Module: Why is the Rock Cycle Important? Jessica Fisher ...jafish.wmwikis.net/file/view/module.pdf · Education 406-02: Elementary Science Professor Matkins November 2008 . 2 ...

Module: Why is the Rock Cycle Important?

Jessica Fisher & Evelyn Jessie

Education 406-02: Elementary Science

Professor Matkins

November 2008

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Part II. Overview

Theme

Virginia Standards of Learning

SOL: 5.7:

The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include

a) the rock cycle and identification of rock types;

b) Earth history and fossil evidence;

c) The basic structure of the Earth’s interior;

d) Plate tectonics (earthquakes and volcanoes);

e) Weathering and erosion; and

f) Human impact.

National Science Education Standards

Teaching Standard A: Teachers of science plan an inquiry-based science program for their students

Teaching Standard B: Teachers of science guide and facilitate learning.

Why is the rock cycle

important?

What are the different

types of rocks?

What are the layers of

the earth?

What are the

processes of the rock

cycle?

Does the weather

have anything to do

with the rock cycle?

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Teaching Standard C: Teachers of science engage in ongoing assessment of their teaching and of student learning.

Teaching Standard D: Teachers of science design and manage learning environments that provide students with the time, space, and resources

needed for learning science.

Teaching Standard E: Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the

attitudes and social values conducive to science learning.

Assessment Standard A: Assessments must be consistent with the decisions they are designed to inform.

Assessment Standard B: Achievement and opportunity to learn science must be assessed.

Assessment Standard C: The technical quality of the data collected is well matched to the decisions and actions taken on the basis of their

interpretation.

Assessment Standard D: Assessment practices must be fair.

Assessment Standard E: The inferences made from assessments about student achievement and opportunity to learn must be sound.

Description of Students

The students that will be learning this unit consists of a group of fifth grade students. Higher level students should be questioned using real world

connections (for example, in the layers of the Earth activity, students may be asked what other materials might make up each layer and why). Lower

level students should be asked to draw pictures reminding them of the terms and definitions presented in each lesson, or pictures to remind them of

key aspects during the exploration so they may answer questions in more detail during the explanation.

Connectivity

I. The question for the unit is why the rock cycle is important. In order to do that we must first ask ourselves what a rock is, and what are

the different kinds of rocks. Once we answer that question we can then begin to discover what the world is made of and the impact that

humans have on it. Finally, we can learn about the different processes of the rock cycle. Once all of the questions are answered we will

be able to see how all of things are connected. It is important to know the different types of rock in order to understand what makes up

the Earth. Also, if you don’t know what a rock is or the different types of rocks that exists, you will not be able to understand the

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processes of weathering and erosion. Human impact effects not only the earth’s interior but the earth’s exterior by accelerating natural

processes, like weathering and erosion.

II. Students will use real world connections (rock type lesson-discussing rocks the students see every day/can find in their area; layers of the

Earth lesson-discussing something that interests them because it’s our planet; weathering and erosion lesson-students see examples of this

every day at beaches, in the mountains, etc.); hopefully finding the topics not only relevant, but intriguing.

Nature of Science and Inquiry-based activities

I. Each lesson will explicitly address the nature of science. During the first day the students will be using different types of food to

demonstrate the different types of rocks and how they are formed. On the second day the students use apples to investigate the interior of

the earth. On the final day, the students will use rocks soaked in water to learn about weathering. They will also get a chance to set up a

long term experiment to examine the process of erosion.

II. 100% of the lessons should be inquiry, 85% hands-on and 50% authentic. This unit is entirely based on inquiry skills. The exploration

and extension phases of the learning cycle are all hands on. The students will handle rocks, natural materials, and take field trips outside.

Technology and Safety

Technology will be incorporated in a number of ways. The students will have the option of doing a technological project or presentation on

the subject matter for extra credit. When it is time to review for a test or the SOLs we will use voice thread, photo story, or PowerPoint in some form

of a game as a fun way to review. Also, once we have completed our charts we will enter the data in and excel worksheet and run statistical tests on

it.

