Grade 6 Quarter 1 Lessons Ycsd.Pdf

Name______th 6 Grade - Grading Period 1 Overview

Ohio's New Learning Standards

Minerals have specific, quantifiable properties. (6.ESS.1) Igneous, Metamorphic, and Sedimentary rocks have unique characteristics that can be used for identification and/or classification. (6.ESS.2) Igneous, Metamorphic, and Sedimentary rocks form in different ways. (6.ESS.3)

Clear Learning Targets "I can": 1. _____ follow a laboratory procedure and work collaboratively within a group using appropriate scientific

tools.

2. _____ work individually, with a partner, and as a team to test a scientific concept, change a variable,

and record the experimental outcome.

3. _____ use the engineering design cycle to develop a solution with a predictable outcome.

4. _____ cite specific text or online resource to support a proposed design solution.

5. ____ identify minerals by testing their properties

6. ____ use mineral properties, to use in testing and identifying minerals.

7. ____ use the rock cycle to describe the formation of igneous, sedimentary and metamorphic rocks.

8. ____ identify the unique characteristics to classify rocks.

9. ____ describe the formation of igneous, metamorphic, and sedimentary rocks

10. ____ use the unique characteristic of sedimentary rocks to identify and classify sedimentary rocks.

11. ____ identify the characteristics/classify metamorphic rocks.

12. ____ describe how metamorphic rocks form.

Name______th 6 Grade - Grading Period 1 Overview

Essential Vocabulary/Concepts Thinking Like a Scientist and Engineer 6.ESS.1 Classify Cleavage Density Communicate Fracture Compare Hardness Inorganic Conclude Luster Data Mineral Streak Design Cycle 6.ESS.2A Engineer Extrusive Igneous rock High Silica Evidence Igneous Infer Intrusive Igneous rock Lava Interpret Low Silica Magma Investigate Texture Justify 6.ESS.2B Chemical sedimentary rock Measure Clastic sedimentary rock Observe Organic sedimentary rock Sedimentary rocks Organize Strata Predict / Hypothesis Stratification 6.ESS.2C Question Foliated Record Metamorphic Rock Nonfoliated Relate Contact metamorphism Science Regional metamorphism 6.ESS.3A Variable Igneous Metamorphic Rock Rock Cycle Sedimentary

Science Inquiry Preface

At the beginning of each curriculum map, there is a unit designated to Science Inquiry and Application standards. These are meant to be taught throughout the entire school year. If you do not get to all the lessons in the first unit, this is okay. You can revisit them at the end of the year, after testing, or at a later point in the school year. They are meant as an introduction for students to attempt to adopt the principals of thinking like a scientist and learning how to use correct scientific procedures.

It is important to note that all of the lessons in the first quarter within this unit DO NOT need to be completed in the first quarter. They are meant as a guide for the teacher. That being said there is one area that is required for all grade levels. This would be the lesson(s) dealing with Lab Safety and Lab Equipment. It is imperative that you go over all lab procedures and safety with your students. They need to know how to conduct themselves in a lab/investigation setting appropriately. th 6 Grade Science Unit: st Thinking Like a 21 Century Scientist and Engineer Unit Snapshot

Topic: Scientific Process

Grade Level: 6 Duration: 3 weeks Summary The following activities allow students to develop scientific and engineering process skills. Students will explore cause and effect as they change a variable during scientific investigations. Using 21st century skills, students will use technology, develop team building skills, and learn good laboratory procedures while using science equipment. Lab safety rules will be developed for each classroom. Finally, students will use problem-solving skills to create a solution to an engineering design challenge.

CLEAR LEARNING TARGETS "I can"statements

____ follow a laboratory procedure and work collaboratively within a group using appropriate scientific tools. ____ work individually, with a partner, and as a team to test a scientific concept, change a variable, and record the experimental outcome. ____ use the engineering design cycle to develop a solution with a predictable outcome. ____ cite specific text or online resource to support a proposed design solution.

Activity Highlights and Suggested Timeframe Team Building: "Consensogram" The objective of the following activities is to give Days 1-2 students the opportunity to obtain data, evaluate the data, and question the value of good data in an engaging manner. Lab Safety: Students will learn the safety contract while creating classroom Days 3-4 diagrams and a treasure hunt. A signed safety contract is required to complete future science laboratory activities. My Science Classroom-Diagramming: Students will have the opportunity to explore Days 5-7 the classroom space, practice measuring techniques, evaluate appropriate units of measure, and to create a scale model diagram.

Laboratory Procedures and Equipment: "SpongeBob Experiment Scenario".

"Rainbow Lab". Students will use this year's science equipment to complete Days 8-9 individual tasks as well as a group task. Students will record measurements and produce a graph of the results.

Computer Technology: GIZMOS. Microsoft Word introduction letter. Keyboarding

games. Students will practice keyboarding skills (typing) using web-based games.

Days 10-13 Students will create a Microsoft Word document, save the file to the network folder,

print the document, and be able to retrieve the file after saving. 1 Introduction to Science and Engineering: The objective of the following activities is to give students the opportunity to identify and describe a real-world problem. First, students will recognize that scientific experimentation is the examination of Days 14-16 cause and effect relationships, with the goal of finding and understanding causal mechanisms in nature. The purpose of science is not to achieve a prescribed outcome. Students will then work through the engineering design cycle to develop a practical solution with a desired outcome. Inquiry Design Challenge: "Rock Games that ROCK!" Engineering Design. Days 17-18 Students will develop solutions to their engineering design challenge using 21st Century Skills and technology.

Inquiry Design Cycle:

Design Cycle

2 LESSON PLANS NEW LEARNING STANDARDS: Grade 6: Designing Technological/Engineering Solutions using Science Concepts. SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices

STUDENT KNOWLEDGE:

Students will continue to develop "Thinking like a 21st Century Scientists and Engineers" Designing Technological/Engineering Solutions using science concepts Demonstrating Science Knowledge Interpreting and Communicating Science Concepts

Future Application of Concepts Next grade level engineering design

MATERIALS: Laboratory Procedures and Equipment Test tube rack containing 6 test tubes (for Team Building holding liquids)label A-F Consensogram handouts #1 3 small beakers (for RED, YELLOW, and Consensogram handouts #2 Impact Timeline handout BLUE liquids) Marker for each student 1 small graduated cylinder 1 large graduated cylinder Lab Safety 1 bottle of water and large beaker Copies of Student Sheets 1 eye dropper/pipette Laboratory Safety Contract Apron Science Textbook Safety glasses My Science Classroom-Diagramming Lab tray Centimeter or inch grid paper/graph paper Rulers, meter sticks, tape measures Computer Technology Introduction "example letter" GIZMOs Starter lesson Introduction to Science and Engineering Copies of the student handouts to accompany the Inquiry Design Challenge reading. Ordinary rocks from outside Craft materials set up for students to make model Paper of scientific method. (paper, scissors, markers, Optional: "There's Nothing to Do On Mars" By: glue, etc.) Chris Gall

VOCABULARY: Primary Observe Compare Question Organize Communicate Classify Predict / Hypothesis Relate Investigate Infer Measure Engineering Record Design Cycle Conclude Analyze Data Evidence

Interpret Justify Variable

Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to science process skills and engineering design.

Formative Summative How will you measure learning as it occurs? What evidence of learning will demonstrate to you that a student has met the learning Consider developing a teacher- objectives? created formative assessment. 1. Student learning should be visible in

1. Team Building the classroom after each of the following activities: 2. Science Safety EVALUATE Team Building 3. Diagraming (1 day and on-going) Computer Technology 4. Science Exploration (What opportunities will students Engineering Design Challenge have to express their thinking? Procedures When will students reflect on 5. Keyboarding skills and what they have learned? How will you measure learning as it technology literacy 2. The group presentation to class can occurs? What evidence of 6. Engineering Design Cycle assess the ability of students to apply student learning will you be their knowledge during the following looking for and/or collecting?) activities: Lab Safety Lab Procedures

3. A teacher-created short cycle assessment can assess all clear learning targets.

4 EXTENSION INTERVENTION 1. Students will continue to use 1. www.discoveryeducation.com classroom computers to related videos for process skills record data and research and measurements. EXTENSION/ ideas. 2. Keyboarding and typing 2. Students will continue to INTERVENTION games. practice keyboarding skills and (1 day or as needed) computer technology literacy. 3. Students will create additional Microsoft Word documents and PowerPoint presentations Scientists and Engineers use different sets of skills. Scientists follow a method to demonstrate cause and effects relationships in an experiment. Scientists change a single variable and record the effect that results. The outcome is COMMON unknown. Engineers conversely, design the outcome and build a procedure to MISCONCEPTIONS get to an expected outcome. Engineers use scientific knowledge (gathered through scientific experimentation) to design a solution to an observable problem. Engineers use a design cycle to test, modify, and optimize the solution.

Activities in this unit are student-centered and provide open-inquiry opportunities, as well as give students choices. Lower-Level: Consider appropriate grouping strategies for each activity.

Higher-Level: Consider having students create their own scientific investigations and engineering design challenges Strategies for meeting the needs of all learners including gifted students, English Language Learners DIFFERENTIATION (ELL) and students with disabilities can be found at ODE.

Textbook Resources: Holt Series Science Textbooks Optional: "There's Nothing to Do On Mars" By: Chris Gall

Websites:

http://www.freetypinggame.net/play.asp

http://www.learninggamesforkids.com/keyboarding_games.html ADITIONAL RESOURCES http://www.bbc.co.uk/schools/typing/

http://games.sense-lang.org/

Templates Science Exploration Report Inquiry Design Cycle Graphic Organizer Science Inquiry Notebook

5 st Thinking Like a 21 Century Scientist / Engineer: 6th Grade Team Building

SAFETY All laboratory safety procedures should be followed.

Copy each of the Consensogram Posters (8.5 x 11) ADVANCED Copy "Consensogram Impact Plans" for each student 1 Marker any color for each student PREPARATION Pencil or pen to record data

Objective: The objective of the following activities is to give students the opportunity to make decisions, move about, interact, and think and talk about data. The information generated by participants is essentially a whole group assessment. What is the teacher doing? What are the students doing? Team Builder Team Builder (Days 1-2) (Days 1-2) Post the 6 Consensogram Posters around the room. Randomly assign each 1. Start at the Poster letter by student a letter from A-F and random assignment. allow them to move and 2. Rotate to each Consensogram. stand by the matching 3. Students read the topic and with Poster. a marker make ONE dot in the answer column the student most agrees with. Once students have 4. Students move to the answered each question ask Consensogram where they are them to stand near the the most expert with or most Consensogram that they interested in.

ACTIVITIES were the most expert with. Pass out "Consensogram (2 days) impact plans" 5. With one partner complete the "Consensogram impact plans"

Starting with A, have one 6. Paste the plans under the poster member describe their and read the suggestions to the

"impact plans" they are class. suggesting.

Assist students with creating 7. Students will work in groups to their own consensogram develop their own

questions. consensogram questions that Facilitate another rotation they would like to ask to find out

through the new more about their class.

consensogram questions. -The questions do not have to be

Follow-up with a discussion. school based, but rather about other things that will allow them to understand their classmates (i.e. music type, favorite sport, favorite food, etc.).

1 Name______Date ______Per ______Consensogram Impact Plans Introduction: A Consensogram is a simple, quick, kinesthetic, and engaging approach that generates large quantities of data about opinions and attitudes. How do your classmates feel about these 6th grade issues?

A- How confident are you that you will get all A's in 6th grade? B- How well do you know the school rules and the teacher's expectations? C- How well do you know how breakfast, lunch, recess, locker, restroom, and bus dropoff/pickup work at this school? D- How strong is your science knowledge? E- How comfortable do you feel in a middle school science lab? F- How comfortable are you using computers and typing on the computer?

You have chosen (or been asked to represent) one of the topics listed. Look at how the class responded to the statement. How did most people respond? What can be done to make more students comfortable?

Assignment: Pick the poster that you are most comfortable with. Provide an explanation of the statement and why your group answered the way they did. Then develop a plan for moving a majority of responders up one level of comfort (towards the left column). Include 3 suggestions for activities that you think will help students feel more comfortable or learn more about the topic.

Explain in your own words what a consensogram is. ______

2 Consensogram A:

How confident are you that you will get all A's in 6th grade? Very I may slip I have I think I can I don't confident and get never had do it. think it will to get all ONE B and all A's but I ever A's. the rest know I can happen. A's. do it.

Consensogram B:

How well do you know the school rules and the teacher's expectations? I can tell I don't get I usually I'm usually The rules you in trouble. get in in trouble, are not fair exactly trouble for but it's not and I what my I just keep the same my fault- I choose teachers quiet. one thing. don't when to expect understand follow from me. why? them.

4 Consensogram C:

How well do you know how breakfast,

lunch, recess, locker, restroom, and bus dropoff/pickup work at this school? I am a line I am glad I I just follow I miss a lot, I made it leader and have a the crowd never use today. help direct friend who and skip my locker other helps me. my locker. and likely students. will miss the bus.

5 Consensogram D: How strong is your science knowledge? Atomic I Love I can hold I do fine E = not model, Science my own in with me2 Carbon and of hands-on, books. molecule, "Science but get lost Bill Nye Jeopardy" in the physics Rules, next question

6 Consensogram E:

How comfortable do you feel in a middle school science lab? I could I like science I like Let the I'm teach it. lab activities science, real accident but usually but would science prone. I am the don't know rather just people do next Bill what to do. watch. the labs. Nye.

7 Consensogram F:

How comfortable are you using computers and keyboarding? asdf jkl; I do great I can play I wish I I prefer I know on a games knew paper and what this computer That's all. more. a pencil. means.

8 st Thinking Like a 21 Century Scientist / Engineer: 6th Grade Laboratory Safety Pre-Read ADVANCED Copy the Lab Safety Contract Copy of the Safety in the Laboratory Worksheet PREPARATION Have Science Textbook available for students Objective: The objective of the following activities is to give students the opportunity read about appropriate behavior for a lab experience, discuss lab safety, and develop understandings of author's purpose, main idea, and details. What is the teacher doing? What is the teacher doing? Lab Safety Overview and Contract Lab Safety Overview and Contract (Day 1) (Day 1) Pass out copies of "Safety in 1. Students complete a close the Laboratory" reading of the Earth Science text Direct the students to use the 2. Discuss the questions from Science textbook "Safety in the Laboratory" student worksheet. Facilitate a close reading of the textbook pages and discuss the questions from the student worksheet. 3. Read the Lab Safety Pass out copies of Lab Contract and discuss why lab Safety Contract safety is important. Read and discuss Lab Safety 4. Students take the contract Contract with students ACTIVITIES Direct students to have the home so that it can be signed by a contract signed by their parent/guardian and returned (2 days) parent/guardian and to the teacher before returned to the teacher. It is participating in any laboratory very important that students experiences. not actively participate in lab activities until the form has been signed, returned to the teacher, and held on file.

Lab Safety Jeopardy (Day 2) Lab Safety Jeopardy (Day 2) Facilitate the Lab Safety 5. Students participate in playing Jeopardy game. Lab Safety Jeopardy. Click Here to access the Jeopardy Game. Click on the "slide show" button to begin.

1 Name______Date______Period____ Safety in the Science Laboratory

Directions: Read Science Textbook.

1) What is the topic you will be reading about? ______2) What is the author's purpose for writing the introduction on page 23? ______3) Why is it important to prepare for science activities in the laboratory? How can you prepare for a laboratory activity? ______4) Look at the graphics on the page 24. What are three safety precautions you should take in a lab? ______

5) What can you do to make your lab experience safe and successful? Identify and explain in your own words at least 3 things identified in the text? ______

6) Where is the lab safety equipment in your room? What should you do should an accident occur? ______2 SCIENCE LABORATORY SAFETY CONTRACT o I will act responsibly at all times during a laboratory experiences. o When entering the lab classroom, I will wait for instructions before touching any equipment, chemicals, or other materials in the laboratory area. o I will not eat food, drink beverages, or chew gum in the laboratory. I will not use laboratory glassware as containers for food or beverages. o I will keep my area clean during a lab. o I will wear appropriate safety glasses/goggles when working with heat, glass or chemicals and protective apron when necessary. o I know the locations and operating procedures of all safety equipment including the first aid kit, eyewash station, safety shower, fire extinguisher, and fire blanket. I know where the fire alarm and the exits are located. o I will immediately notify a teacher of any accident (spill, breakage, etc.) or injury (cut, burn, etc.), no matter how trivial it may appear. o I know my school's Emergency Response Team Plan and the people to contact in the event of an emergency. I know what to do if there is a fire drill during a lab period. o I will handle all living organisms used in a lab activity in a humane manner. Preserved biological materials are to be treated with respect and disposed of properly. o I will tie back long hair, remove jewelry and wear shoes with closed ends (toes and heels) while in lab/classroom. o I will never work alone in the lab/classroom. o I will not take chemicals or equipment out of the classroom unless instructed to do so. o I will dispose of all chemical waste properly (according to teacher's directions). o All chemicals in the laboratory are to be considered dangerous. I will not touch, taste, or smell any chemicals unless specifically instructed to do so. o I will not enter or work in the storage room unless supervised by a teacher.

AGREEMENT

I, ______, have read each of the statements in the Science Laboratory Safety Contract and understand these safety rules. I agree to abide by the safety regulations and any additional written or verbal instructions provided by the school district or my teacher. This contract ensures that students and the teacher know exactly what is expected of them. 1.Please list any food or contact allergies (e.g. allergy to peanuts, plant, latex, etc.)______

2. Please provide a daytime emergency contact:

(Contact person)______(Contact phone number) ______

3. Student Signature ______Date ______

4. Parent Signature ______Date ______Adapted from http://www.flinnsci.com/Documents/miscPDFs/Safety_Contract.pdf 3 LAB SAFETY JEOPARDY - TEACHER PAGE

The Jeopardy Game can be accessed on-line. Click here.

1. Group students into groups of 3-4.

2. Decide which group will go first and have that group pick a category.

3. Click on the point value for that category and a question screen will come up.

4. Students will work in the group to determine an answer to the question. If the group gets it correct, they win the points. If the group gets it wrong, another team can answer the question correctly and win the points.

5. Once the question has been answered you can double check that they have answered it correctly by clicking on the house at the bottom of the page. Click on the house on the answer page to return to the game screen.

6. The next group will then pick a category and a question value.

7. The team with the most points at the end of the game wins.

8. Enjoy the game!!!

4 st Thinking Like a 21 Century Scientist / Engineer: 6th Grade My Science Classroom: Scale Diagrams 1. Discuss appropriate behavior/expectations as students will be moving SAFETY around the classroom measuring the class. Centimeter or inch grid paper/graph paper ADVANCED Rulers, meter sticks, tape measures PREPARATION Copies of Student Sheets

Objective: The objective of the following activities is to give students the opportunity to explore the classroom space, practice measuring techniques, evaluate appropriate units of measure, and to create a scale model diagram. What is the teacher doing? What is the teacher doing? Measuring the Classroom (Day 1) Measuring the Classroom (Day 1) Instruct students about scale, Students learning about scale, scale models, and scale scale models, and scale drawingssee teacher page drawings and provide students with the Students determine appropriate student worksheets. scale sizes for the classroom In Discuss appropriate scale assigned groups, student sizes for the classroom (i.e. making measurements of the 25cm=1cm classroom Facilitate student groupings Complete student worksheet. Facilitate and assist students as they make measurements and correct errors.

Developing the Diagrams (Day 2) Developing the Diagrams (Day 2) Distribute grid/graph paper Students use the grid paper to ACTIVITIES and facilitate as student draw the classroom to scale construct their scale model using the scale factor they (3 days) diagrams with labels. (both choose (i.e. 25cm=1cm) as well centimeter and inch grid as label the major items in the paper template sheets are room that maybe important included). during science lab/class (i.e. eye wash, fire blanket, sinks, safety glasses, aprons, SMARTBoard, etc.) Why the Metric System? (Day 3) Additionally, teachers should Why the Metric System? (Day 3) debrief the students on the drawing. Discuss how can Students reflect on their you determine if your model models/chosen units of is accurate? measurement. Faciliate a close reading Students read the article " Students evaluate their models to Assist students as they try to determine if their diagram is an direct another student to a accurate representation of the location in the room using classroom. the diagram and converted measurements.

1 Teacher Page

1. The websites below are for reference. They provide information about scale, scale models, and scale drawings. http://www.tuslaw.sparcc.org/pages/uploaded_files/Lesson%206-3.ppt http://www.phschool.com/iText/mgmath_course2/Ch05/05- 07/PH_MSM2_ch05-07_Obj1.html http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/mathgoal/Grade_6/Maki ng_a_Scale_Drawing.pdf 2. My Science Classroom: Scale DiagramsAsk the students if they were going to make a map of the city, would it be a good idea to have the map be the same size as the city. Would they want the map to be bigger or smaller than the city? How could you let someone else know how much bigger or smaller the map is than the city? That difference between the size of the city and the size of the map is called scale. Follow along with the work sheet to help the students understand what scale is and how it can be used to represent real things either very large or very small on paper or in a model at a size that people can understand.

3. Students will measure the classroom using a unit of measurement of their choice(centimeter, meters, inches, feet, yard) and the measuring tool of their choice(ruler, tape measure, meter stick). Students will create a scale factor (i.e. 25cm=1cm) that they will then use to create their scaled diagram of the room. Students should include labels of the important science classroom items, including safety tools and equipment. See example on next page.

