fossils that were found millions of years after the Earth was formed. Prior Knowledge: Students learned about rocks and minerals in the previous lesson. Students have briefly studied rocks and minerals in previous grades. Objectives Assessments Students will understand the major time periods and the formation of the different rocks. Students will be assessed on their group work. They will include the types of rocks for each time period. This will have 80% percent accuracy. Students will participate within a group setting. They will follow guidelines that help contribute to the team, keep focus and listen to each of their group members. Students will be graded on their comparison chart. They must be able to distinguish the different details of each time period with eighty percent accuracy. Students will place rocks in each time period and understand the characteristics of the environment of each period. Students will be formatively assessed on their participation, and behavior in a group setting. Hook: The teacher will demonstrate life span using one centimeter of string equaling one million years of life. The teacher will then show the life span of the student by measuring ten centimeters of string to represent the students’ age, then their grandmother’s age to show a comparison of how long the different rocks have been 14 around. This will lead to an in depth lesson on the characteristics of time periods. Activity 1: Students will be separated into groups of 4 and one group of 2. They will cooperatively research and describe one of the major periods on a piece of cardboard (poster), including the climate, plant life, and what rocks and minerals were formed during that particular period. Students will use the internet, encyclopedias, and other books from the class library to gather information. Activity 2: Students will create a comparison chart that includes the climate, minerals and rocks for each time period. This activity will be done on a piece paper that will be included in their Rock-A-Pedia and will go along with their discussion relating to their choice of time periods to live in. *NOTE – Time period charts located in the appendix are intended as examples. Materials: Cardboard Markers Rulers Crayons Scissors Glue Questions 1. When did the Cenozoic, Mesozoic, Paleozoic, Proterozoic, Archaean, and Hadean periods begin and end? 2. What plant life lived during the time periods? 3. What types of rocks were formed during these time periods? 15 4. What was the land like in the Cenozoic period? 5. How long was each period? 6. How do scientists use rocks to determine the timeline? 7. What was the weather like during each of these periods? Closure: In a student led discussion, the class will be asked to describe the different characteristics of each time period. In a class discussion they will decide which time period they would choose to live in and why. Differentiation: Sophia: She is shy and quiet. She is also artistic and thrives on positive reinforcement. However, she is a slow learner and does not grasp concepts as quickly as the rest of the class. In order to overcome these challenges, I will place Sophia in charge of her group’s bulletin board responsibilities. John: He is very intelligent but doesn’t work well in a group setting. In order to overcome John’s group challenges, I will place him in charge of his group’s material preparation and clean-up. Follow up Activity: Students’ homework will be to write a paragraph in their RockA-Pedia on why they would like to live in their favorite time period. They will find a Rock Fun Fact about time periods that will be placed in their Rock-A-Pedia booklet. Lesson 4 16 Title: Sizes (converting measurements) Population: 3rd Grade Class, 13 students Topic: Comparing rock sizes through measurements. Rationale: Converting measurements is an everyday activity in today’s society. Students will learn how to convert inches to feet and feet to meters. During this activity they will come to appreciate the size of rocks and gain knowledge of sizes and their ranges. Ultimately this lesson will allow students to grasp the concept of size. Prior Knowledge: Students will have a basic knowledge of rock types and sizes. Objectives Students will convert smaller measurements to larger measurements. 1. Using non-traditional measurement tools, students will estimate the size of rocks. 2. Assessment Students will accurately describe the dimensions of a rock using inches, feet, and yards. Students need to get at least 80% accuracy. Students will use cars and buses to accurately measure rocks. Students need to get at least 80% accuracy. Materials: 1. Yardsticks 2. Large outdoor space 3. Projector 4. Rock pictures 5. A chart consisting of the various measurements and its equivalent. (examples: inch, foot, and yard) 6. Worksheets (see appendix) 17 Hook: Ask questions to the students about which rocks they think are the biggest. Wait for responses and write a few on the board. Then ask comparative questions. For example: what do you think is longer or taller, a bus or a volcano? Show a chart comparing Mount Everest to humans, cars and buses. The hook will be used to grab the imagination of the students. I will use outlandish examples to reinforce my objective. Activities: Activity 1 1. The class will brainstorm, and discuss different types of rocks and how tall and wide they might be in feet (mountains, volcanoes etc.). Then the class will brainstorm and discuss structures from around the world and how tall and wide they might be in feet. Next the class will compare rocks with different structures. The teacher will write down all of the student’s answers on the board. 