Horseplay is strictly forbidden during each of these lessons but particularly when the students are using plastic knives and when they are

handling glass jars. Any horseplay will warrant removal from the lab and an alternative assignment. The students should be sure to wash their hands

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after handling the food, rocks, and dirt. Students will be shown the proper and safest way to cut the apple and shake the jars. They will be told the

importance of following directions so that no one gets hurt. Failure to use the equipment correctly and safely will result in a verbal reprimand and

possible removal from the lab.

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Part III. Schedule

Day 1: Earth History and Fossil Evidence (SOL 5.7 b)

Daily Question: How can we start to reveal Earth History?

Learning Outcomes: Students will understand the importance of the fossil record and how it relates to Earth History.

Assessment Plan: Student grades will reflect discussion and participation during the activity and afterward (bringing in objects to fossilize) and

successful completion of the activity's worksheet.

Day 2: Identification of Rock Types (SOL 5.7 a)

Daily Question: What are the three types of rocks?

Learning Outcomes: Students will be able to define and understand the differences between sedimentary, igneous, and metamorphic rock.

Assessment Plan: Student grades will reflect discussion and participation during the activity and afterward (bringing in a rock for the extension and

then participating in the extension) and successful completion of the activity's worksheet.

Day 3: Earth's Interior/Human Impact (SOL 5.7 c & f)

Daily Question: What in the world is the world?

Learning Outcomes: Students will know the basics about the three layers of the Earth and have a general understanding of how humans are impacting

the Earth. They will also consider which layer of the Earth might include rocks, and which type of rocks those might be.

Assessment Plan: Student grades will reflect cooperation/discussion with his or her partner, participation in the activity, adherence to safety

regulations, observed partner discussions, and written ideas (notes taken during the explanation).

Day 4: Plate Tectonics (Earthquakes and volcanoes) (SOL 5.7 d)

Daily Question: How do plates move and what do these movements cause?

Learning Outcomes: Students will understand types of plate movement (continental drift; at convergent, divergent, and transform boundaries) and

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what these movements cause (mountains, earthquakes, and volcanoes form where plates collide).

Assessment Plan: Student grades will reflect participation and discussion during the activity, a plate tectonics related worksheet, and science journal

notes.

Day 5: Erosion & Weathering (SOL 5.7 e)

Daily Question: What happens to rocks over time?

Learning Outcomes: Students will understand how rocks are broken down through the processes of erosion and weathering.

Assessment Plan: Student grades will reflect participation and discussion during the activity, written hypotheses and science journal notes, and

completion of the long-term project chart.

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Part IV. Web (Concept Map)

Web (Concept Map):

Earth History and Fossil Evidence (Day 1)—Rock Types (Day 2)—Earth’s Interior/Human Impact (Day 3)—Plate Tectonics (Day 4)—Weathering

and Erosion (Day 5)

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Part V. Daily Lesson Plans

Module Learning Cycle Lesson I: Rock Types

Topic: Rock Types

Date: November 2008

Grade level: 5th

Subject: Science

Daily Question: What are the three types of rock?

NSES:

Science Teaching Standards A to E

Assessment in Science Education A to E

SOL: 5.7:







f) Human impact.

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Procedures for Learning Experience

Guiding Questions Materials

Needed

Evaluation

(Assessment)

Approximate

Time Needed

Engagement: Using the Elmo, show the

rubric at the beginning of the engagement,

and tell students that they are going to have

to stay focused for the entire activity to get

an A or a B. Have the students pass around a

rock (any type). Then have students raise

their hands to talk about the different rocks

they have seen in various places. Have them

say where they saw the rock, why it stood

out to them, and then tell them there are

three main types of rock. On the board,

write and define the three types of rocks

(sedimentary rocks = layers of sediment

cemented together, igneous rocks = melted

and cooled rocks, e.g., lava and magma, and

metamorphic = rocks changed by heat and

pressure).