4. In the "Follow-up: Scale models of the Lab Room", students are asked to explain why using the metric system might be better for measuring the classroom. Possible answers might include: The Metric System is based on the powers of 10, making it easy to do conversions. Accept most reasonable answers.

5. Facilitate a close reading of the story, Metric Mishap Caused Loss of NASA Orbiter, from CNN to help students realize why scientists use the metric system. This article explains the confusion regarding units of measure that caused a big problem for NASA scientists. http://www.cnn.com/TECH/space/9909/30/mars.metric.02/

6. Students will engage in a "treasure hunt". They must start from a spot you tell them to (i.e. the door) measure on their model how far an object in the class (i.e. the sink) is from the door, convert to the appropriate units and direct another student starting in the actual starting point to the object in the class (i.e. start at the left corner of the door, move six meters toward the wall. Turn left. Go half a meter ). Students will practice giving detailed and accurate directions.

2 The following picture is an example of a drawing of a classroom.

Diagram Example

3 Name ______Date ______

My Science Classroom: Scale Diagrams

1) If you want to draw a map of the city for your friend, should you make your map as big as the city? Why or why not?

______

How could you let your friend know how much bigger or smaller your map is than the city actually is? The way to tell your friend how much bigger or smaller your map is than the city, is called "scale."

Your mission is to draw a scale map of your classroom and label the important objects and places in the room related to science laboratory investigations. First, select the scale you will use to draw your map. You have one piece of centimeter or inch grid paper.

2) What unit of measurement will you use? ______

3) Measure the room based on your chosen unit of measurement and measuring tool(s).

How long is the room? ______How wide is the room? ______

Be careful to keep your measurement in the units you want to make your drawing in. If your unit is centimeters, then don't measure the wall in meters, or feet.

Now decide based on your paper size how many units on paper is equal to how many units on the wall.

Once you have your scale you can start to measure and draw the classroom. One last considerationShould you measure the overall length and width of the room first or the location of items along the wall? You decide.

4 ¼ inch Grid Paper

5 ½ inch Grid Paper

6 1 inch grid

7 1 centimeter grid

8 Name______Date______Period______

Follow-up: Scale Models of the Lab Room

1) What is scale and how is it used in everyday life? Provide an example. ______

2) Think about the unit of measurement you used. Should you have chosen another unit? (for example, was there a benefit to using centimeters or inches?) Explain why using the metric system might be better. ______

3) Did you know that scientists around the world use the metric system? Read the story from CNN that your teacher has given you and write a paragraph explaining why scientists always should use the metric system. ______

4) Did the grid paper you have influence which unit of measure you used to measure the classroom? Explain. ______9 5) Were you able to include everything in the classroom in your drawing? Why or why not? ______

6) Using your scale model can you tell someone else, exactly where an object in the class is? Try it. Measure on your scale model, convert the units to the real world scale measurement and see if you can direct another student to find an object in the classroom. Write your directions below:

Did you succeed? Explain why or why not? ______

10 Metric mishap caused loss of NASA orbiter

By Robin Lloyd CNN Interactive Senior Writer (CNN) -- NASA lost a $125 million Mars orbiter because a Lockheed Martin engineering team used English units of measurement while the agency's team used the more conventional metric system for a key spacecraft operation, according to a review finding released Thursday.

The units mismatch prevented navigation information from transferring between the Mars Climate Orbiter spacecraft team in at Lockheed Martin in Denver and the flight team at NASA's Jet Propulsion Laboratory in Pasadena, California. Lockheed Martin helped build, develop and operate the spacecraft for NASA. Its engineers provided navigation commands for Climate Orbiter's thrusters in English units although NASA has been using the metric system predominantly since at least 1990. No one is pointing fingers at Lockheed Martin, said Tom Gavin, the JPL administrator to whom all project managers report.

"This is an end-to-end process problem," he said. "A single error like this should not have caused the loss of Climate Orbiter. Something went wrong in our system processes in checks and balances that we have that should have caught this and fixed it."

The finding came from an internal review panel at JPL that reported the cause to Gavin on Wednesday. The group included about 10 navigation specialists, many of whom recently retired from JPL. "They have been looking at this since Friday morning following the loss," Gavin said.

The navigation mishap killed the mission on a day when engineers had expected to celebrate the craft's entry into Mars' orbit. After a 286-day journey, the probe fired its engine on September 23 to push itself into orbit. The engine fired but the spacecraft came within 60 km (36 miles) of the planet -- about 100 km closer than planned and about 25 km (15 miles) beneath the level at which the it could function properly, mission members said.

The latest findings show that the spacecraft's propulsion system overheated and was disabled as Climate Orbiter dipped deeply into the atmosphere, JPL spokesman Frank O'Donnell said. That probably stopped the engine from completing its burn, so Climate Orbiter likely plowed through the atmosphere, continued out beyond Mars and now could be orbiting the sun, he said.

Climate Orbiter was to relay data from an upcoming partner mission called Mars Polar Lander, scheduled to set down on Mars in December. Now mission planners are working out how to relay its data via its own radio and another orbiter now circling the red planet. Climate Orbiter and Polar Lander were designed to help scientists understand Mars' water history and the potential for life in the planet's past. There is strong evidence that Mars was once awash with water, but scientists have no clear answers to where the water went and what drove it away.

NASA has convened two panels to look into what led to the loss of the orbiter, including the internal peer review panel that released the Thursday finding. NASA also plans to form a third board -- an independent review panel -- to look into the accident.

11 Metric system used by NASA for many years

A NASA document came out several years ago, when the Cassini mission to Saturn was under development, establishing the metric system for all units of measurement, Gavin said.

The metric system is used for the Polar Lander mission, as well as upcoming missions to Mars, he said. That review panel's findings now are being studied by a second group -- a special review board headed up by John Casani, which will search for the processes that failed to find the metric to English mismatch. Casani retired from JPL two months ago from the position of chief engineer for the Lab.

"We're going to look at how was the data transferred," Gavin said. "How did it originally get into system in English units? How was it transferred? When we were doing navigation and Doppler (distance and speed) checks, how come we didn't find it?"

"People make errors," Gavin said. "The problem here was not the error. It was the failure of us to look at it end-to-end and find it. It's unfair to rely on any one person."

Lockheed Martin, which failed to immediately return a telephone call for comment, is building orbiters and landers for future Mars missions, including one set to launch in 2001 and a mission that will return some Mars rocks to Earth a few years down the line.

It also has helped with the Polar Lander mission, set to land on Mars on December 3 and conduct a 90-day mission studying martian weather. It also is designed to extend a robotic arm that will dig into the nearby martian soil and search for signs of water.

NASA managers have said the Polar Lander mission will go on as planned and return answers to the same scientific questions originally planned -- even though the lander will have to relay its data to Earth without help from Climate Orbiter.

Error points to nation's conversion lag

Lorelle Young, president of the U.S. Metric Association, said the loss of Climate Orbiter brings up the "untenable" position of the United States in relation to most other countries, which rely on the metric system for measurement. She was not surprised at the error that arose.

"In this day and age when the metric system is the measurement language of all sophisticated science, two measurements systems should not be used," Young said.

"Only the metric system should be used because that is the system science uses," she said.

She put blame at the feet of Congress that she said has squeezed NASA's budget to the point that it has no funds to completely convert its operations to metric.

"This should be a loud wake-up call to Congress that being first in technology requires funding," she said, "and it's a very important area for the country."

Article taken from: http://www.cnn.com/TECH/space/9909/30/mars.metric.02/

12 st Thinking Like a 21 Century Scientist / Engineer: 6th Grade Laboratory Procedures and Equipment

Students should follow all lab safety procedures and rules for using glassware and liquids. If a test tube is broken, do not let students clean up the broken glass. The teacher should dispose of broken glass appropriately by placing in a secure receptacle for proper disposal. SAFETY Note: Even though students are using water colored with food coloring, it is important for the students to complete this lab as if they were using chemicals in order to reinforce proper lab safety practices. (e.g. wearing safety glasses, aprons)

Prepare 3 containers of colored water using food coloring (red,yellow,blue) Gather supplies for Rainbow Lab. Each group will need: -test tube rack containing 6 test tubes (for holding liquids)label A-F -3 small beakers (for RED, YELLOW, and BLUE liquids) ADVANCED -1 small graduated cylinder (for measuring) -1 large graduated cylinder (for measuring) PREPARATION -1 bottle of water and large beaker (for rinsing) -1 eye dropper/pipette (for transferring liquids) -apron -safety glasses - lab tray

Objective: Students will learn about proper laboratory procedures and equipment, as well as practice following lab safety guidelines through a SpongeBob reinforcement worksheet and by completing a laboratory activity involving measuring and mixing colored liquids. What is the teacher doing? What are the students doing? Lab Safety Reinforcement and Lab Safety Reinforcement and Rainbow Rainbow Lab Pre-lab (Day 1) Lab Pre-lab (Day 1)

Distribute SpongeBob 1. Students read the SpongeBob Science WS. This lesson is Experiment Scenario. Circle all of from the lab/safety tools that ACTIVITIES http://www.sciencespot.net/ SpongeBob, Patrick, and Gary Media/scimthdsafety.pdf use. List 10 safety rules that they (2 days) break.

Distribute the Rainbow Lab Pre-Lab. Discuss lab goals 2. Students complete the pre-lab and assist students as they by reading about the compete the pre-lab. experiment and determining the equipment needed to complete the experiment. They will also identify lab expectations and lab safety rules for the Rainbow Lab.

1 (Day 2) (Day 2) Prepare 3 large containers of Students follow all lab safety Red, Blue, and Yellow water precautions, guidelines, and using food coloring. (Note: directions for the Rainbow lab using the Make sure the water is student lab worksheet. saturated with food color in Students complete the lab and order to get better results). answer post-lab questions. Have all lab materials available Students participate in a class and ready for students to discussion based on lab results. gather and use for the lab. Do not give the students much guidance with the lab directions, as one of the goals for this lab is for students to be able to read directions carefully. Facilitate the Rainbow lab. Discuss lab results.

2 Name______Date______Period____

SpongeBob's Science Experiment

A. As you read about SpongeBob's experiment, circle all of the science/safety tools that are mentioned in the story.

B. Record 10 safety rules that have been broken.

1. ______

2. ______

3. ______

4. ______

5. ______

6. ______

7. ______

8. ______

9. ______

10. ______

3 Name______Date______Period____

The Bikini Bottom group has been learning safety rules during science class. Read the paragraphs below to find the broken safety rules and underline each one. How many can you find?

SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their teacher a chemistry set! Mr. Krabbs warned them to be careful and reminded them to follow the safety rules they had learned in science class. The teacher passed out the materials and provided each person with an experiment book. SpongeBob and Gary flipped through the book and decided to test the properties of a mystery substance. Since the teacher did not tell them to wear the safety goggles, they left them on the table.

SpongeBob lit the Bunsen burner and then reached across the flame to get a test tube from Gary. In the process, he knocked over a bottle of the mystery substance and a little bit splashed on Gary. SpongeBob poured some of the substance into a test tube and began to heat it. When it started to bubble he looked into the test tube to see what was happening and pointed it towards Gary so he could see. Gary thought it smelled weird so he took a deep whiff of it. He didn't think it smelled poisonous and tasted a little bit of the substance. They were worried about running out of time, so they left the test tube and materials on the table and moved to a different station to try another experiment.

Patrick didn't want to waste any time reading the directions, so he put on some safety goggles and picked a couple different substances. He tested them with vinegar (a weak acid) to see what would happen even though he didn't have permission to experiment on his own. He noticed that one of the substances did not do anything, but the other one fizzed. He also mixed two substances together to see what would happen, but didn't notice anything. He saw SpongeBob and Gary heating something in a test tube and decided to do that test. He ran over to that station and knocked over a couple bottles that SpongeBob had left open.

After cleaning up the spills, he read the directions and found the materials he needed. The only test tube he could find had a small crack in it, but he decided to use it anyway. He lit the Bunsen burner and used tongs to hold the test tube over the flame. He forgot to move his notebook away from the flame and almost caught it on fire.

Before they could do another experiment, the bell rang and they rushed to put everything away. Since they didn't have much time, Patrick didn't clean out his test tube before putting it in the cabinet. SpongeBob noticed that he had a small cut on his finger, but decided he didn't have time to tell the teacher about it. Since they were late, they skipped washing their hands and hurried to the next class.

Adapted from the worksheet created by T. Trimpe 2003 http://sciencespot.net/

4 Rainbow Lab - Teacher Page

Goals: Be able to identify the proper equipment needed to complete the lab activity. Be able to measure chemicals using a graduated cylinder. Be able to use the metric system correctly. Be able to measure with precision and follow directions. Be able to follow correct lab safety procedures.

Materials for each lab group: -test tube rack containing 6 test tubes (for holding liquids) -3 small beakers (for RED, YELLOW, and BLUE liquids) -1 small graduated cylinder (for measuring) -1 large graduated cylinder (for measuring) -1 bottle of water and large beaker (for rinsing) -1 eye dropper/pipette (for transferring liquids) -apron -safety glasses -lab tray

http://www.sciencefix.com/home/2009/7/28/lesson-rainbow-volume.html

Results: Test Tube Color of Liquid Amount of Liquid (mL) A Red 10mL

B Orange 11mL

C Yellow 10mL

D Green 11mL

E Blue 10mL

F Purple 11mL

Total Liquid in Test Tubes A-F 63mL

5 Post-Lab: (Write in full sentences) Teacher Answer Key 1. Look at your hands. Do you have any stains on your hands? Yes No If so, those stains represent chemicals that would be on your skin right now!

2. Describe your results. Were there any patterns? Be specific. The colors formed_the_colors_of_the_ rainbow in_order_(Red,_Orange,_Yellow, Green, Blue, Purple) 2. Look at your directions for Part I. How many total mL of liquid did your start with? _63mL _ Look at your results on your data table. How many total mL of liquid did you end with? What is one reason why some groups may have more or less liquid than when they started? __Answers will vary Example responses may_include:_Some_liquid may_have_been __left_in_the_ graduated cylinder ____ Some liquid_may have spilled; ______in_measuring;_ during transfer of liquid;

3. Is it important to read and follow directions exactly? Yes No What is likely to happen if you don't thoroughly read and follow the directions? Answers will vary.

Clean-up checklist: 1. Carefully rinse your materials thoroughly 2. Place materials back in the proper places. 3. Wipe down your lab area with paper towels if needed. 4. Return to your seat and follow teacher directions.

6 Name______Date______Period______

PRE-LAB: RAINBOW LAB Goals: Be able to identify the proper equipment needed to complete the lab activity. Be able to measure the volume of liquids using appropriate science tools. Be able to use the metric system correctly. Be able to measure with accuracy. Be able to follow correct lab procedures and directions.

Read the directions for the lab activity below, and identify the materials, science tools, and lab safety equipment you will need to complete the lab. Part I: 1. Check to make sure you have all of the materials. 2. Your test tubes should be labeled A-F. 3. Have your large empty beaker and bottle of water ready to rinse the graduated cylinders and eye dropper. 4. Go to the liquid station and collect 100mL of red liquid in one of the small beakers. Into another small beaker, collect 100mL of yellow liquid. Into the third small beaker, collect 100mL of blue liquid. Carefully take these back to your lab station. 5. Into test tube A, measure 25 mL of RED liquid. 6. Into test tube C, measure 17 mL of YELLOW liquid. 7. Into test tube E, measure 21 mL of BLUE liquid.

Part II: (Work inside the green lab tray) 1. From test tube C, measure 4 mL and pour into test tube D. 2. From test tube E, measure 7 mL and pour into test tube D. Swirl carefully. 3. From test tube E, measure 4 mL and pour into test tube F. 4. From test tube A, measure 7 mL and pour into test tube F. Swirl carefully. 5. From test tube A, measure 8 mL and pour into test tube B. 6. From test tube C, measure 3 mL and pour into test tube B. Swirl carefully. 7. SAVE your results. Measure the contents of each test tube and record how many mL were found in each test tube on the data table. Calculate the total volume of all liquids combined and record your result.

7 Materials Needed:

______

Which lab safety precautions/rules Lab Expectations should we follow for this lab? Before Lab: Wear safety glasses I will ______Wear Apron/Lab Coat ______Wear Gloves ______Tie back long hair During Lab: Wear closed-toe shoes I will ______Write down 2 more lab safety rules that will ______apply for this lab: ______X______After Lab: ______I will ______

______X______

______

8 Name______Date______Period______

RAINBOW LAB

PROCEDURE

Part I: 1. Check to make sure you have all of the materials listed on your pre-lab. 2. Your test tubes should be labeled A-F. 3. Have your large empty beaker and bottle of water ready to rinse the graduated cylinders and pipette. 4. Go to the liquid station and collect 100mL of red liquid in one of the small beakers. Into another small beaker, collect 100mL of yellow liquid. Into the third small beaker, collect 100mL of blue liquid. Carefully take these back to your lab station. 5. Into test tube A, measure 25 mL of RED liquid. 6. Into test tube C, measure 17 mL of YELLOW liquid. 7. Into test tube E, measure 21 mL of BLUE liquid.

Part II: (Work inside the green lab tray)

8. From test tube C, measure 4 mL and pour into test tube D. 9. From test tube E, measure 7 mL and pour into test tube D. Swirl carefully. 10. From test tube E, measure 4 mL and pour into test tube F. 11. From test tube A, measure 7 mL and pour into test tube F. Swirl carefully. 12. From test tube A, measure 8 mL and pour into test tube B. 13. From test tube C, measure 3 mL and pour into test tube B. Swirl carefully. 14. SAVE your results. Measure the contents of each test tube and record how many mL were found in each test tube on the data table. Calculate the total volume of all liquids combined.

Data Table: Test Tube Results

Test Tube Color of Liquid Amount of Liquid (mL) A

Total Liquid in Test Tubes A-F mL

9 Post-Lab: (Write in full sentences) 1. Look at your hands. Do you have any stains on your hands? Yes No If so, those stains represent chemicals that would be on your skin right now!

2. Describe your results. Were there any patterns? Be specific. ______

2. Look at your directions for Part I. How many total mL of liquid did your start with? ______Look at your results on your data table. How many total mL of liquid did you end with? ______What is one reason why some groups may have more or less liquid than when they started? ______

3. Is it important to read and follow directions exactly? Yes No What is likely to happen if you don't thoroughly read and follow the directions? ______

10 st Thinking Like a 21 Century Scientist / Engineer: 6th Grade Computer Technology

SAFETY Acceptable Use Policy guidelines for internet safety and appropriate computer use.

Reserve a computer lab Establish a Gizmos class code. You will find this when you log into Gizmos and click on ADVANCED the class you will be teaching- look in the upper to middle right hand PREPARATION side of the page for the letters associated with "class code." Students will need this to log into your class. Copies of "Student Exploration: Measuring Volume" Copies of "Gizmo's Student Directions"

Objective: The objective of the following activities is to give students the opportunity use computer technology and practice keyboard skills. Students should be able to create documents, save files and retrieve saved files. Using Microsoft Word, students should be able to keyboard their ideas and print the document. Gizmos are science simulations that promote student learning and improve conceptual understanding of science concepts. Simulations will used in Ohio's Next Generation Assessments beginning the 2014-15 academic year. Students should become accustomed to the nature of online simulations. http://www.explorelearning.com

What is the teacher doing? What are the students doing? Computer Tech Computer Tech Typing A Letter (Day 1) Typing a Letter (Day 1) Handout the sample letter with 1. Students use the handout to sentence starters. Explain the task keyboard an introduction letter to their and criteria of the single page science teacher. They should use a letter. The criteria are listed at the letter format with a headline, body, and bottom of the handout. Students signature line. may need help logging into the 2. Format the letter to fill the entire one ACTIVITIES computers. page (usually making the font size larger for display) (4 days) 3. Complete each of formatting criteria. 4.

Save and Print the finished document After completing the intro letter, according to the directions students may need help locating 5. Saved documents to the network the font dialogue box, font size folder created for students. In most button, and spell check button. cases- the Q drive or My Documents is Inserting an image can be clip art or the preferred location. copied from a search engine. Typing Games (Day 2) Allow students to play appropriate Typing Games (Day 2) keyboarding games. The http://www.freetypinggame.net/play. objectives of the games are to asp become familiar with the location of http://www.learninggamesforkids.com the letters on the keyboard. /keyboarding_games.html Good keyboard posture and using http://www.bbc.co.uk/schools/typing/ the appropriate finger strike is http://games.sense-lang.org/ ideal, but any practice keyboarding is the objective.

1 Gizmos (Days 3-4) Gizmos (Days 3-4) There are several methods to teach Gizmos. The first time your class uses Gizmos you should at least begin the lesson as a demonstration. Model how the students should read the directions and complete each step. You can also interact with the simulations using iPads using the Black Board app or by going directly to the website.