2. Each student will be given a worksheet where they will be asked to convert rock measurements from feet to inches. Activity 2 1. Take the class outside, make sure each student has a yardstick. 2. The students will choose 5 structures and measure their lengths and heights. 3. The students will then figure out how many yardsticks it takes to represent each rock length. (Mount Everest, Alps, Burj Khalifa in Dubai) . Questions: 18 1. What is the tallest mountain? 2. What is the tallest structure? 3. What is the formula for turning inches to feet and feet to yards? 4. How many feet are in a yard? 5. What are some different structures we have today that are comparable in size to these mountains? Closure: Have a discussion with the students to assess if they grasp the concept of size. Give them examples and ask the students to give estimated sizes of the examples. Differentiation: 1. Greg is very engaging and loves participating in class. However, he does not participate very well in a group setting. I am going to use Greg during my example so that he can participate but I will be standing next to him in order to keep him in line. 2. Cindy is very artistic and sociable. However, she is a slow learner and does not retain information. During the worksheet activity, I will ask Cindy to provide the class with two separate examples as a formative assessment of her understanding to ensure that she is grasping the concepts. Follow-Up Activities Students will research and add the size, height and length of their rock, mountain or volcano to their Rock-A-Pedia. Students will also compare one of today’s structures 19 to the size of their mountain/volcano. Students will find a fun fact involving rock size and put it in their Rock-A-Pedia. Lesson 5 Title: Environment and Change (Mini Lesson) Population: 3rd Grade, 13 Students Overview: Students will learn the types of environments that affect rocks through weathering and erosion. The class will also be exposed to ideas of how environmental changes led to the different types of rocks and minerals. They will also grasp that change is a part of evolution. Change can be observed by making comparisons and by using mathematics. Rock-A-Pedia: Students will sketch a representation of the natural environment that their chosen rock was formed. They will include designs of the rock they find to represent their rock’s region. Lesson 6 Title: Minerals Population: 3rd grade class – 13 students Topic: Characteristics of Minerals Rationale: Minerals are the ingredients of rocks, and there are thousands of different minerals that are the make-up of all rocks. Students will learn the different characteristics of the eight major categories. This will guide them in identifying and describing major types of minerals. Since rocks and minerals go hand in hand, it is important that they are able to compare and contrast the two. Prior Knowledge: During the first lesson students learned about the 20 different types and characteristics of rocks and minerals. They have also learned about the different time periods and environments in which they are formed. Materials needed: Large poster board Colored markers Glue Various colors of construction paper Images obtained from the internet Scissors Objectives Students will define the term minerals and the 8 major classes of minerals Assessment Students will use their Rock-A-Pedia to classify and define minerals according to different traits such as size, environment and time periods. Students will describe the differences between minerals and rocks Students will individually complete a worksheet, which requires identifying and categorizing different characteristics of the most common minerals and rocks with 75% accuracy. In their groups students will develop and create a poster accurately identifying their chosen mineral. Students will describe how to identify minerals. Hook: The teacher will show a 10 minute video. It will describe the characteristics and environments of minerals and how they are connected to rocks. After watching the introductory video, the teacher will lead a discussion based on the characteristics specific to minerals. The teacher will lead the discussion by asking leading questions 21 to prompt the students to come up with a class definition for the new terms . The class will discuss the different characteristics of each type of category of minerals. Questions: 1. What are the differences between rocks and minerals? 2. Which mineral is the most common? 