-What do you notice about

the rock?

-Have you seen rocks that

look like this rock? Rocks

that look different from

this rock? Where did you

see them?

-Elmo/projector

access

-Rock

-Access to a

chalk

board/chalk

Attentiveness and

participation.

5-10 minutes

Exploration: Have students wash their

hands. Give every other student a plate and

a slice of bread along with a scoop of jelly, a

scoop of peanut butter, and (if they are

allergic to jelly or peanut butter) a scoop of

mayonnaise. Tell the students that their

mission is to make a representation of a rock

(as these materials could not make a real

rock), but before they start to take 5 minutes

to think about what type of rock they want

to make. Ask the students to discuss in their

pairs how they changed the initial rock (the

plate), and write their responses on their

worksheet.

-Which types of rocks did

you make? How might we

tell?

-How did you change your

“rock”?

-How is this not like a

rock? Could you or a

different environmental

force change the rock in

the same way? In a

different way?

-How many changes can

you come up with? Do

you think these changes

change the rock type? If

-worksheet

-access to

sink/hand soap

-ceramic plates,

napkins, and

slices of bread

(1/student)

-1 jar of chunky

peanut butter

-1 jar of jelly

-1 jar of

mayonnaise

Attentiveness,

participation, &

worksheet.

10-15 minutes

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so, how many rock types

do you think there are?

Explanation: Once the partner discussion is

done and students have finished writing how

they changed their rocks, ask students about

their ideas. Re-emphasize that there are

three types of rock-igneous, metamorphic,

and sedimentary. Then, ask students what

types of rocks they made, how you can tell,

how they formed those rocks, and how real

world forces might produce similar results.

Once you’ve heard a few predictions about

how rocks might be formed, tell the students

what scientists think. Igneous rocks form

directly from the cooling of magma.

Mention that magma becomes lava when it

reaches the Earth’s surface. Any rock can

become a metamorphic rock. All that is

required is for the rock to be moved into an

environment in which the minerals which

make up the rock become unstable. This

instability is usually the result of increased

temperature and pressure. Sedimentary

rocks often result from the accumulation of

small pieces broken off pre-existing rock

and layers of rocks. For homework, tell the

students to bring a small rock-it can be any

type into the next class.

-What are the three types

of rock?

-What type of rock was

your rock, and how can

you tell?

-How did you form your

rocks?

-How would real rocks of

each type differ from the

student’s sandwich

geology activity?

-In which rock would you

find fossils or other rocks?

How could you guess?

-The student’s

examples of

sandwich

geology

Attentiveness and

participation.

15 minutes

Extension: Have the students bring their

rocks to the front of the classroom and make

a pile. Then, divide the students into five

groups, and give each group a randomly

selected rock. Give them one minute to

-Which type of rock is

each rock? How do you

know?

-Students should

bring in rocks,

but there should

be a few rocks

just in case

Participation. 15-20 minutes

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decide what type of rock it is and why.

Rotate groups around using a system that

works with the classroom (for example, all

groups could move to the station to their

right or around in a circle). Once students

are at the last station, have them stop there

and tell what type of rock they think they

have and why. Ask if anyone agrees or

disagrees and why. Tell them at the end of

the unit they will return to those rocks and

discuss their properties in more detail.

-Timer (or clock

with a seconds

hand)

*Notes: Horseplay is not allowed. Differentiation can be achieved through student grouping. Finally, observation and participation should

be judged through awareness, discussion/participation (bringing in a rock), direction following, worksheets, and note taking.

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Rubric:

Rocker ☺

(A-B performance)

Rocking

(low B to C performance)

Rocky �

(below C performance)

Participation in the Activity This student participated in the

activity, adhered to all safety

procedures, brought in a rock,

and appeared engaged at all

times.

This student followed the

instructions and brought in a

rock, but did not seem

concentrated or focused on the

activity.

This student either had limited

participation or lacked

participation in the activity and

took little from the discussions

and explanations. He or she may

or may not have brought in a

rock.