On the SMARTBoard, show the students how to log into Gizmos. First time users will need to click on "Enroll in Class". Distribute student direction sheet Write down username and password (provided in this lesson). on "Gizmos Student Directions" handout Pass out "Student Exploration: Login to gizmos Measuring Volume" handout Students complete prior knowledge questions on their own. This can serve as a formative assessment. Read the Gizmo Warm Up together You may wish to get a graduated Complete the Prior Knowledge cylinder to show students a real life Question on the "Student Exploration: example of meniscus. Measuring Volume" handout

At this point you could have the students begin independent work. However, because this will be the first time most students have used a Complete activity A of the Measuring Gizmo, it is recommended that the Volume Gizmo class work together through at least question 4.

2 Ok , we just met . We are going to create some games this year. Before we begin , tell me about some of your favorite games . Keyboard a letter telling me a about games you have played . Use the following questions to help tell your story in letter format . Don't just answer the questions - type me YOUR stor y . EXAMPLE

Dear Science Teacher, More details When it rained all week my friend and I invented this game where she

I took an 8-hour car trip and entertained my little sister by rolling a

And then I learned the worst game More More details details http://upload.wikimedia.org/wiki pedia/commons/0/0d/Jacks.jpg

Your newest and best friend, Gregory House, Columbus City Elementary School My favorite game to play when it's raining outside

At the park I like to Do not answer We went to the metro park to play every question. My favorite one person game to play is Pick your favorite When the power goes out, I play On a long car ride every time someone sees a My family 3-4 as topic invented a game that we play when sentences. Add With only paper and dice you can play the game detailed sentences On nice warm days, I like to play The for each topic. worst game ever invented is I tried playing ______. I was really bad until I learned the rules. With a lot of people, I like to play ______. First, you toss the ball When/If I was on crutches, I would learn to play A game that can be played anywhere is

After you type the letter- 1. Change the font of the headline (example shows " Dear Science Teacher" in a stronger looking font , but still something easy to read)

2. Change the font size of the signature line(Gregory House, Elementary School).

3. Check spelling. Review ribbon, Proofing group, Spelling & Grammar button.

4. *OPTIONAL: Insert an image. Clip art or internet search that is about something you wrote.

5. Finally, everything must fit on ONE page.

6. Save as "My Intro Letter" on the network folder.

7. Print the final document to display in class.

Teacher Directions to login to Gizmos Figure 1: Enroll in a Class

Figure 2: Login

The image shows the Gizmos! Explore Learning login page and enroll in class page. Students new to Gizmos will click on Enroll in Class (figure 1). Teachers and students who have created an account will click on Login (figure 2).

4 Enter "Measuring Volume" into the SEARCH bar.

Click "Add to Class" for each of your classes.

Cl ic k

5 After you click on "Add to Class", click on "Add to All". Then click "Done"

Click Add to All

Click on "My Homepage"

Click Here

6 Select a class.

This is your CLASS CODE. The students from your class will need to enter this code to enroll in your class. You can click on "What's This?" to get a printable form with directions for your students on how to enroll in your class. You will need to print out and copy one for each class you have.

Once you have your class established, you can download the standards-aligned Gizmos list for your grade from the CCS Science website. Click on the following link: http://www.columbus.k12.oh.us/science

7 Click on "Curriculum" and scroll down until you see the image below.

Click on "Middle School 6-8" and scroll down until you see the image below.

Select the grade level appropriate to your class. You can assign a different list for different classes. You will need to have logged into Gizmos in a different tab when you click on the grade level button. You will then see the image below. 8 Select the classes you want the grade level Gizmos to be imported to. Then click "Import Gizmos." If you want a different grade level for other classes, then select that grade level from the middle school website and repeat the above process.

9 Gizmos Student Directions

Enrolling at ExploreLearning.com

Follow these simple steps to enroll in your teacher's class:

Step 1: Go to http://www.explorelearning.com.

Step 2: Click on the "Enroll in a Class" button in the upper right hand corner of the web page.

Step 3: Type in your teacher's class code: ______(Different for each class)

Click "Continue" and follow the directions on the site to complete your enrollment.

Step 4: Write down your username and password and put this sheet in your class notebook. username: ______password: ______

Congratulations! Now that you're enrolled, you can login anytime using just your username and password (no class code required).

10 Name: ______Date: ______Period______

Student Exploration: Measuring Volume

Vocabulary: cubic centimeter, diameter, graduated cylinder, meniscus, milliliter, pipette, radius, rectangular prism, sphere, volume, water displacement

Prior Knowledge Question (Do this BEFORE using the Gizmo.) Albert plays football. His sister Juliana plays volleyball. While walking home from practice one day, Albert and Juliana argue about which is bigger, a football or volleyball.

How would you measure and compare the sizes of the two balls?

______

Gizmo Warm-up When scientists talk about how big something is, they are really talking about its volume, or the amount of space it takes up. The Measuring Volume Gizmo™ allows you to measure the volumes of liquids and solids using a variety of tools.

To begin, remove the 50-mL graduated cylinder from the cabinet and place it below the faucet. To turn on the faucet, click on the faucet handle. Fill the cylinder about halfway, as shown.

1. Place the magnifier over the waterline. Draw a sketch of what you see in the area at right. Label the large tick marks on your sketch.

What volume is represented by each small tick mark?

______

2. What is the shape of the waterline? ______

This curved shape is called the meniscus. Always read the volume at the bottom of the meniscus.

3. What is the volume of water in the graduated cylinder? ______

11 Get the Gizmo ready:

Activity A: Drag all objects to the cabinet. Move the 25-mL graduated cylinder, the 250- Volume of liquids mL beaker, and the 2-mL pipette to the counter.

Introduction: Graduated cylinders are precise tools for measuring volume. Most graduated cylinders are marked in milliliters. There are 1,000 milliliters in 1 liter (about two cups).

Goal: Fill a graduated cylinder with a given amount of water.

1. Prepare: Place the 250-mL beaker below the faucet and fill it with water. (Move the faucet handle up to pour faster.) You will use the beaker as a source of water in your experiments.

2. Measure: To pour water from the beaker to the graduated cylinder, move the beaker over the graduated cylinder. Add about 15 mL of water to the graduated cylinder (does not have to be exact).

Place the magnifier over the waterline, and sketch what you see in the space at right. Label the large tick marks on your sketch.

A. How many medium tick marks lie between two labeled tick marks? ______

B. How much volume does each medium tick mark represent? ______

C. How much volume does each small tick mark represent? ______

D. Estimate the water volume in the graduated cylinder to the nearest 0.1 mL.

(Remember to read from the bottom of the curved meniscus.) ______

3. Measure: Scientists use pipettes, also known as eyedroppers, to add or remove small amounts of water. To fill the pipette, place its tip in the beaker water and click the black bulb once.

To release a small amount of water, place the pipette above the graduated cylinder and click the bulb. Do this until the graduated cylinder contains exactly 17.5 mL of water. (Remember to read the volume at the bottom of the meniscus.)

4. Show your work: Click the camera at upper left to take a screen shot. Open up a blank document and paste in the screen shot. Label this image "17.5 mL." When you are finished, you will print out this document and turn it in with this worksheet.

(Activity A continued on next page)

12 Activity A (continued from previous page)

5. Practice: Use the Gizmo to complete each of the following challenges. When you have finished each one, take a screen shot and add it to your document. Label each image with the volume.

A. Fill the 25-mL graduated cylinder with 11.5 mL of water.

B. Fill the 100-mL graduated cylinder with 76.0 mL of water.

C. Fill the 50-mL graduated cylinder with 38.5 mL of water.

6. Think and discuss: Suppose you needed to measure exactly 15.0 mL of water for an experiment. Which graduated cylinder would be the best one to use, and why?

______

7. Further practice: Select the Practice button. In this mode, the Gizmo will give you a series of challenges. When you complete a challenge, click Submit. Click Reset if you would like to start over or try a problem again. As you practice, the Gizmo will keep a tally of right and wrong answers in the green and red circles.

Complete the first six challenges. Stop when you see the ruler and sphere (ball) on the screen.

13 Name: ______Date: ______

Student Exploration: Measuring Volume Answer Key

Vocabulary: cubic centimeter, diameter, graduated cylinder, meniscus, milliliter, pipette, radius, rectangular prism, sphere, volume, water displacement

Prior Knowledge Question (Do this BEFORE using the Gizmo.) [Note: The purpose of this question is to activate prior knowledge and get students thinking. Students are not expected to know the answer to the Prior Knowledge Question.]

Albert plays football. His sister Juliana plays volleyball. While walking home from practice one day, Albert and Juliana argue about which is bigger, a football or volleyball.

How would you measure and compare the sizes of the two balls?

Answers will vary. Sample answer: Albert and Juliana could place a full bucket of water into an empty tub or plastic bin. They can push each ball into the full bucket and measure how much water is in the tub each time.

To begin, remove the 50-mL graduated cylinder from the cabinet and place it below the faucet. To turn on the faucet, click on the faucet handle. Fill the cylinder about halfway, as shown.

4. Place the magnifier over the waterline. Draw a sketch of what you see in the area at right. Label the large tick marks on your sketch. [Sketches will vary, sample sketch shown at right.]

What volume is represented by each small tick mark?

1 mL

5. What is the shape of the waterline? The waterline is curved.

This curved shape is called the meniscus. Always read the volume at the bottom of the meniscus.

6. What is the volume of water in the graduated cylinder? Answers will vary. [Check that the answer matches the sketch in question 1.]

14 Get the Gizmo ready: Activity A: Drag all objects to the cabinet. Volume of liquids Move the 25-mL graduated cylinder, the 250-mL beaker, and the 2-mL pipette to the counter.

Introduction: Graduated cylinders are precise tools for measuring volume. Most graduated cylinders are marked in milliliters. There are 1,000 milliliters in 1 liter (about two cups).

Goal: Fill a graduated cylinder with a given amount of water.

8. Prepare: Place the 250-mL beaker below the faucet and fill it with water. (Move the faucet handle up to pour faster.) You will use the beaker as a source of water in your experiments.

9. Measure: To pour water from the beaker to the graduated cylinder, move the beaker over the graduated cylinder. Add about 15 mL of water to the graduated cylinder (does not have to be exact).

Place the magnifier over the waterline, and sketch what you see in the space at right. Label the large tick marks on your sketch. [Sketches will vary, sample sketch shown at right.]

E. How many medium tick marks lie between two labeled tick marks? 4

F. How much volume does each medium tick mark represent? 1 mL

G. How much volume does each small tick mark represent? 0.5 mL

H. Estimate the water volume in the graduated cylinder to the nearest 0.1 mL. (Remember to read from the bottom of the curved meniscus.)

Estimates will vary. [Check that the estimate matches the sketch above.]

10. Measure: Scientists use pipettes, also known as eyedroppers, to add or remove small amounts of water. To fill the pipette, place its tip in the beaker water and click the black bulb once.

11. Show your work: Click the camera at upper left to take a screen shot. Open up a blank document and paste in the screen shot. Label this image "17.5 mL." When you are finished, you will print out this document and turn it in with this worksheet. Check student work.

(Activity A continued on next page)

15 Activity A (continued from previous page)

12. Practice: Use the Gizmo to complete each of the following challenges. When you have finished each one, take a screen shot and add it to your document. Label each image with the volume. Check student work.

D. Fill the 25-mL graduated cylinder with 11.5 mL of water.

E. Fill the 100-mL graduated cylinder with 76.0 mL of water.

F. Fill the 50-mL graduated cylinder with 38.5 mL of water.

13. Think and discuss: Suppose you needed to measure exactly 15.0 mL of water for an experiment. Which graduated cylinder would be the best one to use, and why?

Sample answer: The 25-mL graduated cylinder is the best one to use because it shows volume with the greatest resolution. With the 25-mL graduated cylinder it is possible to estimate volume to the nearest 0.1 mL. This is not possible with the larger graduated cylinders.

14. Further practice: Select the Practice button. In this mode, the Gizmo will give you a series of challenges. When you complete a challenge, click Submit. Click Reset if you would like to start over or try a problem again. As you practice, the Gizmo will keep a tally of right and wrong answers in the green and red circles.

Complete the first six challenges. Stop when you see the ruler and sphere (ball) on the screen.

th Thinking Like a 21st Century Scientist / Engineer: 6 Grade Introduction to Science and Engineering Make copies of the student handouts to accompany the reading. Preview the reading before teaching. ADVANCED Have craft materials set up for students to make model of scientific method. (paper, scissors, markers, glue, etc.) PREPARATION Computer access (Optional: printed readings for students to write paragraph about the importance of the scientific method if computer access is not available.) Objective: The objectives of the following activities are to give students the opportunity to review the scientific method and become acquainted with their grade level textbook. Students will make their own model first to remember the scientific method then complete research to understand the importance of the scientific method. This is also a great opportunity to set expectations for use of technology at the beginning of the year. What is the teacher doing? What is the teacher doing? Scientific Method Reading Scientific Method Reading (Day 1) (Day 1) Introducing textbook to 1. Complete reading, answering students. questions on the handout as Read directions aloud to they go. students. Answer questions as students read text and facilitate discussion. Making Scientific Method Model Making Scientific Method Model (Day 2) (Day 2) Gather raft supplies for 1. Students utilize the information students to make scientific from their textbook reading to ACTIVITIES method graphic organizers. make a model of the scientific Set expectations for how you method steps. (3 days) want students to complete scientific method model. Observe students making models, looking for misconceptions or errors in order of the method's steps. Ask probing questions and/or ask students to go back and check in textbook if you see errors. Paragraph about Scientific Method Paragraph about Scientific Method (Day 3) (Day 3) Set expectations for 1. Finishing models student's written work. 2. Using Internet and/or articles to Require students to write in write a paragraph about the full-sentences with detail. scientific method, completing the outline of the paragraph first.

How do scientists obtain new knowledge? All the information in textbooks had to come from somewhere. In the sciences, new information about the natural world is a result of scientific investigations. These investigations are shaped by the scientific method.

Scientific Method The scientific method is a process used to investigate the unknown ( Figure below ). It is the general process of a scientific investigation . This process uses evidence and testing. Scientists use the scientific method so they can find information. A common method allows all scientists to answer questions in a similar way. Scientists who use this method can reproduce another scientist's experiments. Almost all versions of the scientific method include the following steps, although some scientists do use slight variations. 1. Make observations. 2. Identify a question you would like to answer based on the observation. 3. Find out what is already known about your observation (research). 4. Form a hypothesis. 5. Test the hypothesis. 6. Analyze your results and draw conclusions. 7. Communicate your results.

Steps of a Scientific Investigation. A scientific investigation typically has these steps. Making Observations Imagine that you are a scientist. While collecting water samples at a local pond, you notice a frog with five legs instead of four ( Figure below ). As you start to look around, you discover that many of the frogs have extra limbs, extra eyes, or no eyes. One frog even has limbs coming out of its mouth. These are your observations , or things you notice about an environment using your fivesenses.

A frog with an extra leg. Identify a Question Based on Your Observations The next step is to ask a question about the frogs. You may ask, "Why are so many frogs deformed?" Or, "Is there something in their environment causing these defects, like waterpollution?" Yet, you do not know if this large number of deformities is "normal" for frogs. What if many of the frogs found in ponds and lakes all over the world have similar deformities? Before you look for causes, you need to find out if the number and kind of deformities is unusual. So besides finding out why the frogs are deformed, you should also ask: "Is the percentage of deformed frogs in this pond greater than the percentage of deformed frogs in other places?"

A pond with frogs. Research Existing Knowledge About the Topic No matter what you observe, you need to find out what is already known about your questions. For example, is anyone else doing research on deformed frogs? If yes, what did they find out? Do you think that you should repeat their research to see if it can be duplicated? During your research, you might learn something that convinces you to change or refine your question. From this, you will construct your hypothesis. Construct a Hypothesis A hypothesis is a proposed explanation that tries to explain an observation. A good hypothesis allows you to make more predictions. For example, you might hypothesize that a pesticide from a nearby farm is running into the pond and causing frogs to have extra legs. If that's true, then you can predict that the water in a pond of non-deformed frogs will have lower levels of that pesticide. That's a prediction you can test by measuring pesticide levels in two sets of ponds, those with deformed frogs and those with nothing but healthy frogs. Every hypothesis needs to be written in a way that it can: 1. Be tested using evidence. 2. Be proven wrong. 3. Provide measurable results. 4. Provide yes or no answers. For example, do you think the following hypothesis meets the four criteria above? Let's see. Hypothesis: "The number of deformed frogs in five ponds that are polluted with chemical X is higher than the number of deformed frogs in five ponds without chemical X." Of course, next you will have to test your hypothesis. Test Your Hypothesis To test the hypothesis, an experiment will be done. You would count the healthy and deformed frogs and measure the amount of chemical X in all of the ponds. The hypothesis will be either true or false. Doing an experiment will test most hypotheses. The experiment may generate evidence in support of the hypothesis. The experiment may also generate evidence proving the hypothesis false. Once you collect your data, it will need to be analyzed. Analyze Data and Draw a Conclusion If a hypothesis and experiment are well designed, the experiment will produce results that you can measure, collect, and analyze. The analysis should tell you if the hypothesis is true or false. Refer to the table for the experimental results ( Table below ).

Polluted Pond Number of Deformed Frogs Non-Polluted Pond Number of Deformed Frogs

1 20 1 23

2 23 2 25

3 25 3 30

4 26 4 16

5 21 5 20

Average: 23 Average: 22.8 Your results show that pesticide levels in the two sets of ponds are different, but the average number of deformed frogs is almost the same. Your results demonstrate that your hypothesis is false. The situation may be more complicated than you thought. This gives you new information that will help you decide what to do next. Even if the results supported your hypothesis, you would probably ask a new question to try to better understand what is happening to the frogs and why. Drawing Conclusions and Communicating Results If a hypothesis and experiment are well designed, the results will indicate whether your hypothesis is true or false. If a hypothesis is true, scientists will often continue testing the hypothesis in new ways to learn more. If a hypothesis is false, the results may be used to come up with and test a new hypothesis. A scientist will then communicate the results to the scientific community. This will allow others to review the information and extend the studies. The scientific community can also use the information for related studies. Scientists communicate their results in a number of ways. For example, they may talk to small groups of scientists and give talks at large scientific meetings. They will also write articles for scientific journals. Their findings may also be communicated to journalists. If you conclude that frogs are deformed due to a pesticide not previously measured, you would publish an article and give talks about your research. Your conclusion could eventually help findsolutions to this problem. Discovering the Scientific Method A summery video of the scientific method, using the identification of DNA structure as an example, is shown in this video by MIT students: https://www.youtube.com/watch?v=5eDNgeEUtMg .

Summary  To study new problems, scientists use the scientific method; this includes making observations, forming a hypothesis, designing an experiment, and drawing conclusions.

Explore More Use the resource below to answer the questions that follow.  Control Variables at http://www.youtube.com/watch?v=hjCvIbYoi-w (7:05) 1. What is the difference between a dependent and an independent variable? 2. How many dependent variables do you want in an experiment? 3. What are control variables? 4. Why are control variables important?

Review 1. What steps are usually included in the scientific method? 2. What are the features of a good hypothesis? 3. Why is it important for a scientist to communicate the results and conclusions of a study?

st Thinking Like a 21 Century Scientist / Engineer: 6th Grade Design Challenge: Rock Games that ROCK!

Be very mindful that the games are being designed with Rocks and students should SAFETY use rocks safely and in an appropriate manner (i.e. not throwing rocks at each other, or not using rocks in a way that damages the classroom.)

Gather materials: Rocks and Paper ADVANCED Discuss with students, proper lab safety procedures and rules as they relate to proper use and handling of rocks. PREPARATION

Objective: The objective of the following activities is to give students the opportunity to use the engineering design cycle and problem-solving skills to develop a solution to an engineering design challenge.

What is the teacher doing? What is the teacher doing? Design Challenge (Days 1-2) Design Challenge (Days 1-2)

Optional: Reading There's 1. Listen to the story being read by Nothing to Do on Mars by the teacher. Chris Gall. 2. Discuss the problem presented in the book and reviewing the Discuss the problem that this rubric. book addresses. Point out to 3. In teams, design a game using students that creativity and rocks. See imagination lead to 4. Have the teams switch games discoveries. and try to play other groups' rock Facilitate student groupings games. Hand out the rubric 5. Groups will evaluate the games Facilitate activity and assist using an evaluation rubric. students 6. Complete the Daily Engineering ACTIVITIES Be mindful of safety of the Notebook sheet. games being designed (2 days) Facilitate the switching and playing of the rock games

Follow-up with a class reflection or discussion time about the design process and teamwork.

1 th st 6 Grade Thinking Like a 21 Century Scientist and Engineer Design Challenge "Rock Games that ROCK!"

Teacher Notes: Optional: Read There's Nothing to Do On Mars By: Chris Gall Design Cycle Discuss the problem that this book addresses. Point out to students that creativity and imagination lead to discoveries. Scientists and engineers look at the world differently. They look at the possibilities of how ordinary objects can be transformed into exciting opportunities.

This challenge is to follow the design cycle to create a game or device using ordinary rocks.

Considerations: Like Davy Martin, in the book, students are to create something to do. They have to invent a unique game that uses a rock or rocks. The rocks can be used like dice, stacked, or painted on. Imagination is key. Sometimes the best, and most addictive, games are the simplest designs. They will need to write out the directions clearly, bring in needed rocks, and allow another pair to play the game to provide feedback.