3. What were some of the characteristics of each of the mineral classes? 4. What are rare minerals? 5. What are the eight major rock forming mineral categories? 6. What is your birth stone? 7. Who studies minerals? 8. What are some ways they identify minerals? Activity: Students will individually complete a worksheet in which they are given a list of traits that are unique to minerals. In a two-column chart, students will separate the traits according to which category they belong to. Students will also describe which characteristics they used to figure out their answer and glue their worksheet into their Rock-A-Pedia book. On-Going Activity: Students will be put into groups of 5 and one group of 3. Two groups will create a poster of minerals of their choice and two groups will create a poster of a rock of their choice. The groups will research the environment of their respective mineral or rock as well as its characteristics. Each group will create a collaborative poster that describes their rock and mineral that will be displayed on the Rock and Mineral bulletin board. 22 Rock-A-Pedia Activity: Students will create a page in their Rock-A-Pedia book which describes their rock or mineral of choice. Closure: Students will present their posters to the class. Students will describe the unique characteristics of their chosen rock and mineral. They will compare and contrast them to the other groups and identify common and unique traits. Differentiation: 1. Jamie is very sociable and is easy to get interested in lesson topics. He has trouble staying focused and on task. In order to keep him on task he will be given the role of group leader when the students construct their group posters. 2. John is extremely bright and wants to connect with his classmates. He often lacks self-control and subsequently gets off task at inappropriate times. I will have him write out and post any vocabulary words that need to be applied to the classroom bulletin board. Lesson 7 (Mini Lesson) Title: Rock Cycle Formations Population: 3rd Grade, 13 Students Overview: Students will learn that rocks go through certain processes and changes that are linked to a rock’s cycle. Students will learn about how rocks develop and go through the 23 different processes. They will elaborate on what happens in each step of a rock’s cycle. Students will be able to illustrate a typical rock cycle. Rock-A-Pedia: Students will make a Rock Formation diagram on one of the 3 types of rocks for their Rock-A-Pedia. In this diagram they will include the transitions, their processes, and their changes during the cycle and add a fun fact about an intriguing rock formation. Lesson Plan 8 Title: Rock Cycle Population: 3rd Grade Class, 13 students Topic: Rock Cycle Formations Rationale: This lesson is part of the previous lesson but will go into further detail about the rock cycle. It will teach fourth grade students about erosion and weathering and how it is directly related to rock formations. They will also have a chance to share their opinions on erosion, weathering and rock formation during an in-class discussion. Prior Knowledge: Students have prior knowledge on the basic concept of erosion from a previous lesson. Standards: NJCC Objectives 1. Students will examine the Rock Cycle Diagram as a group and be encouraged to briefly talk about how the cycle functions. 24 Assessment Students will complete a worksheet in which they will be required to fill out the Rock Cycle process. 2. Students will hypothesize their own ideas on how their personal rock was formed. Students will develop individual responses on what they think about the formation of their own rock. They will be assessed on what they think happened and describe the causes in a paragraph of 5-6 sentences. (Writing Assignment) Materials: Rock Cycle Diagram Rock-A-Pedia (Writing exercise) Rock Cycle Diagram Worksheet (SEE APPENDIX) Hook: 1. Students will watch a short clip on the Rock Cycle 2. http://www.youtube.com/watch?v=SRaInMDNyE8 3. How are rocks moved from one place to another? 4. What kind of rocks turn to sand and soil? 5. What are some other types of rocks on Mars? Activities: Activity 1: Dodge “Rock” ball activity 1. Students will be taken to a large outdoor area where it is safe to move around without getting injured. 2. Students will play a game of rock (dodge) ball. 3. Students will be given ropes where they have to tie their legs together as a class. (Left leg of 1 student to a right leg of another student ending up in a circular form) This time they have to try escaping as a whole group without leaving anyone behind as the teacher lobs dodge balls at them. 4. The teacher will ask them, “Is it easier to move around when you were 25 separated? Or is it easier when you are in a big group?” 5. Students will share their opinion and discuss how mobility may affect the rock cycle. Activity 2 1. Students will work individually and complete the Rock Cycle worksheet and understand the process. 