Group Discussion This student discussed their

example of sandwich geology,

talking during the entirety or

majority of the time given. Their

worksheet was detailed and the

student produced 2-3 changes in

their “rock.”

This student discussed the

sandwich geology after some

hesitation, but didn’t seem

interested in changing or

discussing the change they

produced in their “rock”. He or

she completed the worksheet,

but only listed 1-2 changes that

may or may not correspond with

their group work.

This student was reluctant to

discuss anything, and when

pushed produced few general

descriptions. He or she may not

have completed their worksheet.

Listening & Comprehension This student followed all

instructions and safety

procedures, and seemed to

benefit from the

discussions/activity.

This student had to be reminded

of the instructions and/or safety

procedures, and may have

benefited from the activity.


more than once of the

instructions and/or safety

procedures (horseplay may have

been involved), and most likely

learned very little from the

activity/discussion (due to lack

of participation or

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attentiveness).

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Name: ______________________________________________

How did you change your “rock”? Draw or write how you changed your “rock”.

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Module Learning Cycle Lesson II: Earth’s Interior

Topic: The Basic Structure of the Earth’s Interior/Human Impact

Date: November 2008

Grade level: 5th

Subject: Science

Daily Question: What in the world is the world?

NSES:



SOL: 5.7:


g) the rock cycle and identification of rock types;

h) Earth history and fossil evidence;

i) The basic structure of the Earth’s interior;

j) Plate tectonics (earthquakes and volcanoes);

k) Weathering and erosion; and

l) Human impact.

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Guiding Questions Materials

Needed

Evaluation (Assessment) Approximate

Time Needed

Engagement: Have the class gather around

a jar of dirt, and a jar of water. Ask them

where they’ve seen those materials before.

If any students have traveled, ask them if

they’ve seen various forms of those

materials. Then show them the globe, and

ask what those materials could represent

(land and water). Tell the students that

scientists say the Earth has 3 layers-2

below the land and water, and ask what in

the world is the world?

-What’s in each jar?

-Where have you seen

those materials before?

-Are there other forms of

those materials around

the world?

-What do they represent?

-What in the world is the

world?

-2 Jars

-Dirt

-Water

-Globe

Observe the students’

reactions and

observations.

5-10 minutes

Exploration: Have an apple on every other

student’s desk with a plastic knife. Then

divide students into pairs according to

where they sit. If there is an odd number of

students have one group of 3. Ask each

pair to cut their apple in half. Once they’ve

cut open the apple, tell them to look very

closely at their apple, and ask what they

see. What’s inside the apple? Does the

apple relate to the Earth somehow? Give

students about 5 minutes to discuss with

their partners what you could mean. Have

them write their ideas on a piece of paper

to be turned in at the end of class.

-What’s inside the apple?

-How is the apple like

the Earth?

-How is the apple not

like the Earth?

-Apples

(1/pair)

-Paper plates

(1/pair)

-Plastic

knives

(sturdy-

1/pair)

Observation of

participation/discussion.

Ideas written to be turned

in at the end of class.

10-15 minutes

Explanation: Once the partner discussion

is done, ask students about their ideas.

Start the explanation by stating that

scientific evidence indicates that the Earth

is composed of four concentric layers; the

crust, mantle, inner core, and outer core,

each with its own distinct characteristics.

The outer two layers are composed

primarily of rocky material. The innermost

layers are composed mostly of iron and

-Are the layers similar?

Different?

(Give hints if students

seem unfamiliar with the

material.)

-What do you think you

would find in each of the

layers? Could we visit

them?

-According to the

N/A Observation of

participation.

15 minutes

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nickel. Pressure and temperature increase

with depth beneath the surface. Ask if

anyone recognizes any similarities or

contrasts between the representation and

the Earth’s interior (for example:

thickness, the term “core” to describe the

apple core are similarities and the varying

temperatures of each Earth layer do not

apply to the apple layers). What in the

world is the world? The apple should make

its interior clearer.

variations in temperature-

do you think rocks might

make up one of the

layers? Why or why not?