If students are getting stuck remind them of games like Lawn Jarts Barrel of Monkeys Jacks Bowling Jenga Dominos Bocee Golf Pass the Pigs Bayblades (tops) Yahtzee Shuffleboard Penny Hockey Curling Table football these are all games that could use rocks.

Materials: Rocks and a few sheets of paper.

Building the Designs: Tell the students that they may have the same problem as Davey Martin. They are home and there is nothing to do. Your parents nag all the time "Go outside and play." Ya, ya, we have all heard that before. The student design challenge is to solve both of their problems with a game. Students may not copy another existing game. They have to design their own game- with unique rules and a winning objective. Students may use a sheet of paper to draw a game "court". Students should not make a detailed game board; instead the "court" should be easily replicated in other environments (e.g. sand, dirt, or blacktop).

2 Game Designs: Working in pairs, teams should design a game with three criteria: Game play How to win Game court design layout (if needed)

Students should write out the Goal of the Game, Game Play Directions and How to Win on the provided sheet or lined paper. They should also sketch out a game "court" if one is needed for game play (e.g. shuffleboard, bowling pin placement, target for jarts). Students will need to choose rocks that allow the game to be played and allow a clear winner.

Once games are completed, students will pass their game to another pair to be played. Peer feedback, "Game Evaluation", will be scored and attached to the game as the pair plays the game for 10min. The feedback forms can be passed face down with the game for a second round.

After the second round (again for 10min) another set of evaluations will be scored and all evaluation rubrics will be passed back to the original game designers. The game designers will need a total (add all the points given) to get their game score.

A class "favorite game" will be the student pair with the highest total points. Allow the winning pair to present their game, how to play, and how to win.

Game Evaluation (10min of game time evaluation) Check the appropriate box. Rubric 4pts 3pts 2pts 1pt Game was Game is fun, Game lost Engagement fun for full but not for interest after Not engaging 10min 10min 1min Based solely Unlike any Mix of other Creative/ game I have games, but on idea from Not creative Originality ever played still unique 1 existing

game Directions are Did not Directions are Directions are unclear OR understand clear and unclear OR Directions difficult to how to easy to play missing how play play/win game to play/win I wouldn't be Rules were No safety Had to play around when created to Safety problems carefully to this game is avoid injury avoid injury played

3 Name of the Game: ______

Goal of the Game:

Game Play Directions:

How to Win Directions:

4 NAME OF GAME#1 ______Game Evaluation (10min of game time evaluation) Check the appropriate box. Rubric 4pts 3pts 2pts 1pt Game was Game is fun, Game lost Engagement fun for full but not for interest after Not engaging 10min 10min 1min Based solely Unlike any Mix of other Creative/ game I have games, but on idea from Not creative Originality ever played still unique 1 existing

NAME OF GAME#2 ______Game Evaluation (10min of game time evaluation) Check the appropriate box. Rubric 4pts 3pts 2pts 1pt Game was Game is fun, Game lost Engagement fun for full but not for interest after Not engaging 10min 10min 1min Based solely Unlike any Mix of other Creative/ game I have games, but on idea from Not creative Originality ever played still unique 1 existing

5 Science Inquiry Notebook

Name ______Day ______of the Engineering challenge.

What phase of the design cycle were you using today? Explain what you did for the design challenge today? ______

Draw a picture of how you contributed.

Describe 3 things you learned about science or engineering from what you did today. ______

6 th 6 Grade Science Unit: Minerals Unit Snapshot

Topic: Rocks, Minerals, and Soil

Grade Level: 6 Duration: 8 days

Summary The following activities engage students in exploring how minerals have specific, quantifiable properties that form in specific environments. Students will perform tests to investigate various mineral properties and use the results to identify the minerals.

CLEAR LEARNING TARGETS "I can"statements

____ identify minerals by testing their properties

____ use mineral properties to identify minerals.

Activity Highlights and Suggested Timeframe

Engagement: Review common items found in a home and identify the minerals in

Days 1 some of these items.

Exploration: Students will read about the properties of mineral and create a foldable

Day 2 to record details about each property.

Explanation: Students will investigate properties of minerals by performing various tests Day 3-4 and identify the minerals based on their properties.

Elaboration: Research a mineral and a rock to give details about each and their uses.

Days 5-6 Evaluation: Formative and summative assessments are used to focus on and

assess student knowledge and growth to gain evidence of student learning or

progress throughout the unit, and to become aware of students misconceptions

Day 7 related to mineral. A teacher-created short cycle assessment is recommended at the end of and on-going the unit to assess all clear learning targets (Day 7).

Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities. Day 8

1 LESSON PLANS NEW LEARNING STANDARDS: 6.ES.1 Minerals have specific, quantifiable properties Minerals are naturally occurring, inorganic solids that have a defined chemical composition. Minerals have properties that can be observed and measured. Minerals form in specific environments. SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering) that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations

*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

STUDENT KNOWLEDGE:

Prior Concepts PreK-2: Objects have physical properties, properties of objects can change, and Earth's nonliving resources have specific properties. Grades 3-5: Rocks and soil have characteristics, soil contains pieces of rocks, and objects are composed of matter and may exhibit electrical conductivity and magnetism.

Future Application of Concepts Grades 7-8: Biogeochemical cycles, igneous environments and the history of Earth (including the changing environments) from the interpretation of the rock record are studied. High School: The formation of elements, chemical bonding and crystal structure are found in the Physical Sciences. In grades 11-12 Physical Geology, mineralogy is explored at depth.

2 MATERIALS: VOCABULARY: Engage Primary Mineral Minerals Everywhere Handout Cleavage Internet access Density Mineral Anticipation Guide handout Fracture Explore Hardness Properties of Mineral Foldable Inorganic Textbook Luster Internet optional Mineral Explain Streak "There are 5 steps to take in mineral identification and Mineral Identification Lab Handout. Minerals: talc, calcite, pyrite, magnetite, quartz, mica Mineral identification kit (streak plate, iron nail, copper penny, glass plate, lemon juice or vinegar, magnet, hand lens) Properties of Common Minerals Chart from http://newyorkscienceteacher.com/sci/site/fi les/esrt/ESRT-2010.pdf DICHOTOMOUS KEY: MINERALS Handout Properties of Common Mineral Handout Elaborate Science Textbook Internet access Rock and Mineral News Template

All lab safety rules, procedures, and precautions should be taken into consideration, especially when working with hotplates, candles, or other heat related tools. SAFETY Have fire extinguisher available, and understand how to use it properly.

Tie loose clothing and hair away from face Wear safety glasses/goggles and lab apron if available Gather Minerals talc, calcite, pyrite, magnetite, quartz, mica ADVANCED Prepare Mineral Kits (streak plate, iron nail, copper penny, glass plate, PREPARATION lemon juice or vinegar, magnet, hand lens)

Objective: The objective of this activity is to engage students and formatively assess their knowledge related to common minerals found at home.

What is the teacher doing? What are the students doing?

ENGAGE Minerals Minerals Everywhere Minerals Minerals Everywhere (Day 1) (Day 1) (1 day) Minerals Minerals Everywhere 1. Students will use the Internet to (What will draw students into the learning? How will you determine handout discover some common what your students already know Internet access or present minerals found in their home. about the topic? What can be information on SMARTBoard or 2. Student will complete the done at this point to identify and print out pages with from graphic organizer. address misconceptions? Where can connections be made to the http://www.minsocam.org/msa/collectors_cor 3. Complete Anticipation Guide real world?) ner/id/mineral_id_keyi1.htm Handout.

Have students complete chart. Distribute Anticipation Guide

Handout Collect Anticipation Guide for

formative assessment. 3 Objective: The objective of the following activities is to give students the opportunity to work with and begin to learn about the properties of mineral and record their information in a foldable What is the teacher doing? What are the students doing? EXPLORE Properties of Minerals (Day 2) Properties of Minerals (Day 2) (1 day) Have students read pp. 66-85 on 1. Students will read and (How will the concept be Properties of Mineral from complete their foldable on the five developed? How is this relevant to Prentice Hall Earth Science properties of mineral. students' lives? What can be done Textbook. at this point to identify and address misconceptions?) Have students create a 2. Each title will have a summary foldable with each mineral and an illustration of each property, a summary of the property. property and an illustration.

Objective: The objective of the following activities is to give students the opportunity to identify minerals based on their properties and be given the opportunity to use a dichotomous key to identify minerals.

What is the teacher doing? What are the students doing? Mineral Identification Lab Mineral Identification Lab Review the properties of minerals and how Background Reading and Graphic to use the mineral kit. Organizer (Day 3) (Day 3) Review the steps to identifying a 1. Students will use the mineral mineral. test kit to identify the properties of Assign students to a station to unknown mineral. test and identify their mineral. 2. After the properties are They may not go to the next identified have students use mineral until the teacher gives their Dichotomous key to permission. identify their minerals. EXPLAIN Use proximity while students complete their identification of their (2 days) mineral. (What products could the students develop and share? Demonstrate how to use a How will students share what they dichotomous key. have learned? What can be Have students try to identify done at this point to identify and their mineral with the address misconceptions?) Dichotomous Key Page. Optional: GIZMO: Mineral Lab

(Day 4) (Day 4) Give each student page 16 1. Use the Properties of Common from the ESRT found attached Mineral to compete questions. below.

Give each student Properties of Common Mineral Questions to complete.

Objective: The objective of the following activity is to give students the opportunity to gain deeper understanding of a mineral and an introduction to rocks by pursuing research about a mineral and a rock.

What is the teacher doing? What are the students doing? Using technology to understand Using technology to understand research a mineral and a rock research a mineral and a rock (Day 5-6) (Day 5-6) Common Minerals and Rocks 1. Students will complete their page can be used to assign Rock and Mineral News Report. ELABORATE students rocks and minerals. 2. Student should follow the Give students their Rock and template provided and (1 - 2 day) Minerals News Packet. complete each section. (How will the new knowledge be Review the requirements of 3. Students will share an reinforced, transferred to new and unique situations, or each page interesting fact they integrated with related Answer any questions students discovered during their concepts?) may have. research. Assigning Rocks and Minerals: Consider having a note card with a rock and a mineral for each student to research or allow them to choose their mineral and rock. Students can be given the opportunity to share something interesting they discovered during their research. Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to minerals. Give the Anticipation Guide to see if misconceptions still exist. EVALUATE Summative What evidence of learning will demonstrate to Formative (1 day and on-going) you that a student has met the learning (What opportunities will students How will you measure learning as it occurs? objectives? have to express their thinking? Consider developing a 1. Mineral Identification Lab will When will students reflect on teacher-created formative assess students' ability to test what they have learned? How assessment. various properties of minerals will you measure learning as it 1. The Anticipation Guide can be occurs? What evidence of and identify the mineral based on student learning will you be used as a formative its properties. looking for and/or collecting?) assessment related to minerals. 2. Textbook assessment 2. Textbook Review 3. Teacher-created short-cycle can assess student assessment will assess all clear knowledge progression related to learning targets. properties of minerals.

5 EXTENSION INTERVENTION 1. Have students create a 1. www.discoveryeducation.com: dichotomous key on How to identify Minerals [09:08] identifying minerals 2. Teacher Resource: Consumer EXTENSION/ 2. Mineral Enrich Teacher Lab a Mouthful of Minerals p. Resource "Crystal Shape" - 86-87 Prentice Hall Earth INTERVENTION Science Textbook. Science Textbook. (1 day or as needed) 3. Mineral Enrich Teacher 3. Adapted Reading Study Guide Resource: Diamond studded from Science Textbook. pipes in the crust Science Textbook.

2. Provide students with a rock kit and have students discuss what similarities and differences are between the rocks. 3. Reinforce the differences between minerals and rocks. 4. Minerals have different hardness. Performa scratch test using Mohs Hardness Scale. Lower-Level: Provide additional text resources (tradebooks, articles) that are appropriate for the reading level of the students. For the group work, consider mixed grouping strategies. Consider modeling through a demonstration and then allowing students to explore these topics through guided inquiry. Higher-Level: Consider having students create their own investigations related to mineral formation and use. . Strategies for meeting the needs of all learners including gifted students, English Language Learners DIFFERENTIATION (ELL) and students with disabilities can be found at ODE.

6 Textbook Resources: Holt Series Science Textbook

Websites: Rocks for Kids: http://www.rocksforkids.com/RFK/howrocks.html. Properties of Common Minerals: http://newyorkscienceteacher.com/sci/site/files/esrt/ESRT-2010.pdf ODNR ROCK KITS: http://www.dnr.state.oh.us/tabid/22338/Default.aspx ADDITIONAL Mineral Education Coalition: http://www.mineralseducationcoalition.org/ RESOURCES http://www.mineralseducationcoalition.org/ http://www.scienceviews.com/geology/minerals.html http://www.mineralogy4kids.org/

Discovery Ed: Discovery Ed- www.discoveryeducation.com - video streaming clips of various topics including but not limited to rocks, minerals, and their importance. Introduction to Rocks and Minerals [3:18] Physical Properties for classifying Minerals [4:45] Mineral Types [1:52]

Movies/Videos: Youtube.com: http://www.youtube.com/watch?v=-f9wrB5-yEY Youtube.com: http://www.youtube.com/watch?v=8a7p1NFn64s Youtube.com: http://www.youtube.com/watch?v=-DSzlxeNCBk

7 Name: Date: Period:

Mi/nerals Minerals Everywher.ef

Using the website: http://www.mineralogy4kids.org/house.html - Pick one item from each room and list the minerals used to make that item.

Room Item Minerals/Uses

Bedroom

Bathroom

Kitchen

Living Room

Liz LaRosa science www.middleschoolscience.com 2010

8 Name: Teacher Answer Key-Possible Answers Date: Period: Mineral Mineral Everywhere http://www.middleschoolscience.com/minerals-in-your-home-isn.pdf Using the website: http://www.minsocam.org/MSA/K12/uses/uses.html - Pick one item from each room and list the minerals used to make that item.

Room Item Mineral/Uses

Battery Graphite, Galena, Sphalerite Bunk Bed Hematite: hinges, handles mattress springs Chromite: Clock chrome plating

Radio Copper: wiring, Quartz: clock, Gold: connections, Bedroom Closet Cassiterite: solder Hematite: hinges, handles (steel)

Chromite: chrome plating, Quartz: mirror on door

Tub Feldspar: porcelain, Pyrolusite: coloring, Chromite: Cosmetics plumbing fixtures, Copper: tubing Hair Spray Muscovite, Talc, Hematite: for coloring, Bismuth, Barite

Sunscreen Cassiterite, Chromite Bathroom Toilet Zinc Feldspar: porcelain Pyrolusite: coloring, Chromite:

plumbing fixtures, Copper: tubing

Hematite, Chromite: stainless steel, Galena, Copper, Blender Can Quartz Opener Cinnabar: thermometer Oven Kitchen Refrigerator Glassware

Carpet Sphalerite: dyes Chair Chromite: dyes, Clock Sulfur: foam padding/rubber

Computer Pentlandite: spring Living Room Quartz: glass, timekeeper Wolframite: monitor, Copper: wiring, Quartz: electronics, Silver

Liz LaRosa science www.middleschoolscience.com 2010

9 Name:______Period:______

Mineral Anticipation Guide

Directions: Read the following statements about minerals. Decide whether you think each statement is true or false. Put a mark on the BEFORE part on the left side of the page. Be prepared to share your thoughts about each statement by thinking about what you already know. You will share this information with the class before you complete activities about minerals. You will complete the AFTER part later.

BEFORE AFTER Statement True False True False

Coal is a mineral.

A mineral is naturally occurring.

All minerals react with acids.

Minerals are inorganic. (not living)

Salt is a mineral.

All minerals are solids.

All minerals have the same hardness. Minerals have a definite crystal structure. There are six properties that minerals have. Diamond is the hardest mineral and can scratch all other minerals.

10 Name:______Period:_____

Mineral Anticipation Guide ANSWERS

Directions: Read the following statements about the moon. Decide whether you think each statement is true or false. Put a mark on the BEFORE part on the left side of the page. Be prepared to share your thoughts about each statement by thinking about what you already know. You will share this information with the class before you complete activities about moon phases. You will complete the AFTER part later.

BEFORE AFTER

Statement True False True False

Coal is a mineral. X

A mineral is naturally occurring. X

All minerals react with acids. X

Minerals are inorganic. (not living) X

Salt is a mineral. X

All minerals are solids X

All minerals have the same hardness. X

Minerals have a definite crystal X structure.

There are six properties that minerals X have.

Diamond is the hardest mineral and can scratch all other minerals. X

11 NATURALLY OCCURING

INORGANIC

SOLID

Properties of Minerals Minerals of Properties CRYSTAL STRUCTURE

DEFINITE CHEMICAL COMPOSITION

Formed by processes in the Teacher natural world. Mineral Quartz Answer Key formed when magma cooled NATURALLY deep and harden deep in the OCCURING Earth.

Never formed from materials that were once part of a living thing. INORGANIC Coal formed from remains of plants millions of years ago. Therefore it cannot be inorganic since it was once living.

Has a definite volume and shape. Particles are packed so tightly that SOLID they cannot move like particles in a liquid. Salt is an example of a solid.

Minerals are lined up in a pattern Minerals of Properties that repeats over and over, which is CRYSTAL a crystal. Mineral quartz has flat sides, sharp edges and corners, in STRUCTURE a repeating pattern. Coal lacks crystal structures.

Minerals always contain certain elements in definite proportions. DEFINITE Quartz has one atom of silicon for every two atoms of oxygen. Some CHEMICAL elements can be pure, like COMPOSITION copper, silver, and gold.

13 There are 5 steps to mineral identification, they are: Step 1 Determine the luster (metallic or nonmetallic) of your mineral.

Step 2 Determine the hardness of your mineral. Using a glass plate, see if the mineral scratches it. Be careful, make sure the glass is on a table, and do not hold it in your hand. Firmly grasp your mineral and draw it over the glass. If the mineral powders, use your fingernail to feel if the glass is scratched.

Step 3 Determine if your mineral is light-colored or dark-colored (non-metallic only).

Step 4 Determine whether your sample has cleavage.

Step 5 Your choices have been narrowed down. Using the chart see which physical properties match up with your mineral.

Activity Directions: 1. Choose a mineral sample and write the number in your data table. 2. Using your handout and mineral testing kit, perform each test and record your observations. 3. Once you have performed all the tests and recorded data, return the mineral sample and choose another one. 4. When you have tested all the mineral samples, determine which minerals you have by using the mineral identification chart and your mineral guidebook. 5. Record your findings in the first column of your data table, along with the Mineral identification number.

MOHS HARDNESS SCALE Hardness Mineral Common Item 1 Talc

2 Gypsum Fingernail 3 Calcite Copper Coin 4 Fluorite

5 Apatite Knife / Glass 6 Feldspar Steel 7 Quartz 8 Topaz 9 Corundum 10 Diamond

14 http://mrsprices.weebly.com/uploads/5/0/1/3/5013748/mineral_chart.pdf

Chemical Reaction

Magnetic

Hardness

Lab Mineral Identification

Color and Streak

Luster (metallic Luster(metallic ornonmetallic)

______Mineral 1 Mineral 2 Mineral 3 Mineral 4 Mineral 5 Mineral 6 Period: ______Date: Name:______

NO NO NO NO NO NO S S YE

Chemical Reaction

NO NO NO NO NO NO S S YE

Magnetic

6.5 6.5

1 3 6 7 2.5

- 2

6.0

Hardness

______Date: ______Period: Period: ______Date: ______

Black Black -

None None None

Whit e

Black green Lab Mineral Identification

Green

pale to White Color and Streak

Metallic Metallic

KEY ANSWER TEACHER

Nonmetallic Nonmetallic Nonmetallic

Nonmetallic Luster (metallic Luster(metallic ornonmetallic)

Talc Talc Calcite Pyrite Magnetite Quartz Mica

______Mineral 1 Mineral 2 Mineral 3 Mineral 4 Mineral 5 Mineral 6 Name:______

17 DICHOTOMOUS KEY: MINERALS

1. What is the luster of your mineral?

a. metallicGo to 2 b. nonmetallic .. Go to 3

2. What is the hardness of the mineral?

a. less than or equal to 5 .. Go to 4 b. greater than 5 . Go to 5

3. What is the hardness of the mineral? a. less than or equal to 3 .. Go to 7 b. greater than 3 . Go to 6

4. What is the color of streak that the mineral makes? a. black to gray .. Go to 9 b. white .. DIAMOND

5. What is the color of streak that the mineral makes? a. red or reddish brown .... Go to 7 b. black . Go to 14

6. Is the mineral brown? a. Yes . APATITE b. No  Go to 8

7. Does the mineral have specks of gold in it? a. Yes .. PYRITE

b. No ... Go to 10

8. Is the mineral green?

a. Yes  FLOURITE b. No . Go to 12

9. Does the mineral have a greasy feel?

a. Yes ..GRAPHITE b. No . Go to 11

18 10. Does the mineral feel powder-like? a. Yes . Go to 13 b. No .. Go to 15

11. Is your mineral attracted to a magnet? a. Yes . MAGNETITE b. No .. TOPAZ

12. Does the mineral show signs of cleavage? a. Yes .. FELDSPAR b. No ... QUARTZ

13. Is your mineral mainly white? a. Yes  GYPSUM b. No . TALC

14. Does your mineral show signs of cleavage? a. Yes  GALENA

15. Does your mineral look transparent? a. Yes . MICA b. No . CALCITE

19 Name: ______Date: ______Period: ______

Properties of Common Minerals Based on your knowledge of earth science and using page 16 of the Earth Science Textbook, answer the following questions.

