ALEX Lesson Plan

     

Science Rocks!

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  This lesson provided by:  
Author:Nancy Caffee
System: Blount County
School: Blount County Career Technical Center
The event this resource created for:ASTA
  General Lesson Information  
Lesson Plan ID: 34690

Title:

Science Rocks!

Overview/Annotation:

After researching the formation of each type of rock, students use the evidence from knowledge of the rock cycle to write a story about a pet rock. The story will include the rock changing from magma to each type of rock including igneous, sedimentary, and metamorphic. Students will present their pet rock story to the class.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

 Associated Standards and Objectives 
Content Standard(s):
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 6-8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
4 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence Of Student Attainment:
Students:
  • are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose
  • apply this skill to a variety of style of writing (argument, informative / explanatory, and narrative)
Teacher Vocabulary:
  • clear and coherent writing
  • development
  • organization
  • style
  • appropriate to task, purpose, and audience
  • grade-specific expectations
Knowledge:
Students know:
  • qualities of clear and coherent writing
  • purposes for a variety if types of writing
  • potential audiences for a variety of types of writing
  • techniques for developing ideas
  • techniques for organizing writing
  • techniques for creating consistent, appropriate style
Skills:
Students are able to:
  • produce clear and coherent writing
  • analyze a writing task to determine what is required
  • adapt writing to fulfill a specific purpose
  • adapt writing to meet the needs of an audience
  • develop ideas in a way appropriate to task and purpose
  • apply these skills to a variety of types of writing
Understanding:
Students understand that the development, organization, and style of clear and coherent writing pieces are determined by task, purpose, and audience.
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 6-8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
5 ) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Insight Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Production and Distribution of Writing
Evidence Of Student Attainment:
Students, with some guidance and support from adults and peers, develop and strengthen writing by:
  • planning, revising, editing, rewriting, or trying a new approach to best address purpose and audience
Teacher Vocabulary:
  • some guidance and support from adults and peers
  • develop and strengthen writing as needed
  • planning
  • revising
  • editing
  • rewriting
  • trying a new approach
  • how well purpose and audience have been addressed
  • conventions
Knowledge:
Students know:
  • techniques for using guidance and support from peers and adults
  • qualities of well-developed and strong writing
  • techniques for planning writing
  • techniques for revising writing
  • techniques for editing writing
  • techniques for rewriting
  • a variety of approaches to writing
  • writing addresses a purpose and audience
Skills:
Students are able to:
  • use some adult and peer guidance to support and strengthen writing
  • use planning, revision, editing, rewriting, or a new approach to strengthen writing
  • explain techniques used to make writing appropriate for purpose and audience
  • produce writing that is well-developed and strong
Understanding:
Students understand that planning, revising, editing, rewriting, trying a new approach, and focusing on how well purpose and audience have been addressed are critical to the development of strong writing pieces.
Science
SC2015 (2015)
Grade: 9-12
Earth and Space Science
10 ) Construct an explanation from evidence for the processes that generate the transformation of rocks in Earth's crust, including chemical composition of minerals and characteristics of sedimentary, igneous, and metamorphic rocks.

Insight Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Stability and Change
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
Students:
  • Compare and contrast rocks, minerals, metals and crystals.
  • Construct a graphical depiction of the transition of a mineral grain through a rock cycle containing igneous, sedimentary, and metamorphic rocks.
  • Evaluate the evidence for the intrusive or extrusive genesis of an igneous rock.
  • Identify and classify samples of rocks.
  • Differentiate among clastic, chemical, and organic sedimentary rocks.
Teacher Vocabulary:
  • igneous
  • sedimentary
  • metamorphic
  • minerals
  • ore
  • magma
  • quartz
  • feldspar
  • mica
  • intrusive rock
  • extrusive rock
  • basalt
  • volcanic eruption
  • obsidian
  • clastic rock
  • conglomerate
  • chemical rock
  • organic rock
  • calcium carbonate
  • limestone
  • foliated rock
  • cleavage
  • nonfoliated rock
  • marble
  • rock cycle
  • weathering
  • erosion
  • heat
  • pressure
  • melting
  • coal
  • shale
  • pumice
  • sandstone
  • slate
  • granite
  • rhyolite
  • schist
Knowledge:
Students know:
  • Minerals make up rocks.
  • Rocks are formed in many environments upon and within the Earth's crust.
  • Igneous rock is formed by the cooling of magma inside the Earth or on the surface.
  • Sedimentary rock is formed from the products of weathering by cementation or precipitation on the Earth's surface.
  • Metamorphic rock, is formed by temperature and pressure changes inside the Earth.
Skills:
Students are able to:
  • Construct an explanation that includes specific cause and effect relationships for formation of each type of rock.
  • Identify and describe evidence to construct an explanation such as cooling of magma at different rates form various types of igneous rocks, cementing of materials together or precipitation to form different sedimentary rocks, and pressure and temperature changes within the crust and upper mantle to form metamorphic rock.
  • Use reasoning to connect the evidence to explain transformation of rocks in the Earth's crust.
Understanding:
Students understand that:
  • Earth is a complex system of interacting subsystems: the geosphere, hydrosphere, atmosphere, and biosphere.
  • The geosphere includes a hot and mostly metallic inner core: a mantle of hot, soft, solid rock: and a crust of rock, soil, and sediments.
  • Solid rocks can be formed by the cooling of molten rock, the accumulation and consolidation of sediments, or the alteration of older rocks by heat, pressure, and fluids.