2. They will post the Rock Cycle diagram in their Rock-A-Pedia booklets. Activity 3 1. Students will be assessed on their understanding of the Rock Cycle process. They will write a paragraph describing it. This activity will also be done for their individual Rock-A-Pedia. Questions: 1. Are all rocks formed by the rock cycle formation process? 2. How are igneous rocks formed? 3. How are sedimentary rocks formed? 4. How are metamorphic rocks formed? 5. What are the basic functions of the cycle? 6. How can geologists learn from the rock cycle? Closure: Have a discussion with the students on their individual opinion about what might have caused popular rocks to be formed? (Mount Everest, volcanoes, Stonehenge) Differentiation: 1. John is a sociable person who is easily interested in the topics discussed in class. 26 However, he is a class clown who constantly talks to his friends distracting them from the class content. He also never asks questions in class. I would group him with people he is not close friends with so that he does not distract others as much. He will also be asked if he would like to prepare a question concerning class content. 2. Greg is very engaging and loves to participate in class. However, his participation often slows the class down. Students will be given turns in sharing. If Greg wants to share with the class, he must listen to other people’s opinions as well. Follow-Up Activities Students will research and add the three well known rock formations and add pictures to their Rock-A-Pedia. For homework, students will find a Rock fun fact to be included in their Rock-A-Pedia. Lesson 9 Topic: Rock Uses Population: 3rd Grade Class, 13 students Rationale: Students will be able to reference rocks and minerals and why they are relevant today. The students will understand the relation of how rocks and minerals apply to pop culture through cartoons, movies and documentaries. This activity will allow the students to understand that there are many different uses for rocks and that our world relies on rocks each and every day. Prior Knowledge: During the unit, students have learned about the different types and characteristics of rocks and mineral. They have also learned about the different time periods and environments in which they are formed. 27 Standards: NJCC Materials: Student: Magazines Butcher Paper Pencils, Markers Rulers Scissors glue sticks Teacher: Rock Samples with different uses labeled The Pottery Place Objectives Assessments Students will be able to understand why we need and how we use rocks in our everyday lives. They will be assessed on their collage activities. Students will work in their groups to make a poster collage that shows us all rock uses. Each student will be formatively assessed on how they work with one another in their respective groups Hook: Different rocks are used in different ways. Our world as we know it revolves around our usage of rocks. Begin the lesson by predicting with the children where rocks are used in our world. Ask them if they have seen any rocks used to build things or give 28 them other clues if no one answers. Chart the students’ answers and save them for later so that the students can add on to the list when they discover more uses for rocks. Procedure: Begin by reading The Pottery Place by Gail Gibbons to the students. Have the students watch for different uses of rocks. After reading the book, choose other book selections if the students have not been able to make a list of many different usages of rocks. Other books that could be used include Stone Soup by Marcia Brown. Chart all of the different usages that the children have found in the stories on the chart that was started at the beginning of the lesson. Have the children begin a comprehension study on the book The Pottery Place. To begin this activity, have a large piece of chart paper marked off in 3 different parts. The sections will be labeled Text to Text, Text to Self, and Text to World. Explain that in each area you will link the story to another book, your own life, and things that you have seen happen out in the world around you. Have the children tell you different items and write them down under the correct headings. Discuss all of the students’ ideas with them and help them add more if they are stuck. Divide the students into groups of 4 and 1 group of 2. Give each group of students a set of magazines, markers, scissors, glue, butcher paper, and a rock sample with some of the uses labeled on or near it. Using cooperative learning, have the students look through the magazines to find different uses for their rock sample. Have them cut out the pictures and paste them onto their butcher paper to make a collage of rock uses. 29 Closure: Students will present their collages to the class. Students will describe their collage and explain how their pictures pertain to rock uses. They will compare and contrast them to the other groups and identify common and unique uses of rocks. Extensions: Have each group choose a spokesperson and share their rock uses they found in the magazines. Have the other students take notes on some different uses that overlap their own rock samples. Discuss the students’ notes and make a graph chart on how many rocks