Go to website or print: http://mrsprices.weebly.com/uploads/5/0/1/3/5013748/mineral_chart.pdf

1. What are the two different types of luster?

2. What is the range of hardness found on the chart? How does this compare with Mohs hardness scale?

3. What type of breakage is more common: cleavage or fracture?

4. What is the most common element found in the composition of minerals?

5. For the mineral quartz, identity the following:

Luster: ______Hardness: ______Breakage: ______Color: ______Composition: ______

6. For the mineral galena, identity the following:

Luster: ______Hardness: ______Breakage: ______Color: ______Composition: ______

7. For the mineral olivine, identity the following:

Luster: ______Hardness: ______Breakage: ______Color: ______Composition: ______

8. For the mineral fluorite, identity the following:

Luster: ______Hardness: ______Breakage: ______Color: ______Composition: ______

www.NewYorkScienceTeacher.com Sheehan Revised 3.18.2010

20 Name: ______Date: ______Period: ______

9. Which mineral can scratch glass, has a non-metallic luster, has fracture and is a dark red color?

10. Which mineral can be easily scratched by a finger nail, has cleavage, a metallic luster and has a black streak?

11. What is the chemical composition of talc?

12. What is the dominant form of breakage for sulfur?

13. What is the dominant type of breakage for muscovite mica?

14. Which mineral tastes salty?

15. What is selenite gypsum used for?

16. Which mineral has a gray streak, a highly metallic luster and shows cleavage?

17. Which mineral is found in your pencil?

18. Which mineral might be found in your car battery?

19. Which mineral helps keeps schools open during snowy and icy weather by melting ice?

20. Does the ESRT chart give characteristics for every mineral found on earth?

www.NewYorkScienceTeacher.com Sheehan Revised 3.18.2010 21 Name: ______TEACHER ANSWER KEY______Date: ______Period: ______

Properties of Common Minerals Based on your knowledge of earth science and using page 16 of the Earth Science Textbook, answer the following questions.

Go to website or print: http://mrsprices.weebly.com/uploads/5/0/1/3/5013748/mineral_chart.pdf

1. What are the two different types of luster? Metallic & Non-Metallic

2. What is the range of hardness found on the chart? How does this compare with Mohs hardness scale? Hardness range 1-7. The Mohs hardness scale goes from 1-10.

3. What type of breakage is more common: cleavage or fracture? Cleavage

4. What is the most common element found in the composition of minerals? Oxygen

5. For the mineral quartz, identity the following:

Luster: Nonmetallic Hardness: 7 Breakage: Fracture Color: Colorless or variable Composition: SiO2

6. For the mineral galena, identity the following:

Luster: Metallic Hardness: 2.5 Breakage: Cleavage Color: metallic silver Composition: PbS

7. For the mineral olivine, identity the following:

Luster: Nonmetallic Hardness: 6.5 Breakage: Fracture Color: green to gray or brown Composition: (Fe,Me)2SiO4

8. For the mineral fluorite, identity the following:

Luster: Nonmetallic Hardness: 4 Breakage: Cleavage Color: colorless or variable Composition: CaF2

www.NewYorkScienceTeacher.com Sheehan Revised 3.18.2010

22 Name: ______TEACHER ANSWER KEY ______Date: ______Period: ______

9. Which mineral can scratch glass, has a non-metallic luster, has fracture and is a dark red color? Garnet

10. Which mineral can be easily scratched by a fingernail, has cleavage, a metallic luster and has a black streak? Graphite

11. What is the chemical composition of talc? Mg3Si4O10(OH)2

12. What is the dominant form of breakage for sulfur? Fracture

13. What is the dominant type of breakage for muscovite mica? Cleavage

14. Which mineral tastes salty? Halite

15. What is selenite gypsum used for? Plaster of Paris and drywall

16. Which mineral has a gray streak, a highly metallic luster and shows cleavage? Galena

17. Which mineral is found in your pencil? Graphite

18. Which mineral might be found in your car battery? Galena (PbS), Muscovite Mica (electrical insulator), Biotite Mica (electrical insulator),

19. Which mineral helps keeps schools open during snowy and icy weather by melting ice? Halite

20. Does the ESRT chart give characteristics for every mineral found on earth? NO

23 Common Minerals and Rocks

Common Minerals 1. Aluminum 2. Antimony 3. Apatite 4. Augite 5. Barite 6. Barium 7. Bauxite 8. Beryllium 9. Calcite 10. Chalcopyrite 11. Cobalt 12. Copper (Copper ore) 13. Corundum 14. Diamond 15. Dolomite 16. Feldspar 17. Fluorite 18. Galena 19. Gold 20. Graphite (Fluorspar) 21. Gypsum 22. Halite 23. Hematite (iron 24. Lead (Selenite) ore) 25. Limonite (iron 26. Magnetite 27. Malachite 28. Mica ore) (Muscovite/Biotite 29. Nickel 30. Olivine 31. Pyrite 32. Quartz (Marcasite) 33. Serpentine 34. Silver 35. Sphalerite 36. Sulfur 37. Talc 38. Tungsten 39. Turquoise 40. Zinc (Soapstone)

Common Igneous Rocks 1. obsidian 2. pumice 3. rhyolite 4.andesite 5. basalt 6. granite 7. diorite 8. gabbro 9. porphyry 10. pegmatite

Common Sedimentary Rocks 1. conglomerate 2. breccia 3. sandstone 4. siltstone 5. shale 6. limestone 7. dolomite 8. gypsum 9. salt 10. chert 11. coal 12. amber

Common Metamorphic Rocks 1. slate 2. phyllite 3. schist 4. gneiss 5. marble 6. quartzite 7. serpentine 8. hornfels

24 Rock and Mineral News Rock and Minerals Are All Around Us A special Report by

Special Report: Rocks . Page 2 Special Report: Mineral  Page 3 There are more than 3,000 different kinds of rocks and minerals.

This special report is about:

and (Rock name)

(Mineral name)

Remember Everything We have Comes From Our Natural The most important thing I want Resources people to remember from my report is In addition to air and water, we use natural resources every day. Here are 3 things I use that are made from our natural resources. 1. ______

2. ______

3. ______

Below are pictures of the rock and mineral resources I studied for this report.

On the left is the rock . On the right is the mineral .

Special Report About Rocks

The rock I am writing about is .

Identify the type of rock you have and how it is formed.

Geology Interesting Facts I didn't know about my rock.

Is your rock common and found in many places? Or is it rare, and found only in a few, special places?

Where ______is found ______

Found near Ohio YES or NO

Rocks occur in all sizes, from smaller than sand to bigger than houses.

Most rocks are used to build things you use every day. Is there a special for famous use for your rock? How is used

26 Special Report About Rocks

The rock I am writing about is it was discovered in by .

Geology

I can identify my minerals by studying their special characteristics. Interesting Facts I didn't know This is what I found out by studying about my mineral. Weight - is heavy for its size Yes No Magnetic - is attract to a magnet Yes No Hardness - can be scratched by a nail - Yes No can scratch other rocks and minerals? Yes No If so, which one?

Luster is .

(Mineral name) Some minerals are rare and are not Found in Ohio: found in many places? Which U.S. states, Canadian provinces, and other Yes or No countries have deposits of your mineral. Some minerals are rare and are not found in many places? Which U.S. states, Canadian Where is found provinces, and other countries have deposits of your mineral. State/Provinces Major Countries

Where is found I had a mineral sample to study to help State/Provinces Major Countries research and write this report.

I did not have a mineral sample to study.

Most minerals have many uses. Is there a special or famous use for your mineral? Use of

Paste or draw a picture of the most useful product you use that is many with your mineral.

I didn't know was Is there a substitute material (a different mineral) that can be used if we run out of this used t o makev . mineral? 27 Yes or No Design a billboard advertisement for your rock or mineral.

The Sources of Information for my report were

People I spoke with:

Books, Magazines, Newspapers:

Internet Sites: Which was your most important source? www. Why: www. www.

Modified From: http://www.medinacityschooldistrict.org/assets/attachments/file/rocks%20and%20minerals%20news.pdf th 6 Grade Science Unit: Rocking the Cycle! Unit Snapshot

Topic: Rocks, Minerals and Soil

Grade Level: 6 Duration: 5 days

Summary The following activities engage students in exploring how rocks are in a continuous cycle.

CLEAR LEARNING TARGETS "I can"statements

____ use the rock cycle to describe the formation of igneous, sedimentary and metamorphic rocks.

Activity Highlights and Suggested Timeframe

Engagement: Administer the Rock Cycle Pre-test and facilitate the Lab Zone Day 1 Discovery Activity "Which Rock Came First" Students can pair up and identify

Exploration: Students will explore the rock cycle process through the Active Art Day 2 Activity Interpreting Diagrams and Interactive simulation of the rock cycle.

Explanation: Students learn more about the rock-cycle through reading pages Day 3 and will explain their understanding by completing the Guided Reading and Study questions handout.

Elaboration: This activity simulates the path of a mineral over a period of time through Days 4 the rock cycle.

Evaluation: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress On-going throughout the unit, and to become aware of students misconceptions related to the cycle of

rocks.

Day 5 Extension/Intervention: Facilitate extension and/or intervention activities.

1 LESSON PLANS NEW LEARNING STANDARDS: 6.ESS.3 Igneous, metamorphic and sedimentary rocks form in different ways. Magma or lava cools and crystallizes to form igneous rocks. Heat and pressure applied to existing rock forms metamorphic rocks. Sedimentary rock forms as existing rock weathers chemically and/or physically and the weathered material is compressed and then lithifies. Each rock type can provide information bout the environment in which it forms.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

STUDENT KNOWLEDGE: Prior Concepts Related to Energy Transfer PreK-2: Objects have physical properties, properties of objects can change and Earth's nonliving resources have specific properties. (ES). Grades 3-5: Rocks and soil have characteristics, soil contains pieces of rocks, rocks form in different ways, and objects are composed of matter and may exhibit electrical conductivity and magnetism. (ES).

Future Application of Concepts Grade 7-8: Sedimentary, metamorphic and igneous environments, and the history of Earth (including the changing environments) from the interpretation of the rock record and studied. High School: The formation of elements, chemical bonding and crystal structure are found in the characteristics of rock and mineralogy are explored in depth.

2 MATERIALS: VOCABULARY: Engage Primary Student text book Rock Sandstone Rock Cycle Quartzite Igneous Granite Sedimentary Metamorphic Explore Internet Access

Explain Student textbook.

Elaborate 1 dice per station Rocky Cycle Station Cards (8) Rocky Cycle Lab Student Handout Calculators (Useful not required) Any color pencil for tracing a path on the rock cycle map.

SAFETY All lab safety rules, procedures, and precautions should be taken into consideration.

ADVANCED Copy the 8 different station cards on different cardstock paper. 8 Dice (one per station) PREPARATION Copy of "Rock Cycle Lab Station" handouts, one per student.

Objective: Form a hypothesis on how rocks are formed.

What is the teacher doing? What are the students doing?

Consider administering the Rock Cycle Pre-test as a formative assessment.

Lab Zone Activity (Day 1) Lab Zone Activity (Day 1) ENGAGE Have students turn to 1. Read Textbook "Which (1 Day) Textbook, Rock Came First" (What will draw students into the learning? How will you determine what your students already know about the topic? What can be . done at this point to identify and Have students in pairs to 2. Have student pairs decide which address misconceptions? Where complete the activity. rock is first and give a justification. can connections be made to the real world?) If you have enough rocks have 3. Have students identify each rock sandstone, Quartzite, and as igneous, sedimentary, and Granite at each table for metamorphic. students to observe. 4. Students will hypothesize how the Have students put the rocks in third rock was formed, with order in which they form. specific details on the process. Students are to complete the "Developing Hypothesis" in pairs.

3 Objective: Students are introduced to the rock cycle and the different ways rocks form. What is the teacher doing? What are the students doing?

Rock Cycle Simulation (Day 2) Rock Cycle Simulation (Day 2)

This activity can be completed 1. Students will make choices of

individually if you have access how the rock will change.

to laptop cart or computer lab. 2. Students will be directed to Also can be simulated focus on the process of the with the class on a rock in how it changed and EXPLORE SMARTBoard or LCD projector. what it will become. (Igneous, (1 day) Use the website: weather, sediment, (How will the concept be http://www.phschool.com/ats compaction/cementation, developed? How is this relevant to students' lives? What can be done chool/phsciexp/active_art/roc sedimentary rock) at this point to identify and k_cycle/ 3. Students will record their address misconceptions?) Have students choose the pathway that they chose in path of the rocks, make sure to their science journal or piece discuss in-depth about the of paper and include what process of how the rock is happened for that rock to changing. change (i.e. Igneous turns into Continue the simulation until metamorphic through heat students show understanding. and pressure) Facilitate as students answer 4. Complete questions questions in the science textbook. in the Science Textbook.

Objective: This activity will give students the opportunity to explain what they have learned about the rock cycle through close text reading and completion of a guided reading and study handout. NOTE: There is an adapted guided reading and study handout for students reading below grade level. What is the teacher doing? What are the students doing? EXPLAIN (Day 3) (Day 3) (1 day) Teachers have a choice to Student work with the class or (What products could the read together as a class and independently to complete students develop and share? give breaks for opportunities to reading and answer guided How will students share what they have learned? What can be complete questions and reading questions in Science book done at this point to identify and discussion. Or students can address misconceptions?) work independently to complete written assignment. Earth and Science book p114- 116.

Objective: The objective of the following activity is to give students the opportunity to gain deeper understanding of the rock cycle through ELABORATE a kinesthetic activity that simulates the path of a mineral over a period of time through the rock cycle. (1 day) What is the teacher doing? What are the students doing? (How will the new knowledge be reinforced, transferred to new A kinesthetic activity that simulates A kinesthetic activity that simulates and unique situations, or the path of a mineral over a period of the path of a mineral over a period of integrated with related time through the rock cycle. time through the rock cycle. concepts?) (Day 4) (Day 4)

Put students into pairs. 1. Students are divided into pairs.

Have the students gather Students are given a "Rock Cycle

materials or you pass them out. Data Sheet. 4 Distribute the student pairs evenly 2. Students roll their dice and record among the locations to begin this l ab . the information on the data Have each student pair record sheet. their location under "Location in 3. After 8 rounds students can share rock cycle." interesting facts about their Teacher Note: All the information journey through the rock cycle. needed is on the Rock Cycle 4. Students should total their Station Cards. mineral's age. Each student pair finds the number of years spent at this 5. Continue to complete the last location and records this data. rounds.

Each student pair will record the age of the mineral.

For the first round or two, help the students write the information needed for the "What caused the change?" column on their handout. Spend some time discussing the "What caused the change?" column. Each student pair will roll the die and follow the instructions. Have each student pair record the new station for round 2. Repeat steps 4 through 6 for seven rounds. At the end of the seven rounds, add the number of years to get the mineral's total age. Have students resume the activity to complete the last 8 rounds, adding up the total age and filling in the change columns.

Once the student pairs have completed the fifteen rounds, they are to make a picture of the 6. Complete the Rock Cycle Map, path that their rock cycle by tracing a path of their minerals followed using the Rock Cycle using a color pencil. M ap

Concept Summary: Students will write a paragraph describing their journey as a mineral over a 7. Write a paragraph describing the period of time through the rock journey of their mineral over time in cycle. Display the Data Sheet, the rock cycle. Map and paragraph in the classroom.

5 Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit. Formative Summative EVALUATE How will you measure learning as it occurs? What evidence of learning will demonstrate to you that a student has met the learning (on-going) 1. The Rock Cycle pre-test can objectives? (What opportunities will students 1. The group presentation to class can have to express their thinking? be used as a formative assess the ability of students to When will students reflect on assessment. apply their knowledge of the rock what they have learned? How 2. Graphic Content Organizer will you measure learning as it cycle can be used to assess student occurs? What evidence of 2. The Rock Cycle Test Questions will knowledge related the rock student learning will you be assess clear learning targets. looking for and/or collecting?) cycle.

EXTENSION INTERVENTION 1. "The Rock Cycle Webquest": 1. www.discoveryeducation.com related http://www.freewebs.com/ms videos case/therockcycle.htm 2. www.brainpop.com related Videos: EXTENSION/ 2. The "Rock Cycle" Enrich found 3. www.explorelearning.com GIZMO: in the Earth Science Textbook Rock Cycle INTERVENTION teaching resources. Rocks and Minerals: The hard (1 day or as needed) 3. Pompeii-In the Shadow of 4. Discovery Education: Vesuvius Unit, found in Rocks and Minerals The Hard Facts teaching resources. (17 min.)

All rocks are the same, and it's hard to tell how they originated. Rocks and minerals are the same thing; distinguishing them is not important. Humans can fabricate rocks and minerals; artifacts are the same as rocks and minerals. All rocks are hard.

COMMON Strategies to address misconceptions MISCONCEPTIONS Provide students with real igneous rock and have them observe the properties. Provide students with a rock kit, and have students discuss what similarities and difference are between the rocks. Reinforce the differences between minerals and rocks. Minerals have different hardness; perform a scratch test using Mohs hardness scale.

Lower-Level: Provide additional text resources (tradebooks, articles) that are appropriate for the reading level of the students. For the group work, consider mixed grouping strategies. Consider modeling DIFFERENTIATION through a demonstration and then allowing students to explore these topics through guided inquiry. Additional adapted guided reading resources are provided in the teaching resources.

Higher-Level: Consider having students create a geologic map to show the areas around the world where types of rocks are formed.

6 Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found ODE:

Textbook Resources: Science book

Websites: Annenberg Learning: http://www.learner.org/interactives/rockcycle/ Webquest: http://www.freewebs.com/mscase/therockcycle.htm McDougal Littel Interactive Web page http://www.classzone.com/books/earth_science/terc/content/investig ADDITIONAL ations/es0602/es0602page02.cfm http://vital.cs.ohiou.edu/ RESOURCES http://prezi.com/zem6ilmorget/rock-cycle/

Discovery Ed: Large variety of resources with "The Rock Cycle" in the title.

Literature: The Rock Cycle (Science Matters series). Melanie Ostopowich. 2005 The Rock Cycle (Earth's Cycles series). Cheryl Jakab. 2008

Movies/Videos: http://www.teachertube.com/viewVideo.php?title=Rock_Cycle&video _id=84862 http://www.teachertube.com/viewVideo.php?video_id=243778&title=R ock_Cycle_Rap&vpkey=334059453d http://www.schooltube.com/video/503ca205aae459f47494/ http://education-portal.com/academy/lesson/rock-cycle-igneous- sedimentary-and-metamorphic-rocks.html

7 Name: Period: Date:

Rock Cycle Pre/Post Test Questions

Use the following diagram to answer question 1-2

1.) What is the process shown by letter A? a.) extrusion

b.) erosion c.) crystallization d.) intrusion

2.) According to the diagram, what type of rock(s) may change to magma and lava? a.) any type of rock

b.) metamorphic rock only c.) sediments d.) igneous rock only

3.) Which series of processes changes rock from one type to another? a.) photosynthesis

b.) deposition c.) rock cycle d.) water cycle

4.) Which path must a rock take once it is in the rock cycle? a.) From sedimentary rock to metamorphic rock b.) From igneous rock to sedimentary rock

c.) Magma cooking into igneous rock d.) Any path in the rock cycle since no rock travels the same path through the rock cycle

8 5.) What type of force is erosion? a.) destructive force b.) momentum c.) chemical force d.) physical force

6.) Which of the following helps create both metamorphic and sedimentary rock? a.) cementation b.) evaporation c.) pressure d.) heat

7.) From what type of rock can metamorphic rock be formed? a.) igneous rocks b.) sedimentary rocks c.) metamorphic rocks d.) all rock groups

8.) What are the tree types of sedimentary rock? a.) organic, chemical and clastic rocks b.) extrusive, chemical and intrusive rocks c.) intrustive, clastic and organic rocks d.) porphyritic, organic and chemical rocks

9.) What are metamorphic rocks that have their grains arranged in parallel layers or band called? a.) extrusive b.) intrusive c.) clastic d.) foliated

10.) What are two factors are necessary to form metamorphic rocks? a.) Sun and pressure b.) Heat and pressure c.) Pressure and lava d.) Sedimentary and lava

9 ROCK CYCLE PRE/POST TEST ANSWERS

1. B 2. A 3. C 4. D 5. A 6. C 7. D 8. A 9. D 10. B

Rock Cycle Instruction Sheet Purpose:

In today's activity, you will simulate the path of a mineral over a period of time through the rock cycle. Materials: 1 die per location Rock Cycle Instructions Sheet

Data Collection Sheet Rock Cycle Map http://whs78science.weebly.com/7th-grade.html

Example How the Game is Played

(1) Gather materials

(2) Begin at the location to which you were Suppose you start in "Animal" directed

(3) Record your choice under "Location in Write Animal rock cycle".

(4) Find the number of years spent at this Write 10 round. Record this data.

(5) Record the age of the mineral. Write 10

(6) Use the rationale column information to Suppose you rolled a 2. Instructions say to answer, "What caused the change?" stay.