-What could change each

layer (eg: introduce

weather/erosion, and

touch on plate

tectonics/pressure-to be

covered in depth in the

next class)?

-Where would the dirt

and water be on the Earth

if it were an apple?

-Which layers would

contain rocks?

Extension: Ask the students what happens

to their apple as it sits out for a while.

Since the Earth isn’t sliced open, the crust

bears the brunt of certain things. What

would those be? Weather/climate? Human

impact? Then take students outside (if it is

raining go to the window for today’s

purposes and go outside for clarity when

the weather clears up) and physically point

out any examples of how the Earth is being

changed or impacted around the school.

Have students draw a picture of the things

they see and label things that are caused by

humans. Hang those pictures in the

classroom to remind students that they

impact the Earth, intentionally or

unintentionally and that they can help

preserve it. To complete the extension,

have students return to the classroom. Ask

students what they found and if they can

think of any dramatic examples of human

impact. Then, show them the PowerPoint

-What happens to the

apple as it sits out over

time?

-Since the earth’s crust is

exposed (like the inside

of the apple), how is it

impacted or changed?

-What do we try to stop

those changes?

-What changes caused by

humans do you see

happening around the

school?

-Can you think of any

dramatic examples of

human impact?

-Could you stop those

changes? How?

N/A Attentiveness and

participation.

10-15 minutes

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of dramatic examples that might sound

familiar.

*Notes: This lesson should introduce the layers of the Earth either following a brief introduction of the concept or the rock cycle/rock types.

It should be followed by a lesson (or lessons) on weathering, erosion, and human impact. Since students will be using plastic knives, they

should be warned beforehand to follow safety procedures, and horseplay is not allowed. Differentiation can be achieved through student

pairing. Finally, observation and participation should be judged through awareness, discussion/participation, direction following, and note

taking.

**Also: Since this lesson is mainly to get students thinking about (following a general introduction of the three layers in the previous class)

the Earth’s interior, apples are used. Consider using a hard boiled egg or making mini Earths for the students to dissect out of play dough

(this would be more time consuming) if you are seeking better models of the Earth. Plate Tectonics would ideally be covered in the next class.

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Dramatic Examples of Human Impact PowerPoint:

Human ImpactsHuman Impacts……

That was the Panama Canal, which That was the Panama Canal, which

was built by the United States was built by the United States

between 1904 and 1914 to connect between 1904 and 1914 to connect

the Atlantic and Pacific Oceans. the Atlantic and Pacific Oceans.

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During the 1930s, large dust During the 1930s, large dust

storms swept through the Great storms swept through the Great

Plains. This area was labeled the Plains. This area was labeled the

Dust Bowl. It was caused by Dust Bowl. It was caused by

misuse of landmisuse of land and years of and years of

sustained drought. sustained drought.

The United States at night…

The World at night…

What can YOU do to help the Earth?What can YOU do to help the Earth?

hhttttpp::////wwwwww..ppvvssccoooolllliinnkkss..ccoomm//ppaaggeess//wwoorrlldd__aatt__nniigghhtt--ssccrr..hhttmmll

hhttttpp::////ccyybbeerrcciittyyrraaddiioo..ccoomm//hhttmmll//nnaassaa__uussaa__nniigghhttlliigghhttss..hhttmm

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Rubric:

Core of the crop ☺

(A-B performance)

Mantle-ish

(low B to C performance)

Too crusty �

(below C performance)

Participation in the Activity This student participated in the

activity, adhered to all safety

procedures, and appeared

engaged at all times.

This student followed the

instructions, but did not seem

concentrated or focused on the

activity.

This student either had limited

participation or lacked

participation in the activity and

took little from the discussions

and explanations.

Partner Discussion This student discussed the apple,

Earth, and maybe even the

layers with his or her partner,

talking during the entirety or

majority of the time given.