were used for certain uses. ie: cement. Differentiation: 1. John is a sociable person who is easily interested in the topics discussed in class. However, he is a class clown who constantly talks to his friends distracting them from the class content. He also never asks questions in class. I would group him with people he is not close friends with so that he does not distract others as much. He will also be asked if he would like to prepare a question concerning class content Rock-A-Pedia Activity: Students will use their imaginations and develop a cartoon strip or a story set in the rock age time period. Lesson 10 (Mini Lesson) Title: Rocks in the Media Today Population: 3rd Grade, 13 Students Rationale: Students will investigate different ways in which rocks are projected in the media today. The class will discuss different instances of when they have seen 30 rocks on TV and in films. Students will discuss misconceptions and facts that they find during their investigation, such as man and rocks coexisting in time periods of the past, etc. A discussion will also be conducted touching on why some rocks are popular in different cultures. What kind of rocks have contributed to fashion, pop culture and other industries? Rock-A-Pedia: Students will create a collage page in their Rock-A-Pedia. They will cut out rocks from magazines, books, and the internet depicting different examples of rocks in the media such as celebrities wearing diamonds, and jewels, how gold was used as currency for thousands of years, how rocks played a role throughout time (ex. Ancient Egypt) VI. Content What are the different types of rocks and minerals? Students will identify several different rocks and minerals by individual characteristics and specific traits. Through visual aids, students will look at images and identify rocks and minerals by name. Rocks have been around from the beginning and have evolved over billions of years. Students will understand when and where rocks and minerals were formed by being able to identify the major time periods. Students will understand the use of rocks and how they are used as evidence and how geologists determine timelines. Students will use measurements to determine different rock and structure sizes. Rocks can range from very small to extremely large. They will know how to calculate sizes and convert size measurements from inches to feet and feet to yards. Through the study of the rock cycle, students will use critical thinking to investigate how 31 certain rocks were formed. VII. Culminating Activity Throughout the unit, students will collect information about rocks. By the end of the unit, each student will have completed their Rock-A-Pedia , which will be stored in the school library as a reference for future classes. Students will also construct a classroom bulletin board of rock fun facts, terms, and key concepts and ideas throughout the unit. Students will construct posters of four different rocks or minerals in their individual groups that will be displayed in the school library. VIII. Resources Websites. NJCC http://www.state.nj.us/education/cccs/ http://www.proteacher.com www.msha.gov/KIDS/MINING.HTM What is mined in each state. www.fi.edu/fellows/fellow1/oct98/index2.html- lesson plans, literature collection, activities, quizzes, puzzles and more. www.cotf.edu/ete/modules/msese/earthsysflr/rock.html- rock cycle information www.fi.edu/fellows/fellow4/nov98/indexhtml www.geocities.com/missneill/- about different jobs dealing with rocks!! http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/slideshow/slideindex.htmlOther Materials: Brown, Marcia Stone Soup (Scholastic Books) 32 Dayton, Connor, Rock Formations, The Rosen Publishing Group, 2007 Academy Handbook Fourth Grade. 2003. “Identifying Rocks Activity”. Exploring Minerals. Illinois State Museum Geology Online. McGraw Hill Science 2002, Garth Science, Unit C, pp C6-C7. National Audubon Society. First Field Guide: Rocks and Minerals. New York: Scholastic, Inc, 1998. Silver, D.; Wynne, P. The Amazing Earth Model Book. New York: Scholastic, 1997. Sita, Lisa. Rocks, Gems, and Minerals. New York: Thomson Learning, 1995 IX. Home-School Connection At the beginning of the unit, parents will receive a newsletter describing the information and activities that will be covered during the “Rocks and Minerals” unit. Parents will be asked to encourage, discuss and assist their children with investigating, discovering, and understanding information pertinent to rocks and minerals. Parents will also be asked to encourage their children to continuously search for and input information about their Rock-A-Pedia. XI. Reflection This unit was a great success. The student were engaged and interested in every activity and they were full of questions and enquiry during each lesson. My difficulties were actually limited my own knowledge of rocks and minerals not being up to date when the students asked me questions. Next time I will definitely make sure I do my research and I have more answer to student’s questions. XII. Appendix 33 Rock Dig Observation Rock Mock Different Types of Rocks Different Types of Minerals Time Line Chart Rock Cycle Diagram Rock Cycle Worksheet Unit Conversion Worksheet Rock vs Mineral Worksheet Rock Formation Writing Assignment Rock-A-Pedia Rock Dig Observation Name:________________ Excavation Observations OBSERVED 1. Student can give proper names for each tool used. 2. Student can identity what the rock is and what mineral class it belongs to. 3. Student can follow instructions on how to excavate rocks. 