Download Lesson Plan Code: S-8-4-1 - Standards Aligned System

Pennsylvania Standards Aligned System
Science Curriculum Unit – Geology and the Battle of Gettysburg
Lesson Plan 1
LESSON PLAN CODE: S-8-4-1
SUBJECT: Science
GRADE LEVEL/COURSE: 8th grade
TITLE: Geology and the Battle of Gettysburg
ALIGNMENTS:
Eligible Content: S8.C.2.1.1, S8.C.2.1.3, S8.D.1.1.1, S8.D.1.1.2
Key Words: Battle of Gettysburg, Gettysburg sill, igneous, magma, sill, Union
Fishhook, weathering, diabase
VOCABULARY (TIER III):
 Sill: An igneous body formed when magma forces itself between (intrudes) rock
layers and solidifies.
 Magma: Molten rock beneath the surface of the Earth.
 Intrude: Magma forces itself through pre-existing rocks.
 Diabase: A type of igneous rock.
 Weathering: The breaking down of rocks into smaller pieces by Earth’s
processes.
OBJECTIVES:
In this lesson, students construct the geologic history of the Gettysburg battlefield,
connecting battlefield terrain with battle tactics. Students will:
 connect human history (Battle of Gettysburg) to geologic history (formation of
the battlefield terrain).
 analyze battle tactics in terms of defensive positions created by Earth’s processes.
 explain Gettysburg battlefield terrain in terms of differential weathering (different
weathering rates of rock units).
 construct and illustrate a brief geologic history of the Gettysburg battlefield area.
ESSENTIAL QUESTION:
 What causes the great variation at Earth’s surface?
DURATION:
90 minutes/1–2 class periods
Draft 4/5/10–Grade 8-4
page 1
Pennsylvania Standards Aligned System
Science Curriculum Unit – Geology and the Battle of Gettysburg
MATERIALS:

Battle of Gettysburg overview (see S-8-4-1_Battle of Gettysburg Overview in the
Resources folder)

computer with Internet access, projector, screen

summary of the Battle of Gettysburg (see S-8-4-1_Battle of Gettysburg in the
Resources folder)

map of the Battle of Gettysburg (see S-8-4_Map of the Battle of Gettysburg in the
Resources folder)

Igneous Sill Diagram (see S-8-4-1_Igneous Sill Diagram in the Resources folder)