(7) Roll the die. Follow the instructions. Write Animal again. After all, the instructions said to stay.

(8) Record the new station for round 2. Suppose you rolled a 6 this time. Instructions say to "Go to Sediment". For number of years (9) Repeat steps 4-6 for seven rounds. At the spent in the round, write 1,000. For age, write end of eight rounds, add the number of 1,010 (10 from round 1 + 1,000 from round 2) years to get the mineral's total age.

(10) Begin again to finish the last eight rounds. Remember to add up the age of the mineral and write down the reason for the change.

(11) Make a picture of your path through the rock cycle on the Rock Cycle Map

11 Teacher Information Page

Station roll Time Rationale Instructions (in years)

10 Another animal eats the original animal. You 1-2 Stay become part of the new animal. Animal 1,000 Animal dies and decomposes. You become part of 3-6 Go to Sediment the soil / ocean floor 1-2 1 An animal eats the part of the plant where you were. Go to Animal Plant 1,000 Plant dies. You become part of the soil / ocean 3-6 Go to Sediment floor.

100 You are washed further downstream / deeper into the Stay 1-2 ocean

3 10 You get absorbed into the roots of a plant. Go to Plant Sediment 10,000 You get buried underneath additional layers of Go to Sedimentary 4-6 sediment and eventually become a sedimentary rock. rock

1-2 10,000,000 You are buried beneath the ground and remain there. Stay

3-4 1,000 You are exposed to the surface. Erosion breaks you Go to Sediment off from your layer. You become sediment again. Sedimentary 5 10,000 You are exposed to a nearby source of magma and Go to Magma rock melt. 10,000 The tectonic plate you are on crashes into another Go to Metamorphic 6 tectonic plate. You are crushed by HUGE forces and become a metamorphic rock. 10,000,000 You are part of a pocket of magma that is near the Stay 1 surface, but the rock above is too thick to break through. 2 10,000,000 You are carried into the mantle. Stay Magma 100,000 You cool down before you ever reach the surface. Go to Igneous - 3-4 You are an intrusive igneous rock. intrusive 100,000 You explode out of a volcano and cool quickly when Go to Igneous - 5-6 you land. You are an extrusive igneous rock. extrusive 1-2 1,000,000 You remain buried underneath the ground. Stay

3 1,000 You are exposed to the surface. Erosion breaks you Go to Sediment off from the rest of the rock. You become sediment. Igneous - 4-5 10,000 You are exposed to a nearby source of magma and Go to Magma Intrusive melt. 100,000 Your tectonic plate crashes into another and you are Go to Metamorphic 6 exposed to HUGE pressure. You change into a metamorphic rock. You get buried beneath another layer of extrusive 1-2 10,000,000 Stay Igneous - igneous rock and remain. 1,000 You are exposed to the surface. Erosion breaks you Go to Sediment extrusive 3-6 off from the rest of your rock. You become sediment. 1-2 10,000,000 You remain buried in the crust. Stay

3-4 100,000,00 You are exposed to more heat and pressure and Stay 0 become another type of metamorphic rock. Metamorphic 5 You are exposed to the surface. Erosion breaks you Go to Sediment 1,000 off from the rest of the rock. You become sediment. 6 You are exposed to a nearby source of magma and Go to Magma 10,000 melt.

Rock Cycle

Dice

To make your own dice copy this box on cardstock. 6

2 1 5

13 Rock Cycle Data Sheet Round Location in the Years spent at What "caused" the change? Age of Mineral # rock cycle this round

Total Age of Mineral

14 Round Location in the Years spent at What "caused" the change? Age of Mineral # rock cycle this round

Total Age of Mineral

15 Name:______Date:______Period:______Use a colored pencil, this map and your data collection sheet to chart your adventure as a mineral.

Cooling Igneous Weathering rock intrusive

extrusive Absorbs Absorbs plant minerals minerals Heat &

pressure Magma

Decomposes

Weathering Melting

Absorbs Sediment animal minerals

Weathering Metamorphic Cementation rock

Decomposes Heat & Sedimentary Pressure rock Melting

Time Roll Rationale Instructions (in years) Another animal eats the original animal. You 10 1 -2 Stay become part of the new animal.

Animal dies and decomposes. You become 3 -6 1,000 Go to Sediment part of the soil / ocean floor

Time Roll Rationale Instructions (in years) An animal eats the part of the plant where 1-2 1 Go to Animal you were.

Plant dies. You become part of the soil / 3-6 1,000 Go to Sediment ocean floor.

Time Roll Rationale Instructions (in years) You are washed further downstream / 1-2 100 Stay deeper into the ocean 3 10 You get absorbed into the roots of a plant. Go to Plant You get buried underneath additional Go to 4-6 10,000 layers of sediment and eventually become a Sedimentary rock sedimentary rock.

Time Roll Rationale Instructions (in years) You are buried beneath the ground and 1 -2 10,000,000 Stay remain there. You are exposed to the surface. Erosion 3 -4 1,000 breaks you off from your layer. You become Go to Sediment sediment again.

You are exposed to a nearby source of 5 10,000 Go to Magma magma and melt. The tectonic plate you are on crashes into

another tectonic plate. You are crushed by Go to 6 10,000 HUGE forces and become a metamorphic Metamorphic rock.

Time Roll Rationale Instructions (in years)

You are part of a pocket of magma that is 1 10,000,000 near the surface, but the rock above is too Stay

thick to break through. 2 10,000,000 You are carried into the mantle. Stay You cool down before you ever reach the Go to Igneous - 3-4 100,000 surface. You are an intrusive igneous rock. intrusive You explode out of a volcano and cool Go to Igneous - 5-6 100,000 quickly when you land. You are an extrusive extrusive igneous rock.

Time Roll Rationale Instructions (in years) 1-2 1,000,000 You remain buried underneath the ground. Stay

You are exposed to the surface. Erosion 3 1,000 breaks you off from the rest of the rock. Go to Sediment You become sediment.

You are exposed to a nearby source of 4-5 10,000 Go to Magma magma and melt.

Your tectonic plate crashes into another Go to 6 100,000 and you are exposed to HUGE pressure. Metamorphic You change into a metamorphic rock.

Time Roll Rationale Instructions (in years) You get buried beneath another layer of 1 -2 10,000,000 Stay extrusive igneous rock and remain. You are exposed to the surface. Erosion 3 -6 1,000 breaks you off from the rest of your rock. Go to Sediment You become sediment.

Time Roll Rationale Instructions (in years) 1-2 10,000,000 You remain buried in the crust. Stay

You are exposed to more heat and 3-4 100,000,000 pressure and become another type of Stay metamorphic rock.

You are exposed to the surface. Erosion 5 1,000 breaks you off from the rest of the rock. Go to Sediment You become sediment.

You are exposed to a nearby source of 6 10,000 Go to Magma magma and melt.

24 th 6 Grade Science Unit: Igneous Rock Unit Snapshot

Topic: Rocks, Minerals, and Soil

Duration: Grade Level: 6 9 days

Summary The following activities allow students to focus on the study of rocks. Classifying and identifying different types of rocks. Students will learn to code the past environment in which the rocks formed and learn how rocks and minerals are important to the Columbus area.

Clear Learning Targets "I can"statements ____ identify the unique characteristics to classify rocks. ____ describe the formation of igneous rocks

Activity Highlights and Suggested Timeframe Engagement: Identify the many uses of rocks. Have student identify where they

Day 1 may see rocks around school, on the way home, and around their neighborhood, and how they are used. Do they have unique qualities?

Days 2-3 Exploration: Demonstrate a simulation of how igneous rocks form.

Explanation: Students will complete the graphic organizer about intrusive and

extrusive igneous rocks and participate in a station lab in which they must Days 4-5 observe various igneous rocks, determine if the rock is intrusive or extrusive, and explain

why using evidence.

Elaboration: Students will create comic book of their intrusive/extrusive igneous

rock. Their comic book should include a description/picture of the area at the time the Days 6-7 rock formed, the minerals in the rock, the possible use of the rock, and pictures of the rock. Evaluation: Formative and summative assessments are used to focus on and

assess student knowledge and growth to gain evidence of student learning or

progress throughout the unit, and to become aware of students misconceptions Day 8 and on- related to the rock cycle. A teacher-created short cycle assessment will be going administered at the end of the unit to assess all clear learning targets (Day 8).

Extension/Intervention: Based on the results of the short-cycle assessment, Day 9 facilitate extension and/or intervention activities.

1 LESSON PLAN NEW LEARNING STANDARDS: 6.ESS.3 Igenous, Metamorphic, and Sedimentary rocks form in different ways. Magma or lava cools and crystallizes to form igneous rocks. Heat and pressure applied to existing rock forms metamorphic rocks. Sedimentary rock forms as existing rocks weathers chemically and/or physically and weathered material is compressed then lithifies. Each rock type can provide information about the environment in which it was formed.

*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:

CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

*For more information:http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

STUDENT KNOWLEDGE: Prior Concepts related to the Rock Cycle PreK-2: Objects have physical properties, properties of objects can change and Earth's nonliving resources have specific properties. Grades 3-5: Rocks and soil have characteristics, soil contains pieces of rocks, rocks form in different ways, and objects are composed of matter and may exhibit electrical conductivity and magnetism.

Future Applications of Concepts Grade 7-8: Sedimentary, metamorphic, and igneous environments, and the history of Earth (including the changing environments) from the interpretation of the rock record are studied.

2 MATERIALS: VOCABULARY: Engage Primary Materials per class: Extrusive Igneous rock Computer Igneous Internet access Intrusive Igneous rock Lava Explore Magma Small candle Heat source to light candle Secondary High Small dish Silica Low Silica Epsom salt water solution Texture 2 glass slides Eye dropper Granite rock sample Basalt or obsidian rock sample Materials per class: Computer Internet access

Explain Science Textbook Rock Books Computer with Internet access 8 igneous rocks place around the room as station "How are igneous rocks classified? Lab sheet

Elaborate Science Textbook Internet access Comic Template Color pencils or crayons

All lab safety rules, procedures, and precautions should be taken into consideration. SAFETY Have fire extinguisher available, and understand how to use it properly. Tie loose clothing and hair away from face Wear safety glasses/goggles and lab apron if available

Have Igneous Rock Samples: Pumice, Gabbro Basalt Rhyolite

Granite ADVANCED Obsidian PREPARATION Diorite Andesite. Preview all videos and websites.  Make copies of student handouts.

3 Objective: Activate student knowledge of rocks and their location and use. Identify the many uses of rocks. Have student identify where they may see rocks around school, on the way home, and around their neighborhood. Show the Discovery Education Video "The importance of Rocks and Minerals" (04:51). Have students come up with a list of how rocks are used. Can students come up with new uses for rocks? Ask students if they know how rocks are created, then let them know that there are three types of rocks and they form in different ways. What is the teacher doing? What are the students doing? (Day 1) (Day 1) Have students identify the 1. Students identify rocks that they different uses of rocks around the have seen in or around the school. Write their response down on school. SMARTboard/chalk board. ENGAGE Optional: If students have a Optional: Take a walk around difficult time, think about taking a the school to observe rock types. (1 day) walk around the building and (What will draw students into the learning? How will you determine have the students go on a what your students already know scavenger hunt in trying to find about the topic? What can be and identify the use of the rocks done at this point to identify and around the school. address misconceptions? Where can connections be made to the real world?) Ask some probing questions to 2. Students watch the video and activate deeper understanding. write down a list of how rocks are Show "The Importance of Rocks used and come up with and Minerals" video clip from questions about rocks. Discovery Ed 3. Have students share out how (www.discoveryeducation.com) rocks form, or have them write it Have students share knowledge on a post it and place it up on on how rocks are formed. This will the board. Have them try to also help identify if they have group similar ideas as they place misconceptions. their post-it. Have students complete Rock 4. Students complete Rock Observation Cards with their new Observation Cards. knowledge individually, as a whole class or during their scavenger hunt. Objective: Students will be exposed to a simulation of how intrusive and extrusive igneous rocks form. Students will be able to identify intrusive igneous rocks form with larger crystals due to the slow cooling with in the earth crust. Students will also be able to identify extrusive igneous rocks form with small crystals or no crystal since they cool quickly outside the earth's crust. What is the teacher doing? What are the students doing? Demo "Igneous Rock Introductions" Demo "Igneous Rock Introductions" EXPLORE (Days 2-3) (Days 2-3) (2 days) (How will the concept be Have "Igneous Rock 1.Students are discussing, creating and developed? How is this relevant to writing a hypothesis. students' lives? What can be Introductions" copies for each done at this point to identify and student to make observations. address misconceptions?) Explain the set up to students and show them materials. Facilitate a whole class discussion to form multiple hypotheses of what could happen.

4 Complete lab as a demo with the teacher completing the 2.Complete lab sheet by recording procedures. observations, and complete Monitor that students are making questions. observations. 3. Ask questions Objective: Students will complete the graphic organizer about intrusive and extrusive igneous rocks and participate in a station lab in which they must observe various igneous rocks, determine if the rock is intrusive or extrusive, and explain why using evidence. What is the teacher doing? What are the students doing? Igneous Classification (Days 4-5) Igneous Classification (Days 4-5) Using the 1. Read about Igneous rocks and Science Textbook, how they form and are have students complete "How classified. are Igneous Rock Classified" Flow 2. Complete the "How are Igneous Chart Rocks Classified Flow Chart" For intervention: Consider giving handout. students who need assistance a 3. Students will find an elbow EXPLAIN word bank. partner to compare their (2 days) Have students partner up to answer, and then will go back to compare answers, have the pair their book to review any (What products could the come to consensus about their discrepancies. students develop and share? answers within the flow chart. 4. Student will show the teacher How will students share what they their flow chart then begin "How have learned? What can be are igneous rocks classified? done at this point to identify and address misconceptions?) Place 8 igneous rocks around the 5. With the same partner students room as stations. Students will go will visit igneous rocks around the to each station and make room. Record observation and observation about each igneous justify answer. rock on "How are igneous rocks classified?" Lab sheet Remind student to complete 6. Complete summery at the summary at the bottom of the bottom of page. page. Distribute "Igneous Rock Exit 7. Complete "Igneous Rock Exit Ticket" Ticket"

Objective: Students will create a comic book of their intrusive/extrusive igneous rock. Their comic book should include a description/picture of the area at the time the rock formed, the minerals in the rock, the possible use of the rock, and pictures of the rock.

ELABORATE What is the teacher doing? What are the students doing? Igneous Comic Book (Days 6-7) Igneous Comic Book (Days 6-7) (2 days) Review with students what 1. Students reviewing vocabulary (How will the new knowledge be intrusive and extrusive with teacher then brainstorm reinforced, transferred to new and unique situations, or igneous rocks are. ideas for the comic book. The integrated with related Provide students with paper comic book should show concepts?) and materials to create their understanding of the formation of comic book. Comic strip igneous rocks. template is provided in the unit materials. Allow students to find 2. Research pictures of rocks on pictures of rocks on the the internet. internet. 5 Objective: The objective of the assessments is to assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to rocks, types of rocks, and the formation of igneous rocks. Formative Summative How will you measure learning as it occurs? What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. Consider developing a teacher-created formative 1. Graphic organizer can be used EVALUATE assessment. to assess student knowledge (on-going) related to igneous rocks.

(What opportunities will students 2. Class discussion related to have to express their thinking? igneous rocks and their 2. A class discussion on the When will students reflect on formation. This can be used different types of rocks found in what they have learned? How to assess the student prior Ohio and what we use those will you measure learning as it rocks for. occurs? What evidence of knowledge. student learning will you be looking for and/or collecting?) 3. Comic strip can assess students' ability to apply and extend their knowledge of igneous rock formation.

4. Teacher-created short-cycle assessment will assess all clear learning targets (Day 8) EXTENSION INTERVENTION 1. www.explorelearning.com: Rock 1. www.explorelearning.com: Rock Art classification.

2. www.discoveryeducation.com: 2. www.explorelearning.com:Rock Deviants School Geology: Cycle EXTENSION/ Minerals.

INTERVENTION 3. Create a World (www.wordle.com) with all the characteristics of igneous rocks.

Rocks are the same, and it's hard to tell how they originated. Rocks and minerals are the same thing; distinguishing them is not important. Humans can fabricate rocks and minerals; artifacts are the same as rocks and minerals. Rocks are hard. COMMON Strategies to address misconceptions: MISCONCEPTIONS 1.Provide students with real igneous rocks and have them observe their properties. 2. Provide students with a rock kit and have students discuss what similarities and differences are between the rocks. 3. Reinforce the differences between minerals and rocks. 4. Minerals have different hardness. Performa scratch test using Mohs Hardness Scale

6 Lower-Level: Provide additional text resources (tradebooks, articles) that are appropriate for reading level of students. You can also discuss this with the language arts teacher(s) that are on your team. For the group work, consider flexible grouping strategies. Consider modeling through a demonstration and then allowing students to explore these topics through guided inquiry.

Higher-Level: Consider having students research more about igneous rocks and their importance to not only Ohio, but to the rest of the world.

DIFFERENTIATION Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.

Textbook: Science Textbook

Websites: www.explorelearning.com www.discoveryeducation.com www.wordle.com http://archive.beatbullying.org/pdfs/comic%20strip%20template.pdf

Discovery Ed: Igneous Rocks (2:35) Igneous Rock Formation (1:18) Intrusive Igneous Rocks (1:23) ADDITIONAL Extrusive Igneous Rocks (1:34) Igneous Rock (2:09) RESOURCES Igneous Rocks (3:50)

Literature:

What Are Igneous Rocks? (Let's Rock!)byMolly Aloian Igneous Rocks And The Rock Cycle (Shaping and Reshaping of Earth's Surface) by Joanne Mattern

Other Media: http://www.schooltube.com/video/1db4b49ffe290cd8fd16 http://youtube.com/watch?v=deC5af9AW6w

7 Name: ______Date: ______

Rock Observation Cards

Rock Observation

Sample Guess: ______

Rock Observation

Sample Guess: ______

8 Name: ______Date: ______

Rock Observation Cards

Rock Observation

Sample Guess: ______

Rock Observation

Sample Guess: ______

9 Name: ______Date: ______Period: ______

Igneous Rocks Introduction

Focus Question: How are Igneous Rocks formed? Hypothesis:

Materials: (per group of students) • Small candle • Heat source to light candle • Small dish • Epsom salt water solution • 2 Glass slides • Eye dropper • Granite rock sample • Basalt or Obsidian rock sample • Computer with Internet Access

Procedure: Part 1. 1. Place a candle on a hard surface, such as a desk or a lab table. 2. Observe the candle before it is lit. What does the wax look like, feel like, etc. Use your observational skills. 3. Record your observations in the Data table below in the appropriately titled section, "before candle is lit." 4. Your teacher will light the candle. 5. Observe the candle while (during) it is lit. Record your observations of the candle wax in the appropriately titled section, "during/while candle is lit." 6. After several minutes, pour melted wax from the candle into the small dish. 7. Allow the wax to cool. Record your observations in the data table.

Part 2. 1. Using the eyedropper, place 3-4 drops of Epsom salt-water solution onto one glass slide. Let this slide sit overnight. 2. Repeat Step 1 of Part 2, but instead of letting it sit overnight, hold this slide over the lit candle (over the flame, not in the flame) until all the liquid evaporates. 3. Put the slide down onto your table or desktop. 4. Blow the candle out. 5. Answer questions in complete sentences. You may answer the question about the slide that sat overnight the following class period.

10 Data table for observations of candle wax:

Before During/While After Candle is Lit Candle is Lit Blowing the Candle Out

Analysis: 1. Looking at the slide that was held over the candle flame, describe the size and shape of the crystals on the slide after it was held over the lit candle. (You can draw a picture to complement your written description).

2. Observing the slide that has sat overnight, describe the size and shape of the crystals on the slide after it sat overnight? (You can draw a picture to complement your written description).

3. Which crystals had more time to form, the ones on the overnight slide or the ones on the slide held over the candle flame?

4. Extrusive igneous rocks form quickly, because they form outside of the earth's surface. Intrusive igneous rocks form slowly, because they form inside the earth's surface. Which glass slide represents crystals formed from intrusive igneous rock and which slide represents crystals formed from extrusive igneous rock?

11 5. Observe the crystals in Granite and Basalt. Describe the size and shape of the crystals in each igneous rock.

6. Which igneous rock do you think is extrusive, the granite or the basalt, and why? Which igneous rock do you think is intrusive, the granite or the basalt, and why?

Conclusion: What did you learn by doing this experiment? Describe how the igneous rocks are formed, the two types, and examples of each.

12 Name:______Date:______Period:______

How are igneous rocks classified? Flow Chart Igneous Rocks

13 Name:___Teacher Answer Key______Date:______Period:______How are igneous rocks classified? Flow Chart

Igneous Rocks

Formed from magma or lava that cools and crystallizes

Extrusive Igneous Intrusive Igneous Rocks Rocks

Formed above the Formed below the surface of the Earth surface of the Earth

cools quickly cools slowly

Small Fine Large Coarse crystals grained crystals grained

Glassy Holes, texture pores or cavities

14 Name:______Date:______Period:______

How are igneous rocks classified? Lab Sheet

Directions: Make observations about the igneous rocks samples. Use the information from the "How are igneous rocks classified? Flow Chart" to identify whether each igneous rock sample is an example of an intrusive or extrusive igneous rock. Then, explain why you think the rock sample is an example of an intrusive or extrusive igneous rock.