NAEP Framework
NAEP Statement::
E8.6: Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soils are often found in layers with each having a different chemical composition and texture.


Local/National Standards:

Next Generation Science Standards/Earth's Systems

Primary Learning Objective(s):

Learning Targets:

1. I can describe the characteristics of sedimentary, metamorphic, and igneous rocks.

2. I can use evidence from the transformation from the Earth's crust to explain the formation of sedimentary, igneous, and metamorphic rocks. 

3. I can write an organized essay.

Additional Learning Objective(s):

Crosscutting Concepts: Stability and Change

 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

Different Types of Rocks (enough for each student or one for each group)

Paper, Pen, Pencil

Construction Paper or Art Supplies for Illustrations

Technology Resources Needed:

Interactive Whiteboard or Video Projector

Computer With Internet Access

Speakers for listening

Tablet, iPad, or Students Bring Your Own Device (BYOD) for individual research

The Rock Cycle Video

Background/Preparation:

It is necessary to review the Writing Process. Review the PowerPoint on The Rock Cycle and describe igneous rocks as fire rocks that come from lava or magma. Sedimentary rocks formed from the compaction and cementation of other igneous, sedimentary, and metamorphic rocks. Metamorphic rocks are formed under great heat and pressure from other rocks.

The following websites can be used for information on the writing process:

https://teachingcenter.wustl.edu/resources/incorporating-writing/using-peer-review-to-help-students-improve-their-writing/

https://writing.wisc.edu/wac/

  Procedures/Activities: 

Engage:

Students view The Rock Cycle video from Khan Academy. 

Have students answer the following during the video:

  • Name the three types of rocks.
  • Explain how sedimentary rocks are formed.
  • What forces within the earth form metamorphic rocks?
  • What is the term for rock melted deep in the Earth’s interior?
  • Which type of rock is formed from cooling magma?
  • Draw a diagram of the rock cycle.

Explore:

Students will explore the many ways rocks take shape at this interactive website https://www.learner.org/interactives/rockcycle/diagram.html.

Explain:

1. Before class, collect samples various kinds of rocks. Some igneous samples that are easy to obtain are granite and basalt. Metamorphic samples might include quartzite which is usually found in river rock. Sedimentary clay or limestone is another type of rock that is easy to locate in the south. Be sure to collect enough rocks so that each student has one to look at, identify, and write a narrative essay about.

2. To help students understand the changes that rocks undergo in the Rock Cycle, show the Rock Cycle PowerPoint (provided in the attachments). Have students complete the chart for note-taking and creating their own diagram (chart provided in the attachments).

3. Give each student a copy of the Writing Process. Review the steps in the writing process.  


Elaborate:

1. Give students one rock and ask them to write a narrative essay telling the life story of the rock from magma to igneous and eventually ending up in the classroom. The story should be creative and include each stage in the rock cycle. Allow time for the writing process.

2. Students will then use art to create illustrations to go with their story. Students may draw or use computer animation or drawings to illustrate their story.

3. Students will work in diverse cooperative learning groups to peer edit essays. Once the essay has been edited by at least two people in the group, the final copy is written and turned in for evaluation by the teacher. The scoring rubric will be used to assess the writing.

4. Each group will choose one of the stories from their group to present. It may be acted out or presented on PowerPoint.



Attachments:
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  Assessment  

Assessment Strategies

Scoring rubric can be used to evaluate writing (Rubric attached). Sample Oral Presentations Rubric can be used to assess the student presentations.

The note-taking chart for the PowerPoint can be used as a formative assessment and to help students brainstorm thoughts for their story.

Some formative assessment strategies can be used to assess learning throughout the lesson.

Guiding questions can be used to assess learning during the video. List ten things learned from the video.

Create a graphic organizer outlining the changes in rocks from igneous to sedimentary and metamorphic.

Acceleration:

As an extension, students may bring in rock samples to research and identify as igneous, sedimentary, or metamorphic.

Students can also name and decorate their pet rock once they have identified it.

Intervention:

Students who need extra help will be given extra time and assigned a peer tutor to review websites with additional information. It is also good to allow peer tutor in the group with this student to peer edit the rough draft or assist with the typing of the final copy.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.