butcher paper and markers per group for geologic history and illustrations
SUGGESTED INSTRUCTIONAL STRATEGIES:
(Strategies: Active Engagement, Explicit Instruction)
W:
Students connect Gettysburg battle tactics with the terrain of the battlefield,
constructing and illustrating a brief geologic history of the battlefield area.
H:
Students listen to a narrative of the Battle of Gettysburg and hypothesize
relationships between battlefield terrain and battle tactics.
E:
Students analyze a sketch map of the Gettysburg battlefield, connecting defense
positions held during the Battle of Gettysburg and battlefield terrain and rock
properties.
R:
Students work as a class to construct a verbal geologic history of the Gettysburg
battlefield.
E:
Students work in groups to synthesize a brief illustrated geologic history of the
Gettysburg battlefield.
T:
Use the following strategies and activities to meet the individual needs of your
students during the lesson and throughout the year. Post warm-up questions on the
board that focus on the content objective for the day. Students should speak and
write in complete sentences during class in order to develop scientific academic
language and clarify their reasoning. Give ample wait time for processing,
provide sentence starters, give verbal and visual cues, accept verbal responses,
and reduce written responses.
In this lesson, students connect Gettysburg battle tactics with the terrain of the
battlefield, constructing and illustrating a brief geologic history of the battlefield
area. Students initially activate prior knowledge of the Battle of Gettysburg and
hypothesize relationships between battlefield terrain and battle tactics. Students
then analyze a sketch map of the Gettysburg battlefield, connecting defense
positions held during the Battle of Gettysburg and battlefield terrain and rock
properties. Students work as a class to construct a verbal geologic history of the
Gettysburg battlefield and then work in groups to synthesize a brief illustrated
O:
Draft 4/5/10–Grade 8-4
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Pennsylvania Standards Aligned System
Science Curriculum Unit – Geology and the Battle of Gettysburg
geologic history of the Gettysburg battlefield. Groups submit their geologic
histories for teacher review.
INSTRUCTIONAL PROCEDURES:
Start the lesson with a narrative of the Battle of Gettysburg (see S-8-4-1_Battle of
Gettysburg Overview in the Resources folder). Allow students to ask questions and, if
necessary, hold a short discussion on the impact the battle had on the Civil War.
“Today we’re going to investigate how geology influenced the Battle of Gettysburg.
What do we know about the Battle of Gettysburg?” Facilitate a short class discussion.
“So, the Battle of Gettysburg was…” Integrate student comments with a short history
of the battle and a look at the map (see S-8-4-1_Battle of Gettysburg and S-8-4_Map of
the Battle of Gettysburg in the Resources folder).
“The Battle of Gettysburg can be viewed from a geological perspective as well. The
Union army was defending its position along ridges and hills in the battlefield area.
The Confederate army was trying to drive the Union army out. How do you think
the Earth’s surface influenced the battle?” Facilitate a brief class discussion.
Project the Gettysburg battlefield sketch map. “This is a sketch map of the Gettysburg
battlefield. Let’s look at the map legend to see what it tells us about the map.”
Facilitate a short class discussion noting the Union position, the fishhook pattern of the
Union position, the Confederate attacks, and the scale of the map. “Notice the hills and
ridges in the area. Do you see the relationship between the Union position and the
hills and ridges?” Yes, the position follows the terrain. “Why do you think the Union
troops chose this position to defend?” Higher areas give a strategic advantage—easier
to defend. Greater loss of troops attacking the higher areas. “How do you think these
ridges and hills got here?” Facilitate a short class discussion of student ideas.
“The Union Fishhook follows the shape of an outcrop—a part of a rock unit at the
surface of the Earth—of an igneous rock that formed during the separation of
Pangaea millions of years ago. This rock unit is called the Gettysburg sill.” Show
students a diagram of a sill (see S-8-4-1_Igneous Sill Diagram in the Resources folder).
“When magma intrudes (forces its way in) between other rock layers and solidifies,
the igneous rock layer formed is called a sill. The rock layers shown in red in this
diagram illustrate examples of igneous sills. The Gettysburg sill formed when
magma intruded—forced its way in between—layers of sedimentary rocks. The
magma crystallized into an igneous rock called diabase, which looks similar to a
dark granite.”
“Remember that some rocks are more resistant to weathering than other rocks.
What does it mean to be more resistant to weathering?” The rock does not break
down into smaller pieces as rapidly as other rocks in the same area. “How would this
difference in resistance to weathering affect the terrain over geologic time?”
Facilitate a class discussion of student ideas. “So, what I’m hearing is that …” In this
case the diabase (igneous rock) is more resistant to weathering than the surrounding
sedimentary rock layers. So the sedimentary rock layers weather back into sediments
more quickly and are transported away (eroded) leaving the igneous rock behind as hills
and ridges.
Draft 4/5/10–Grade 8-4
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Pennsylvania Standards Aligned System
Science Curriculum Unit – Geology and the Battle of Gettysburg
Group students. “Your job is to write a group narration of the geologic history of the
Gettysburg battlefield, beginning just after the formation of the Gettysburg sill and
ending with the Battle of Gettysburg. You need to include labeled diagrams to
illustrate your history.”
Extension:

For students needing further practice, they can create a 3-dimensional map of the
battle field, highlighting union and confederate positions and significant
geological features that influenced the battle.

Students hypothesize and describe alternate battle tactics and outcomes if there
had been no Gettysburg sill emplaced in the battlefield area. Students can create
an alternative timeline of the battle reflecting the different geology.
FORMATIVE ASSESSMENT:
During the lesson observe students for active participation in group discussions and
activities. Monitor and provide feedback for the following in order to foster student
understanding of the significance of the geologic terrain in the outcome of the battle:
 Students are connecting the defensive positions on the battle field with significant
geological features.
 Students are working appropriately in groups.
 Geologic histories and the group discussions surrounding the creation of them are
relevant to the lecture.
 Strategies for the narrative and presentation are appropriately structured and tasks
are fairly distributed among the group members.
RELATED RESOURCES:
 Battle Overview
http://www.gettysbg.com/battle.shtml
 NPS Historical Handbook Number 9:
http://www.nps.gov/history/history/online_books/hh/9/hh9toc.htm
 Geology and the Gettysburg Campaign:
http://www.dcnr.state.pa.us/topogeo/education/es5/es5.pdf
 Diagram of an igneous sill:
http://www.geolsoc.org.uk/gsl/site/GSL/lang/en/page3598.html
 Map of the Battle of Gettysburg:
http://www.pueblo.gsa.gov/cic_text/misc/gettysburg/battle-of-gettys.jpg
Draft 4/5/10–Grade 8-4
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