This student discussed the apple

after some hesitation, but didn’t

seem interested in comparing it

to the Earth (just general

descriptions).

This student was reluctant to

discuss anything, and when

pushed produced few general

descriptions.

Listening & Comprehension This student followed all

instructions and safety

procedures, and seemed to

benefit from the

discussions/activity.


of the instructions and/or safety

procedures, and may have

benefited from the activity.


more than once of the

instructions and/or safety

procedures (horseplay may have

been involved), and most likely

learned very little from the

activity/discussion (due to lack

of participation or

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attentiveness).

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Module Learning Cycle Lesson III: Weathering & Erosion

Topic: Weathering & Erosion

Date: November 2008

Grade level: 5th

Subject: Science

Daily Question: What happens to rocks over time?

NSES:



SOL: 5.7:







f) Human impact.

25


Guiding Questions Materials Needed Evaluation

(Assessment)

Approximate

Time Needed

Engagement:

The day before this lesson is taught, I will

hold up a few rocks and ask the students what

they believe will happen once I put them in

water overnight and then shake them

tomorrow. I will put a third of the rocks in

each jar and fill them half way with water.

The students will write down their

hypotheses to make sure they do not have a

chance to go home and research the question.

-What do you think will

happen?

-Will they change or will

they stay the same? Why

do you believe so?

-32 various kinds

of sedimentary

rock

-8 plastic jars

labeled either

with names,

letters, or

numbers

-Water

Written student

hypotheses.

10 minutes

Exploration:

The next day we will begin by reviewing our

hypotheses. I will take out the jars containing

the water with the rocks in it. I will split the

students into four groups. Each group will be

given two jars of rocks and a worksheet with

the directions and room to record data and

make predictions. The students will have to

make a prediction of what will happen to the

water and rocks if the jar is shaken 20 times.

They will then shake the jar 20 times and

record their observation. Next, they will

have to make predictions for what will

happen if the jar is shaken 5 times, shake it,

and record the data. The students will then

discuss and document possible reasons for

these observations on the worksheet.

-What does the water look

like?

-Is the water different from

the other glasses of water?

-Why might the water look

the way it is?

-How do the rocks look?

-Do they look the same at

all three stations?

-What do you think

accounts for the

difference?

-What factor(s) do you

think made the most

difference?

-8 plastic jars

from the day

before (Jar “A” &

“B”)

-Worksheet

-Writing utensils

Participation

and

attentiveness.

30 minutes

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Explanation:

Once the 10 minutes for discussion is up I

will give the students time to share their

observations and anything that they talked

about. I will explain that weathering is the

alteration to rocks after exposure to certain

agents such as water, wind, and air. The

students should understand that the rocks and

water were changed due to weathering from

water. It will be explained that the jar that

was shaken more went through the most

changes because there was more stress on the

rock. I will explain that weathering can

occur in two forms: chemical and

mechanical. Mechanical weathering is the

process of rocks being broken into smaller

fragments without changing the physical

composition. Chemical weathering is the

alteration of rock into new minerals. The

students should be taking notes in their

science journals.

-What is weathering?

-How does it relate to the

activity we did?

-What are the two major

types?

-What agent was

responsible for the change

in the rocks?

-Can you think of any

more agents that could

cause weathering?

-Science journal Participation

and

attentiveness;

15 minutes

Extension:

For the extension we will conduct a long term

(8 week)experiment. We will build a large

mound of dirt in an undisturbed section of the

school yard. We will go out each week to

measure the width and height of the mountain

as well as draw a picture. After we see some

noticeable change I will ask them what they

think is happening. I expect that they will

say the soil was weathered. I will tell the

students that the process of erosion has taken

place. It is the process that wears down the

surface of the earth. Through this process

weathered particles are loosened and carried

away. It can be done by natural processes

such as wind, water, and ice. During the

observation and discussion each week we

-How has the mountain

changed?

-Where has the particles

gone?

-How did they get there?