34 NOT OBSERVED MOCK ROCK ACTIVITY Directions Handout: Mock Rock Recipe One week before this activity, make the mock rocks and allow them to dry (do not bake them). Mix 1 cup white flour, ½ cup salt, and 2 teaspoons of alum together. In a separate bowl, mix ½ cup water, 5 drops red food coloring, 5 drops blue food coloring, and 3 drops yellow food coloring. Add the water mixture to the flour mixture. Knead the mixture until it no longer sticks to the side of the bowl. Add 1 cup coarse sand, and ¼ cup aquarium gravel. Knead until it is well mixed. Divide the mixture in 18 equal pieces about the size of a ping-pong ball. Place one ball into the palm of your hand and with your thumb make a small indention in the center. Place 3 or 4 pieces of seashell (or eggshell), to represent fossils, in the indention and mold the dough around them. Smooth the surface of the ball and flatten the rock so that it is about 1 cm thick. Let them air dry for a week. *Note to teachers: If you do not have the supplies mentioned above, you can also make the mock rocks by combining pieces of gravel or sand with rubber cement or Elmer’s glue, and adding pieces of eggshells. 35 Rocks and Minerals Examples (Handout) Examples of Common Igneous Rocks Andesite is a gray to black volcanic rock. It is generally erupted from stratovolcanoes as thick lava flows. It can also generate strong explosive eruptions to form pyroclastic flows. Basalt Lava - Basalt is a hard, black volcanic rock. Less than ½ of the weight of basalt is silica (SiO2). Because of basalt's low silica content, it has a low viscosity (resistance to flow). This enables basaltic lava to flow quickly and allows volcanic gases to escape without explosive events. Dacite lava is most often light gray, but can be dark gray to black. It is one of the most common rock types associated with enormous Plinian-style eruptions. 36 Pumice is light and porous. It forms during explosive eruptions. Pumice is full of holes caused by expanding volcanic gases. It is composed of volcanic glass and minerals, and can form in all types of magma: basalt, andesite, dacite, and rhyolite. Obsidian is usually black in color though it can also be red or have a greenish tint. It is a dense volcanic glass, usually composed of rhyolite, rich in iron and magnesium.Obsidian is formed when the lava cools so quickly that crystals do not have time to grow. Obsidian fractures with very sharp edges. It was used by Stone Age cultures for making knives, arrowheads, and other tools where sharp edges are important. Rhyolite is a light-colored volcanic rock. It has a high silica content which makes it very viscous. This prevents gases from escaping causing rhyolite eruptions to be explosive. The table below shows examples of common metamorphic rocks. Examples of Common Metamorphic Rocks Quartzite is a coarse-grained metamorphic rock derived from sandstone. 37 Marble is a metamorphic rock that comes from metamorphosed limestone or dolomite. Slate is a fined grained metamorphic rock. Phyllite is a fined grained metamorphic rock. Schist is a course grained metamorphic rock. Gneiss is a medium to course grained metamorphic rock. 38 Examples of Clastic Sedimentary Rocks Conglomerate is made up of rounded pebbles cemented together. Breccia is made up of angular pebbles cemented together. Sandstone is sand grains cemented together into solid stone. Siltstone is made from silt particles cemented together. 39 Shale is made from silt particles cemented together. It is similar to siltstone but with even finer grain size, The Silicates Amazonite is a beautiful green variety of microcline feldspar. Its chemical formula is KAlSi3O8 , potassium aluminum silicate. The Mica Group is the name given to a group of silicate minerals that have silicon andoxygen as their two major components. Muscovite is a member of the mica mineral group. It is more important as a rock-forming mineral than as a collectible specimen. 40 Biotite Biotite is a member of the mica branch of the silicate mineral group. It is common as a rock-forming mineral and is present in all three rock types: igneous, metamorphic, and sedimentary. The Sulfates barite is a sulfate mineral with a chemical formula of BaSO4, sometimes called heavy spar. Its chemical name is barium sulfate. It is the primary source of the element barium. Celestite is made up of strontium sulfate. The chemical formula is SrSO4. Its name comes from Latin, caelestis meaning celestial. The Carbonates Rhodochrosite is a manganese carbonate mineral. Its chemical composition is MnCO3. In its purest form it is a transparent rose red, but this is fairly rare. It can also be formed in stalactites. This form can be sliced revealing circular layers of rose and pink to milky white. These lighter colors are formed when the manganese is replaced by calcium, manganese or zinc. The depth of color from red to pink depends on the amount of substitution. 