Explanation: Why do Type of Name of you think this rock is Observations Igneous Rock: an intrusive or Igneous Rock Intrusive or extrusive igneous Extrusive rock?

Explanation: Why do Type of you think this rock is

Name of Igneous Rock: and intrusive or Observations Igneous Rock Intrusive or extrusive igneous Extrusive rock?

In the space below, summarize what you learned about igneous rocks.

16 Name:_Teacher Answer Key______Date:______Period:_____

How are igneous rocks classified? Lab Sheet

Directions: Make observations about the igneous rocks samples. Use the information from the How Do You Classify Igneous Rocks? Flow Chart to identify whether each igneous rock sample is an example of an intrusive or extrusive igneous rock. Then, explain why you think the rock sample is an example of an intrusive or extrusive igneous rock. Name of Observations Type of Explanation: Why do Igneous Rock Igneous you think this rock is an Rock: intrusive or extrusive

Intrusive or igneous rock? Extrusive

Full of holes, light Extrusive It is an extrusive igneous weight, light gray to Igneous rock because it doesn't contain crystals which Pumice blackish gray, sharp means it dried very quickly edges, no crystals, and didn't have time to form fine grained crystals. Also, the holes show that gas escaped and it dried very quickly on the surface of the Earth where it is cool. Gabbro Large crystals, dark Intrusive It is an intrusive igneous rock gray/greenish gray to Igneous because it contains crystals black, coarse that you can see. The crystals are formed when grained magma dries slowly inside the Earth.

Basalt Very small crystals- Extrusive It is an extrusive igneous hard to see, dull Igneous rock because it has very small crystals that are hard to black, irregular see without a hand lens. shape, rough texture, Rocks that contain small sharp edges, fine crystals that are hard to see grain crystals are formed outside the Earth's surface.

Rhyolite Fine grained, glassy Extrusive It is an extrusive igneous appearance, light Igneous rock because it has very small crystals that are hard to colored, see without a hand lens. Rocks that contain small crystals that are hard to see are formed outside the Earth's surface.

17 Name of Observations Type of Explanation: Why do Igneous Rock Igneous you think this rock is Rock: and intrusive or

Intrusive or extrusive igneous rock? Extrusive Granite Large crystals, black, Intrusive It is an intrusive igneous rock greenish gray, white, Igneous Rock because it contains crystals that you can see. The irregular shape, crystals are formed when rough edges, coarse magma dries slowly inside the grained Earth.

Looks like glass, Extrusive It is an extrusive igneous shiny, black, smooth Igneous Rock rWhenbecaudreiesis glassfast it ock lava s it really y. Obsidian as glass, sharp doesn't have time for the minerals to form crystals, so edges, irregular it crystallizes into a glass. shape, no crystals

Intrusive It is an intrusive igneous rock Black to bluish gray, Igneous because it contains crystals Diorite speckled black and that you can see. The white, crystals, crystals are formed when

coarse grained magma dries slowly inside the Earth.

Extrusive It is an extrusive igneous Light to dark gray, Igneous rock because it has holes Andesite fine grained, full of that show where gas holes escaped quickly when it crystallized on the surface of the Earth where it is cooler.

In the space below, summarize what you learned about igneous rocks.

Student answers should mention the following:

Two different types of igneous rocks (intrusive and extrusive) How each type of igneous rock is formed Characteristics of the two different types of igneous rocks Use of the rock

Type of environment the rock formed in. Location.

18 Name:______Date:______Period:______

Igneous Rocks Exit Ticket

1. What are the two types of igneous rocks? Explain how they are formed.

2. How are these two types of rocks similar and different?

Name:______Date:______Period:______

Igneous Rocks Exit Ticket

1. What are the two types of igneous rocks? Explain how they are formed.

2. How are these two types of rocks similar and different?

19 Name:____Teacher Answer Sheet______Date:______Period:______

Igneous Rocks Exit Ticket

1. What are the two types of igneous rocks? Explain how they are formed. 4 Point Response: Answer includes all of the following: Intrusive igneous rocks Intrusive igneous rocks are formed when magma cools and crystallizes inside the earth. Extrusive igneous rocks Extrusive igneous rocks are formed when lava cools and crystallizes on the surface of the earth. 3 Point Response: Response includes three of the answers above. 2 Point Response: Response includes two of the answers above. 1 Point Response: Response includes one of the answers above. 0 Point Response: No response or answer shows no understanding of the concept.

2. How are these two types of rocks similar and different? 2 Point Response: Response includes one similarity and one difference from the list below: Similarities: Both types of rocks are formed around volcanoes Both types of rocks are formed from melted magma or lava. Differences: Extrusive igneous rocks are formed on the surface of the earth, intrusive igneous rocks are formed inside the Earth Extrusive igneous rocks cool fast, intrusive igneous rocks cool slowly, Extrusive igneous rocks form very small crystals that can't be seen with the human eye, intrusive igneous rocks from large crystals that can be seen with the human eye. Extrusive igneous rocks have a coarse grained texture, intrusive igneous rocks have a fine grained texture. 1 Point Response: Response includes one similarity or one difference from the list above. 0 Point Response: No response or answer shows no understanding of the concept.

20 Comic Book Template

21 th 6 Grade Science Unit: Sedimentary Rocks Unit Snapshot

Topic: Rocks, Minerals and Soil

Duration: Grade Level: 6 9 days

Summary The following activities allow students to focus on the study of rocks. Classifying and identifying different types of rocks and can decode the past environment in which they formed.

Clear Learning Targets "I can"statements

_____ use the unique characteristic of sedimentary rocks to identify and classify sedimentary rocks.

Activity Highlights and Suggested Timeframe Engagement: Students bring in rocks and then classify them using observation skills

Day 1 based on their similarities. Groups will share out how they classified their rocks. Students then begin to learn that rocks are classified by the way they are formed.

Day 2-3 Exploration: Students will explore how sandstone, coal and limestone are formed.

Explanation: Students will observe the sedimentary rocks that they formed and complete Day 4-5 a Venn-Diagram comparing and contrasting the three rocks.

Elaboration: Students will read about Clastic, Chemical and Organically formed

sedimentary rocks. They will sort rocks from a rock sample kit into the three Day 6-7 categories. Information gathered will be added to the Venn-Diagram that was completed

in the explain section of the lesson.

Evaluation: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress Day 8 and on- throughout the unit, and to become aware of students misconceptions related to going identifying sedimentary rocks. A teacher-created short cycle assessment will be

administered at the end of the unit to assess all clear learning targets.

Extension/Intervention: Based on the results of the short-cycle assessment, facilitate Day 9 extension and/or intervention activities.

1 LESSON PLANS NEW LEARNING STANDARDS: 6.ESS.2 Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used for identification and/or classification. Most rocks are composed of one or more minerals, but there are a few types of sedimentary rocks that contain organic material, such as coal. The composition of the rock, types of mineral present, mineral arrangement, and/or mineral shape and size can be used to identify the rock and to interpret its history of formation, breakdown (weathering) and transport (erosion).

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

STUDENT KNOWLEDGE: Prior Concepts Related to Surface of Earth PreK-2: Objects have physical properties, properties of objects can change and Earth's nonliving resources have specific properties. Grades 3-5: Rocks and soil have characteristics, soil contains pieces of rocks, rocks form in different ways, and objects are composed of matter and may exhibit electrical conductivity and magnetism. Future Application of Concepts Grades 7-8: Sedimentary, metamorphic and igneous environments, and the history of Earth (including the changing environments) from the interpretation of the rock record are studied. High School: The formation of elements, chemical bonding and crystal structure are found in the Physical Sciences. In grades 11/12 Physical Geology, depositional environments, volcanic, characteristics of rocks and mineralogy are explored in depth.

2 MATERIALS: VOCABULARY: Engage Primary o Materials per class: Chemical Sedimentary Rock Rocks samples from home or school Clastic Sedimentary Rock Hand lens Organic Sedimentary Rock scale Sedimentary Rocks Strata Explore Stratification o Demo: Plaster Cement Milk cartons (pint) Sand Soil Mud Water Mixing Spoon Computer / Internet Access

o Materials per class: Computer Internet access

Explain Earth Science Book Rock Books Computer with Internet access

Elaborate Venn-Diagram Template Venn-Diagram Rubric

Students will be working with hand lenses. Remind students the safety SAFETY rules regarding using scientific tools. All other lab safety rules and procedures apply (see lab safety contract).

Gather Sedimentary rock samples: limestone, sandstone, shale, ADVANCED conglomerate, and breccia. PREPARATION Material to make a sedimentary rock (plaster, cement, 3 pint milk cartons, sand, soil, mixing spoon, computer, water, mud). Objective: Students will observe sedimentary rock and infer how they may have formed, as well as consider how these rocks inform us about the environment millions of years ago. Students will begin to understand ENGAGE that sedimentary rocks form through the deposition, compaction, and cementation of sediments over millions of years and the 1 day (What will draw students into the conditions necessary for sedimentary rocks to form. learning? How will you determine What is the teacher doing? What are the students doing? what your students already know Rock Observations (Day 1) Rock Observations (Day 1) about the topic? What can be Have students make observations 1. Make observations with their done at this point to identify and address misconceptions? Where about the rocks that they have groups' rock sample. can connections be made to the brought from home or the real world?) sedimentary rocks that you have provided. (Pictures are included if necessary, but actual rocks are preferred).

3 Facilitate as students classify the 2. Classify the rocks according to rocks according to their their similarities. similarities. Each group will explain how they 3. Students orally explain their classified their rocks. system of classification. Explain to students that these rocks are classified according to the way they are formed.

Objective: Students will be exposed to a simulation of how sedimentary rocks form.

What is the teacher doing? What are the students doing? Sedimentary Rock Formation Sedimentary Rock Formation (Days 2-3) (Days 2-3) EXPLORE Demonstrate: "Making of 1.Participate in discussion in the process Sedimentary Rocks" of how sedimentary rocks are made 2 days Follow the procedures on the lab and the possible condition of the (How will the concept be developed? How is this relevant to Remind them to think about the environment at that time. students' lives? What can be done conditions that are necessary for 2.Label each rock as sandstone, coal, at this point to identify and these rocks to form in the and limestone. address misconceptions?) environment. 3. With the materials provided, students should infer what conditions were OPTIONAL: necessary for these rocks to form. "Making Models of Sedimentary that has additional questions.

Objective: Make inferences on how sedimentary rocks are formed. Look at similarities and differences.

What is the teacher doing? What are the students doing? Rock Venn Diagram (Days 4-5) Rock Venn Diagram (Days 4-5)

Provide a three circle Venn- 1. Remove their rocks from the carton. Diagram for each group to 2. Examine each rock and complete

complete. the Venn-Diagram. Compare and

Have students compare and contract the three types of rocks.

contrast the three different rocks. 3. On the chart explain how each EXPLAIN Have students explain how each rock formed. 2 days sedimentary rock was formed on their (What products could the chart. students develop and share? How will students share what they If students are struggling, post have learned? What can be words: Layers, Erosion, done at this point to identify and Weathering, Compaction and address misconceptions?) Cementation to use in their chart.

Assist students in completing the 4. Complete handout "Formation of Enrich activity from the Coal" Science Textbook-

4 Objective: Introduction of Clastic, Chemical, and Organic types of sedimentary rock. Examine other sedimentary rocks and compare them with rocks made in class.

What is the teacher doing? What are the students doing? It's Sedimentary My Dear Watson! It's Sedimentary My Dear Watson! (Days 6-7) (Days 6-7) Provide students with "It's 1. Examine "It's Sedimentary My Dear Sedimentary My Dear Watson. Watson." ELABORATE Have students read about the 2. Complete the chart on the different different types of Sedimentary (2 days) types of sedimentary rock, identify the Rock. color and texture of each rock. (How will the new knowledge be reinforced, transferred to new Provide students with different 3. Identify the rocks from the lab into and unique situations, or types of sedimentary rock and the Venn-Diagram, grouping integrated with related have them complete the chart. correctly. concepts?) Students may also create a 4. Make a foldable of Clastic, foldable on the different types Chemical, and Organic or rock and place the rocks Sedimentary rocks. Include rocks from their lab on their Venn- from the lab in each section of the Diagram and foldable in the foldable. correct category.

Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit.

Formative Summative How will you measure learning as it occurs? What evidence of learning will demonstrate to EVALUATE 1. Consider developing a you that a student has met the learning objectives? (on-going) teacher-created formative 1. It's Sedimentary My Dear Watson (What opportunities will students assessment. chart will assess students ability to have to express their thinking? apply knowledge in order to When will students reflect on 2. Rock observations will what they have learned? How identify sedimentary rocks. formatively assess student will you measure learning as it occurs? What evidence of knowledge related to physical 2. Teacher created short cycle student learning will you be properties of rocks and assessment will assess all clear looking for and/or collecting?) classification. learning targets

3. Rock Venn Diagram will assess student knowledge related to

different types of sedimentary rocks and their formation.

EXTENSION INTERVENTION

1. Have students create a rap, 1. Related Discovery Ed Videoclips Glogster, Prezi, or power point on EXTENSION/ different types of sedimentary rocks 2. Sedimentary Rock Videos For Kids: and their properties. This can also INTERVENTION http://www.youtube.com/watch? be used to assist students with (1 day or more) v=NygkD8uATng special needs.

5 All rocks are the same, and it's hard to tell how they originated. Rocks and minerals are the same thing; distinguishing them is not important. Humans can fabricate rocks and minerals; artifacts are the same as rocks and minerals.

Strategies to address misconceptions: 1. Rocks can be distinguished in different types, based on their origins and compositions. COMMON 2. Rocks and minerals are not the same thing; rocks are composed of minerals,

MISCONCEPTIONS which are naturally existing chemical compounds.

3. Rocks and minerals are naturally occurring substances that are usually

crystalline and solid.

Other resources include:

For examples of misconceptions that students may have about rocks and minerals, and resources to address misconceptions through investigation, visit http://beyondpenguins.ehe.osu.edu/issue/rocks-and-minerals/common- misconceptions-about-rocks-and-minerals Lower-Level: Adapted Review and Study Guide.

Higher-Level: Allow students to research sedimentary rocks found in Ohio and local examples of where sedimentary rocks can be found.

Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.

DIFFERENTIATION

Websites:

Geology.com: Sedimentary Rocks

http://geology.com/rocks/sedimentary-rocks.shtml Rock Hounds: How Sedimentary Rock is Formed http://learn.fi.edu/fellows/fellow1/rocks/create/sediment.htm Science Kids: Sedimentary Rock Facts http://www.sciencekids.co.nz/sciencefacts/earth/sedimentaryrocks.ht ml Discovery Ed:

ADDITIONAL Sedimentary Rock video segment (3:36) Literature: RESOURCES Sedimentary Rocks by Holly Cefrey http://sciencewithtradebooks.weebly.com/grade-6-books.html Beyond Penguins: http://beyondpenguins.ehe.osu.edu/issue/rocks- and-minerals/rocks-and-minerals-virtual-bookshelf The Coolest Rock : http://www.hbavenues.com/bookfinder/pdf/LBTG/ave_lbtg_gr_4_8_02. pdf Other Media: YouTube Video about Sedimentary Rocks http://www.youtube.com/watch?v=NygkD8uATng

6 Name______Date______Period______

Time: 1 class period

Conclusion/Discussion: Write or discuss the differences in the rocks that you made. How does this inform us about Ohio's geological past?

Objective:

Students should understand that sedimentary rocks, like coal, are formed by the cementing together of smaller pieces of rocks. Or, like coal, from the accumulation of plant material.

Materials:

plaster cement milk cartons (pint) sand soil water mixing spoon

Activity:

In this activity we will be making three different sedimentary rocks.

Sandstone Coal Limestone 1. Cut the top off of a milk 1. Cut the top off of a milk 1. Cut the top off of a milk carton carton. carton. 2. Label the carton "A" 2. Label the carton "B" 2. Label the carton "C" 3. Mix 3 teaspoons of 3. Mix 3 teaspoons of 3. Mix plaster with water in cement with wet sand in cement with wet mud the carton. the carton. and decomposed leaves 4. Allow to dry. 4. Allow to dry. in the carton. 5. Remove carton to see the 5. Remove carton to see the 4. Allow to dry. limestone. sandstone. 5. Remove carton to see the coal.

http://www.coaleducation.org/lessons/sme/elem/7.htm

7 3 Circle Venn Diagram

Name______Date______Period______

8 3 Circle Venn Diagram Teacher Answer Key

Name______Date______Period______

Limestone Sandstone Part of other rock or Evaporation Clastic mineral Chemical finer grain Weatered size Eroded Usually calcite Small grains Reacts with acid Usually quartz Deeper in water Visible grains possible Loosely cemented Sedimentary Found in Ohio Water involved

Organism remains

Coal Organic Compact remains of dead plants/animals From tropical environment

9 Name______Date______Period______

Explain how you think each sedimentary rock formed.

Sandstone Coal Limestone

10 Name:______Date:______Period:______

It's Sedimentary, My Dear Watson How can you spot a sedimentary rock? Will often have layers or bands across them Will often contain fossils which are fragments of animals or plants preserved within the rock Tend to scrape and crumble easily Often made up of pieces of preexisting rock Often have rounded grains

Now, it's your turn to look at sedimentary rocks. There are three types of sedimentary rocks: clastic, chemical and organic. Let's take a few seconds to review them.

Clastic Chemical Organic Made up of Formed by Form from pieces precipitation once living (clasts) of Water traveling organisms preexisting through rock They may rocks dissolves some of form from Have the minerals, carbon-rich particle sizes which are re- plant material ranging deposited when or from from the water deposits of microscopic evaporates or animals' shells clay to becomes over heavy saturated boulders

11 Name:______Date:______Period:______

It's Sedimentary, My Dear Watson

Directions: Make observations about the color and texture of sedimentary rocks.

Name of Color Texture Sedimentary Rock

Limestone

Sandstone

Shale

Conglomerate

Breccia

Bituminous Coal

Coquina

Chert

12 Name:______Date:______Period:______

It's Sedimentary, My Dear Watson

Directions: Make observations about the color and texture of sedimentary rocks.

Name of Sedimentary Color Texture Rock

Course to fine grain Limestone Variety Can have fossils

Sandstone Variety Grains

Shale Variety Clay

Conglomerate Variety Rounded rocks

Breccia Variety Angular rocks

Bituminous Black Smooth Coal

Coquina Shades of Brown Fossils and fragments

Chert Variety Very fine grains

rich plant material material plant rich -

Form from once living living once from Form organisms from form They may carbon animals' of deposits or from s shell

Formed by precipitation precipitation by Formed through traveling Water the some of rock dissolves re are which minerals, water the when deposited becomes or evaporates saturated over

Made up of pieces (clasts) (clasts) pieces of up Made rocks preexisting of ranging sizes particle Have to clay microscopic from boulders heavy

Rock Rock

Organic

Rock

Chemical

Rock Clastic

15 th 6 Grade Science Unit: It's the heat and the pressure? Unit Snapshot

Topic: Rocks, Minerals and Soil

Grade Level: 6 Duration: 8 days

Summary The following activities engage students in exploring how rocks are in a continuous cycle and form in different ways.

CLEAR LEARNING TARGETS "I can"statements

____ identify the characteristics/classify metamorphic rocks. ____ describe how metamorphic rocks form.

Activity Highlights and Suggested Timeframe

Engagement: Students view a video segment and discuss the meaning of Days 1 metamorphosis.

Exploration: Students use crayon shavings to simulate metamorphic rock. Day 2-3

Explanation: Students describe the difference between foliated and nonfoliated metamorphic rocks. Day 4-5

Elaboration: Students will write a paragraph about the process of how a rock can become Days 6 metamorphic.

Evaluation: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress Day 7 throughout the unit, and to become aware of students misconceptions related to and on-going Metamorphic Rocks. A teacher-created short cycle assessment will be administered at the end of the unit to assess all clear learning targets (Day 7). Extension/Intervention: Based on the results of the short-cycle assessment, facilitate Day 8 extension and/or intervention activities.

1 LESSON PLANS NEW LEARNING STANDARDS: 6.ESS.2 Igneous, metamorphic and sedimentary rocks have unique characteristics that

can be used for identification and/or classification. Most rocks are composed of one or more minerals, but there are a few types of sedimentary rocks that contain organic material, such as coal. The composition of the rock, types of mineral present, mineral arrangement, and/or mineral shape and size can be used to identify the rock and to interpret its history of formation, breakdown (weathering) and transport (erosion).

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:

*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

STUDENT KNOWLEDGE: Prior Concepts Pre-K-2: objects that have physical properties, properties of objects can change and Earth's nonliving resources have specific properties. Grades 3-5: Rocks and soil have characteristics, soil contains pieces of rocks, rocks form in different ways, and objects are composed of matter and my exhibit electrical conductivity and magnetism.