-Could anything else

explain what we see?

-What do you think we will

observe next week?

-Mountain of soil

-Chart for

recording data

-Writing utensils

Chart of

observations.

8 weeks

27

will discuss reasons for the change (or no

change) in the dirt mound. Reasons could

include the weather, animals, human beings,

etc.

Notes: Students should be broken up as evenly as possible into three groups during the exploration.

Safety Notes:

� Be sure that the children are shaking the jars responsibly and safely. If they can not handle the task they will not be allowed to continue

� If another container that is not glass can be used for the purposes of this activity please use it. It needs to be clear and sturdy. If another container

is not available extreme care should be taken when handling the glass jars and glasses.

� After the children go outside and measure the mountain of dirt they must wash their hands to prevent the spreading of bacteria and germs.

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Jar of Rocks

I. I predict _______________________________________________ when the jar is shaken 20 times.

II. Shake jar “A” 20 times

III. Write down your observations and draw a picture. (Be specific)

IV. I predict _______________________________________________ when the jar is shaken 5 times.

V. Shake jar “B” 5 times

VI. Write down your observations and draw a picture. (Be specific)

VII. Discuss what you think happened and why? (For example: What happened to the rocks/water, What was different between jar “A” that

was shaken 20 times and jar “B” that was shaken 10 times”)

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_________________________’s Mountain of Dirt Name

Date Height Width Observation Sketch

30

Part VI. Bibliographies

Bosak, Susan. (2000). Science is…. Ontario, Canada: Scholastic Canada Ltd., TCP Press.

Linda’s Homeschool Page. Our Weathering/Erosion Experiment. Retrieved November 6, 2008, from Userpages Web site:

http://userpages.bright.net/~double/erode.htm.

Utah LessonPlans (2002). TRB 5:2 - activity 1: weathering and erosion. Retrieved November 4, 2008, from Utah Education

Network Web site: http://www.uen.org/Lessonplan/preview.cgi?LPid=2692.

Water Encyclopedia (2007). Weathering of rocks. Retrieved November 4, 2008, from Water Encyclopedia Web site:

http://www.waterencyclopedia.com/Tw-Z/Weathering-of-Rocks.html.

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Part VI. Extra Credit (All fictional tales-Fantasies of Use)

Lesson 1: The lesson went well, but I was surprised by the rocks the students brought in from home. A bunch of the students forgot to write that they

needed to bring in a rock in their agenda, so we only had about a handful to classify. Using what we had, we managed to find one of two of the types,

but next time I’ll need to bring in at least one of each type so the kids can clearly see the differences in the rocks. Also, next time they’ll need to write

a reminder about bringing in a rock in their agendas.

Lesson 2: The lesson was going really well until one of the students asked me why some apples turned brown faster than others. I told her each apple

was different, but she insisted that if they were to each represent the Earth, than they must all be the same as there is only one Earth. The entire class

looked at me to defend my exploration. She was certainly right! I asked if the entire class heard her and with a few “no” responses, had her repeat

what she’d said. So, I asked the class to come up with a few ideas for extra credit of what they would use instead if it were their experiment and jot

them down at the bottom of their worksheet. Their responses were very interesting! A few of the students mentioned making our own models out of

various things like colored paper and play dough, using the same criteria for each, to be sure they turned out the same. Others said we should use pre-

packaged fruit roll ups and eggs. Not only are these students clearly creative, their extra credit opportunity gave them a chance to consider how to

design their own experiment using materials they would choose.

Lesson 3: The lesson went really well, but the extension went even better! Our mountain experienced the effects of wind, rain, and human impact,

and by the eighth week we found a much smaller mountain with footprints, animal prints, and chunks removed toward the top. A few of the kids even

said they had seen similar things happen to mounds in their area.

Module: Why is the Rock Cycle Important? Jessica Fisher ...jafish.wmwikis.net/file/view/module.pdf · Education 406-02: Elementary Science Professor Matkins November 2008 . 2 ...

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