41 Azurite is a copper carbonate mineral. The chemical formula is Cu3[OH CO3]2and results from the oxidation of copper sulfides. Malachite is a copper carbonate mineral with a chemical formula of Cu2[(OH)2 CO3]. It is a vibrant green color often banded with light and dark greens. The Oxides Magnetite is sometimes called lodestone. It is strongly magnetic. It was used by the ancient Chinese to make the first magnetic compasses. The chemical formula is Fe3O4. Quartz Family Quartz is one of the most common of all minerals that make up the continental crust. It is found in igneous, metamorphic, and sedimentary rocks. It is associated with many valuable ore deposits as well. 42 Amethyst is a variety of quartz and owes its purple color to the presence of iron. It is composed of silicone dioxide SiO2. Agate is the name given to a group of silicates that are made up primarily of chalcedony. Chalcedony is a member of the quartz family of minerals. Like quartz chalcedony is silicone dioxide with a chemical formula of SiO2. Tigers Eye is a form of quartz with some special characteristics. Like all quartz it is made up primarily of silicone dioxide, SiO2. Within this matrix are asbestos fibers usually occurring in layers. It is the asbestos that makes Tiger eye a chatoyant gemstone. The Halides Fluorite Fluorite is a halide mineral that is soft and usually colorless but can be blue, purple, green, brown, or yellow. Some times several colors are present in the same crystal creating a striking affect. The Sulfides 43 Galena has been mined for lead and silver since the time of the Romans. It is a form of lead sulfide. The chemical formula is PbS. It is the most important source of lead and is abundant and widespread in occurance. Stibnite Stibnite is a sulfide mineral found in low temperature hydrothermal veins and hot springs deposits. It is prized by collectors for the long slender bladed crystals. These can occur in clumps with many orthorhombic crystals radiating in all directions. It is very soft only a 2 on the Mohs hardness scale. Pyrite sometimes called iron pyrite is a compound of iron and sulfur, iron sulfide FeS2. Depending upon the conditions under which it forms pyrite can form crystals of different shapes. Elements Bismuth Crystals Bismuth in its elemental form is a rare occurance in nature, even more so for bismuth crystals. Lab grown crystals are popular because of their intricate shapes and dazzaling colors. 44 Time Periods TtiT 45 Rock Cycle Diagram Unit Conversion Worksheet 46 Name:__________ Rock Cycle Worksheet 47 Name: ____________ Date:___________ Rock vs. Mineral Activity *As your teacher holds up an object, decide if it better represents a rock or a mineral. Write whether it is a rock or mineral. Then explain why you thought it was a rock or a mineral. * Object Hairbrush Chalk Paperclip Notebook White Paper Clock Stapler Spoon Desk Globe 48 Rock or Mineral Why? Rock vs. Mineral Activity Answer Sheet 49 Object Hairbrush Rock or Mineral Rock Chalk Mineral Paperclip Mineral Notebook Rock White Paper Mineral Clock Rock Stapler Rock Spoon Mineral Desk Rock Globe Rock Why? It has more than one substance, the bristles and the handle It is only made up of one substance; it looks the same throughout It is only made of metal, and it looks the same throughout It has more than one substance, the metal spiral, and the paper It looks the same throughout, and is all paper It has more than one substance, and letters, and looks different throughout. It has more than one part. It has the staples and the metal body. It is all metal, and looks the same throughout. It has metal and wood. It has metal and wood (or plastic). Name:_________________ Date:___________________ Worksheet (Fill in the Blanks) Rocks and Structures Feet Boulder Stonehenge Inches Yards (use 3 per yard) 480 15 feet IFC Building Big Buddha Statue Statue of Liberty Ayers Rock Blarney Stone Pantuo Rock The Rosetta Stone Mount Everest Mount Vesuvius Burj Khalifa 100 1200 100 feet 50 12 60 4 feet 30,000 feet 60,000 Feet to Inches Conversion Chart / Table: 50 2 800 ft = in 1.0 = 12 2.0 = 24 3.0 = 36 4.0 = 48 5.0 = 60 6.0 = 72 7.0 = 84 8.0 = 96 9.0 = 108 feet = inches 10 = 120 20 = 240 30 = 360 40 = 480 50 = 600 100 = 720 500 = 840 1000 = 12000 5000 = 60000 Minerals vs. Rocks Worksheet Name_____________________ Pyrite Coal Metamorphic Cleavage Crystalline Structure Mantle Quartz Hardness Magma Magnetism Color Igneous Sedimentary Sand and Soil Transparency Choose from the above list of rock and mineral characteristics and write them in the correct column. Rocks 51 Minerals Name:____________ Date:_________________ Choose one type of rock or mineral and write what you know about it formation, using the Rock Cycle. 52 53 Rock-A-Pedia Below ROCK-A-PEDIA NAME: DATE: 54 55 56 57 58 59 60