Future Applications of Concepts Grades 7-8: Sedimentary, metamorphic and igneous environments, and the history of Earth (including the changing environments) from the interpretation of the rock record are studied. High School: The formation of elements, chemical bonding and crystal structure are found in the Physical Sciences. In grades 11/12 Physical Geology, depositional environments, volcanic, characteristics of rocks and mineralogy are explored in depth. 2 MATERIALS: VOCABULARY: Engage Primary Materials per class: Foliated Internet access Metamorphic Rock Nonfoliated Explore Crayons (4-6 per student group) Secondary Pencil sharpeners Contact metamorphism Newspapers (cover desks) Regional metamorphism Hammer Four 6 inch 2x4 wood pieces 2 "C" clamps Hot plate or pancake griddle Two pie plates Heavy duty aluminum foil Tongs I ce Tray Safety goggles Computer Internet access Materials per class: Computer Internet access

Explain Science Textbook Rock Books Computer with Internet access

Elaborate Internet Access Poster making materials

Evaluate Metamorphic Rock Test - copies for each student

Gather metamorphic rocks: schist, gneiss, slate, marble, anthracite and phyllite ADVANCED Gather old Crayons to shave PREPARATION Preview all videos and websites Make copies of all student handouts

3 Objective: Students will be engaged in the properties of metamorphic rocks, how and where they form. Prior knowledge will be formatively assessed through the using a KWL chart. What is the teacher doing? What are the students doing? Meta What? Meta What? (Day 1) (Day 1) Give students "Meta What?" 1. Students participate in explaining Hand out/KWL Chart their understanding of Activate students' metamorphosis. "Meta What?" understanding of the word handout is available to record "metamorphosis". Ask students' knowledge. clarifying questions, write down key 2. Students complete where they words. have seen the Metamorphosis and what they think it means. Also fill out the "K" (What I know) and "W" (What I want to know) ENGAGE column. Have students watch Standard 3. Watch the video on (1 Day) Deviants School Geology: Metamorphism of rock, when (What will draw students into the learning? How will you determine Sedimentary and watching the video students are to what your students already know Metamorphic Rocks. Cause of write down key ideas. about the topic? What can be Metamorphism (2:46) and done at this point to identify and Process of Metamorphism address misconceptions? Where can connections are made to (2:36). Found in the real world?) www.discoveryeducation.com Have student write down key words about Metamorphosis and compare it to Metamorphosis that was originally discussed Opportunity to do a KWL chart.

Optional: Keyword Bingo: 4. Optional: On the back of the Tally the number of times handout record the number of "Metamorphosis" is used in the times Metamorphosis is mentioned and video the second time any synonyms along with the word. watching the video. Have 5. Compare the new words with the students also think about original understanding. synonyms that go with this 6. Complete the "L" (What I word. learned".

Objective: Students will be modeling how metamorphic rocks are created. Connect this to places on Earth where we find metamorphic rocks.

EXPLORE (2 Days) What is the teacher doing? (How will the concept be Metamorphic Rocks: Melting Rocks What are the students doing? developed? How is this relevant to (Days 2-3) Metamorphic Rocks: Melting Rocks students' lives? What can be done Have supplies ready (crayon (Days 2-3)) at this point to identify and address misconceptions?) and sharpeners) Crayon shavings to make a metamorphic rock.

4 Give students "Metamorphic 1.Read over the Melting Rock Lab, Rock: Melting Rocks Lab before receiving materials. Sheet. 2. Each group will write an Go over procedures in class; explanation of how each rock was form. identify the safety precautions 3. Have one member of the group when using a hot plate or an get supplies. iron. 4. Students are to complete the lab Place students into groups of and lab worksheet. four. Have task for each member (supplier, fascinator, recorder, and question keeper). Teacher will be in charge of hot plate station. Make sure students are completing their data table.

Objective: Through text and discussion, students will be able to describe the difference between foliated and nonfoliated metamorphic rock and the environment in which they form.

What is the teacher doing? What are the students doing? Metamorphic Rock FOLDABLE Metamorphic Rock FOLDABLE (Day 4) (Day 4) Attached and contains answers. Attached and contains answers.

EXPLAIN Background Reading Background Reading (1 Day) Guide students through the reading 1.Read about metamorphic rock (What products could the students develop and share? in the Science textbook 2.Answer teacher generated How will students share what they questions to clarify properties of have learned? What can be Take some time to discuss the foliated and nonfoliated rocks. done at this point to identify and properties of foliated and 3.Make a foldable of foliated and address misconceptions?) nonfoliated rocks. nonfoliated rocks. Have students look at the 4.Be sure to include pictures. diagram Much of this will help them in their foldable. Instruct students to include pictures. Sample of this foldable is also attached.

Objective: Students will show their understanding of metamorphic rocks by writing an essay with a focus on the types of metamorphic rock and the ELABORATE environment in which they form. (2 Days) What is the teacher doing? What are the students doing? (How will the new knowledge be (Day 5) (Day 5) reinforced, transferred to new Brainstorm with the class some 1. Students generate key properties and unique situations, or key properties of metamorphic of rocks. integrated with related concepts?) rocks, write these on the board. If students struggle have them refer to their book or foldable.

5 Give each student the 2. Students complete the essay, "Metamorphic Rock Essay using the foldable and the text book Questions" handout to as a resource. complete. Rubric is also attached. *There is an alternate worksheet that asks more specific questions but requires more time. This is attached "Metamorphic Rock Worksheet." (Day 6) (Day 6) Create a wanted poster for a 1. Students complete the poster, metamorphic rock. The use of foldable and their book can metamorphic rock should also help their poster. include places around the world were they were created. Identify if the metamorphic rock has any noticeable markings, is it foliated or nonfoliated. Identify their Parent (Parent Rock the rock before they metamorphisized), known accomplices, other metamorphic rocks. Creativity and color are needed.

Formative Summative How will you measure learning as it occurs? What evidence of learning will demonstrate to you that a student has met the learning objectives? EVALUATE Consider developing a teacher-created formative (1 day and on-going) 1. Graphic Content Organizer can be assessment. (What opportunities will students used to assess student knowledge have to express their thinking? related to convection, conduction, and When will students reflect on 1. Metamorphic Rock Test: Multiple- radiation. what they have learned? How choice test. Attached will you measure learning as it occurs? What evidence of 2. The group presentation to class can 2. Create a class top 10 facts of student learning will you be assess the ability of students to looking for and/or collecting?) Metamorphic Rock. apply their knowledge of metamorphic rock and the 2. Review and Reinforce environment in which they form.

3. Teacher-created short cycle assessment will assess all clear learning targets.

EXTENSION INTERVENTION 1. Pearson "The Metamorphic Rock" 1. www.discoveryeducation.com related Enrich p.259 (All in one teaching videos resource) 2. Metamorphic Rock Guided reading EXTENSION/ 2. Mystery Rock lab and study INTERVENTION (1 day or as needed) 3. Adapted Guided Reading And Study found on Teacher Resource CD.

Misconceptions All rocks are the same, and it's hard to tell how they originated. Rocks and minerals are the same thing; distinguishing them is not important. Humans can fabricate rocks and minerals; artifacts are the same as rocks and minerals. All rocks are hard. COMMON

MISCONCEPTIONS Strategies to address misconceptions Provide students with real igneous rock and have them observe the properties. Provide students with a rock kit, and have students discuss what similarities and difference are between the rocks. Reinforce the differences between minerals and rocks. Minerals have different hardness; perform a scratch test using Mohs hardness scale.

Lower-Level: Provide additional text resources (trade books, articles) that are appropriate for the reading level of the students. For the group work, consider mixed grouping strategies. Consider modeling through a demonstration and then allowing students to explore these topics through guided inquiry. The Earth Science textbook does have adapted study

Higher-Level: Consider having students create their own investigations on which metamorphic material would be best to build a house in a climate that is hot, cold, dry, wet, etc. Other design opportunities can also be developed. DIFFERENTIATION Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.

7 Textbook Resources: Holt Series Science Book

Websites: Metamorphic Rock, Processes, and Resoruces: http://www.uno.edu/cos/departments/ees/Resources- Docs/L05_Metamorphic_Rocks.pdf Metamorphic Rocks: Teacher Guide including Lesson Plans, student readers, and more information. http://www.msnucleus.org/membership/html/jh/earth/metamorphic/jh metamorphic.pdf Glencoe Textbook: http://www.jmhs.jenkins.kyschools.us/Staff/BB/Science%20Textbooks/9th %20Grade%20Textbook/Ch%206.pdf Metamorphic Rock Identification: http://facweb.bhc.edu/academics/science/harwoodr/Geol101/labs/m etamorf/ Bill Nye the Science Guy: http://www.youtube.com/watch?v=3HQwYbwmyaY

Discovery Ed Earth Science for Student: Rock Cycle (Metamorphic rock 1:49) and (Metamorphic Rock Formation (1:00) Metamorphic Rock (1:22) Standard Deviants School Geology: Sedimentary and Metamorphic Rocks (Causes of Metamorphism 2:46) (Processes of Metamorphism ADDITIONAL 2:36)(Foliation 3:10) (Hornfels and Review 2:02)

RESOURCES Literature: Oxlade, Chris. (2012). Metamorphic Rocks. Gareth Raintree Publishers. Aloian, Molly. (2010). What Are Metamorphic Rocks. GCrabtree Publishing Company Faulkner, Rebecca. (2007). Metamorphic Rocks. Heinemann-Raintree. Movies/Videos: Physical Geography: Metamorphic Rocks [videorecording (DVD)]/produced and directed by Physical Geography Series. (2008). Tmw Media Group. Part of the 16-volume Physical Geography Series, which teaches viewers about a variety of natural phenomena, including caves, rocks, geysers, glaciers, earthquakes, and more, Physical Geography Series: Metamorphic Rocks explores the world of rocks transformed by heat and pressure. Viewers learn about the numerous kinds of metamorphic rocks, and their unusual characteristics. Rocks discussed include shists, slates, gneisses, granite, marble, and quartzite. Other: Metamorphic Rock, Processes, and Resoruces: http://www.uno.edu/cos/departments/ees/Resources- Docs/L05_Metamorphic_Rocks.pdf Metamorphic Rocks: Teacher Guide including Lesson Plans, student readers, and more information. http://www.msnucleus.org/membership/html/jh/earth/metamorphic/jh metamorphic.pdf Glencoe Textbook: http://www.jmhs.jenkins.kyschools.us/Staff/BB/Science%20Textbooks/9th %20Grade%20Textbook/Ch%206.pdf 8

Meta What? What? Meta

______Name: ______Date: ______Period: Period: Date: ______Name:______

mean? the "Meta" orword does word the used What Metamorphosis? heard When have you

9 Name: ______Date: ______Period: ______

Metamorphic Rock: Melting Rocks Teacher Guide Focus Question: How are metamorphic rocks formed? Materials: (per group of students) or teacher demonstration

Crayons (4-6 per student Two pie plates Tray group) Pencil sharpeners Heavy duty aluminum foil Safety goggles Newspapers (cover desks) Marble Computer Four 6 inch 2x4 wood pieces- Tongs Internet access Optional 2 "C" clamps (Pressure)- I ce Optional

Procedure: Part 1: 1. Cover desks with newspapers. 2. Give each student group 4-6 crayons. Students will use a crayon sharpener/pencil sharpener to make crayon shavings, about a cubic inch. You may want to have small cups for students to fill measuring about a cubic inch. Keep colors separate until you press them together. 3. After about 1-2cm compacted layers, give each group a 12 x 12 in piece of heavy aluminum foil. Students will fold their layered crayon shaving with in the foil. 4. Step on foil to compress shavings together. Record Observations. 5. To get additional compaction you may use the "C" clamps and blocks of wood to apply more compactions. (Open a foil to show what the layers, have students make observations). 6. Teacher ONLY: Each group gives the teacher their compacted/cemented layers to place on the hot plat/griddle. Place each foil in the aluminum foil pie tin for 20-30 sec. on medium heat. Turn over for 20-30 sec. Place heated foil packets in ice water bath till cooled. 7. Student unwrap foil, make observations.

2nd layer of crayon filings

Aluminum foil 1st layer of crayon filing

Fold Fold

10 Name: ______Date: ______Period: ______

Metamorphic Rock: Melting Rocks

How do metamorphic rocks form?

Hypothesis: If

Then

Materials: 4-6 crayons Crayon/pencil sharpener Foil Block of wood (Optional) C-clamp (Optional) Aluminum foil Marble sample

Procedure: 1. Cover desks with newspapers.

2. Take 4-6 crayons and use a sharpener to make crayon shavings, about a cubic inch. Keep colors separate until you press them together.

3. After about 1-2cm compacted layers, give each group a 12 x 12 in piece of heavy aluminum foil. Students will fold their layered crayon shaving with in the foil.

4. Step on the foil to compress shavings together. Record Observations.

5. To get additional compaction you may use the "C" clamps and blocks of wood to apply more compactions. (Open a foil to show what the layers, have students make observations).

6. Answer Part I.

7. Teacher ONLY: Each group gives the teacher their compacted/cemented layers to place on the hot plat/griddle. Place each foil in the aluminum foil pie tin for 20-30 sec. on medium heat. Turn over for 20-30 sec. Place heated foil packets in ice water bath till cooled.

8. Unwrap foil and make observations.

9. Answer Part II. 11 PART I:

Data table: Identify your Color Size Shape Texture Others Rocks' Properties

WHAT TYPE OF ROCK DOES THIS REPRESENT? ______

2. What process was used to cement the sediments together?

PART II

Data table: Identify your Color Size Shape Texture Others Rocks' Properties

WHAT TYPE OF ROCK DOES THIS REPRESENT?: ______Analysis: 1. How did exposing your "rock" to heat change your rock?

12 2. Heat and pressure can change existing rocks into new rocks. When this occurs, the new rock becomes a different type of rock called a metamorphic rock. Rocks are classified by the way they are formed. Any rock (sedimentary, igneous, or metamorphic) that changes due to heat, pressure, and/or chemical reactions becomes a new rock known as metamorphic rock. Gneiss is an example of a metamorphic rock. Observe the marble sample or picture. How does your rock model compare to the Gneiss?

http://www.bing.com/images/search?q=Metamorphic+Rock&Form=R5FD 14#view=detail&id=8602295B4F64815CB74411A407B2BC92191F25A6 &selectedIndex=8

3. Is this activity (Parts 1 and 2) an example of a model or an experiment? Explain by using the appropriate definition of each word with an example from this activity.

Conclusion: 1. Using the same supply list what process would the crayon shaving have to go through to simulate an igneous rock?

13 2. Complete the chart using the following words: Basalt Granite Sandstone Cementation Heat Schist Compaction Limestone Shale Conglomerate Marble Slate Cooling Melting Weathering Deposition Obsidian Erosion Pressure Gneiss Pumice

IGNEOUS SEDIMENTARY METAMORPHIC

Name: ______Answer Key______Date: ______Period: ______

Metamorphic Rock: Melting Rocks

How do metamorphic rocks form?

Hypothesis: If a rock undergoes heat and pressure then it will form a metamorphic rock.

Materials: 4-6 crayons Crayon/pencil sharpener Foil Block of wood (Optional) C-clamp (Optional) Aluminum foil Marble sample

Procedure: 1. Cover desks with newspapers.

2. Take 4-6 crayons and use a sharpener to make crayon shavings, about a cubic inch. Keep colors separate until you press them together.

3. After about 1-2cm compacted layers, give each group a 12 x 12 in piece of heavy aluminum foil. Students will fold their layered crayon shaving with in the foil.

4. Step on Foil to compress shavings together. Record Observations.

5. To get additional compaction you may use the "C" clamps and blocks of wood to apply more compactions. (Open a foil to show what the layers, have students make observations).

6. Answer Part I.

8. Student unwrap foil, make observations.

9. Answer Part II.

15 PART I:

Data table: varied answers Color Identify your Size Shape Texture Rocks' Color of Others Properties crayon varing flakes smooth shavings

WHAT TYPE OF ROCK DOES THIS REPRESENT? Sedimentary Rock ANSWERS

Analysis: 1. You created a model of sedimentary rock. Sedimentary rocks are made of sediments (tiny pieces of sand, dust, and pebbles) that clump together and harden. What ingredients represent the sediments in your "rocks?" Many possible answers: sedimentary rocks undergo weather, erosion, deposition, compaction, cementation.

2. What process was used to cement the sediments together? Pressure from stepping on the foil and/or the blocks of wood and "C" clamps.

PART II

Data table: Identify your Color Size Shape Texture Others Rocks' Depends on Properties crayon color Large clump Large clump Large clump Possible and how they folation melt together

WHAT TYPE OF ROCK DOES THIS REPRESENT?: METAMORPHIC ROCK Analysis: 1. How did exposing your "rock" to heat change your rock? COMBINED ALL THE CRAYON COLOR SHAVING TOGETHER.

16 2. Heat and pressure can change existing rocks into new rocks. When this occurs, the new rock becomes a different type of rock called a metamorphic rock. Rocks are classified by the way they are formed. Any rock (sedimentary, igneous, or metamorphic) that changes due to heat, pressure, and/or chemical reactions becomes a new rock known as metamorphic rock. Gneiss is an example of a metamorphic rock. Observe the marble sample or picture. How does your rock model compare to the Gneiss?

ANSWERS WILL VARY

http://www.bing.com/images/search?q=Metamorphic+Rock&Form=R5FD 14#view=detail&id=8602295B4F64815CB74411A407B2BC92191F25A6 &selectedIndex=8

3. Is this activity (Part 1 and 2) an example of a model or an experiment? Explain by using the appropriate definition of each word with an example from this activity. A model is what you think will happen, the experiment is what actually does happen.

Conclusion: 4. Using the same supply list what process would the crayon shaving have to go through to simulate an igneous rock? The crayon shaving would melt then cool to produce an igneous rock.

17 5. Complete the chart using the following words: Bold words are the title for each column. Basalt Erosion Marble Sandstone Cementation Gneiss Melting Schist Compaction Granite METAMORPHIC SEDIMENTARY Conglomerate Heat Obsidian Shale Cooling IGNEOUS Pressure Slate Deposition Limestone Pumice Weathering

IGNEOUS SEDIMENTARY METAMORPHIC

Granite Conglomerate Limestone Schist Basalt Sandstone Shale Gneiss Obsidian Weathering Erosion Slate Pumice Deposition Marble Melting Compaction Heat

Cooling Cementation Pressure

End of Answer Key

18 Name: ______Date______Period______

Metamorphic Rock Essay Questions

Explain what metamorphic rocks are and how they form. Your explanation must include: 1) a general explanation of what metamorphic rocks are 2) a description of the general conditions under which metamorphic rocks form 3) a summary of the two general types of changes that transform parent rocks to metamorphic rocks 4) an explanation of what parent rocks are, as well as give an example of one and what it changes to.

19 Name: ______Date______Period______

Metamorphic Rock Wanted Poster

Create a wanted poster for a metamorphic rock. 1. The metamorphic rock should include places around the world where they were created. 2. Identify if the metamorphic rock has any noticeable markings, as well as is it foliated or nonfoliated. 3. Identify their Parent (Parent Rock - the rock before they changed). 4. Known accomplices - other metamorphic rocks. 5. Creativity and color is required.

20 Metamorphic Rock Essay Questions Scoring Rubric Description 4 3 2 1

Student explains that

metamorphic rocks Student explains that are rocks that have metamorphic rocks Student explains that Student explains that General morphed or changed are rocks that have metamorphic rocks metamorphic rocks Explanation of into another kind or morphed or changed are rocks that have are rocks that have rock from into another kind or morphed or changed metamorphic morphed or sedimentary and rock from into another kind or rocks. changed. igneous rock and sedimentary or rock.

gives other details igneous rock. about the rocks.

Student explains that

the change is due to A description of the immense heat and Student explains that Student explains that general conditions pressure found in the the change is due to the change is due to Student explains that under which Earth's interior, which immense heat and immense heat or rocks change. causes rock to melt metamorphic rocks pressure. pressure. and change its form form. and chemical structure.

Student identifies that metamorphism happens in two Student explains that different ways metamorphism contact and happens in two Regional. different ways. Or 1) Contact Student identifies and metamorphism is explains contact or Student identifies that when rock undergoes metamorphism regional A summary of the changes right next to happens in two metamorphism. Student identifies two general types the heat source. This is different ways Contact contact or regional of changes that quick and associated contact and metamorphism is metamorphosis. transform parent with higher Regional. Student when rock undergoes rocks to temperatures. also explains what changes right next to metamorphic 2) Regional contact the heat source. This is rocks. metamorphism metamorphism is or quick and associated happens when rock is what is regional with higher farther away from the metamorphism is. temperatures. -OR- heat source. This Regional process is slower and metamorphism

is associated with happens when rock is higher pressures. farther away from the

heat source. This process is slower and

is associated with higher pressures.

Student explains that parent rock refers to Student explains that Student explains that the original rock and parent rock refers to parent rock refers to Students explains that Explains parent gives an example of the original rock and the original rock from rocks can change rocks. a parent rock and gives an example of which something else what it changes to. into another rock. a parent rock. (shale) was formed. (shale changes to slate)

21 Metamorphic Rock Wanted Poster Scoring Rubric

Category 4 3 2 1

Title can be read The title is too small Title can be read Title can be read from 6 ft. away, is and/or does not from 6 ft. away and from 4 ft. away and Title creative, and describe the describes content describes the describes content content of the well. content well. well. poster well.

6 or more Accurate 4-5 Accurate facts 2-3 Accurate facts 1 Accurate facts Content facts are displayed are displayed on are displayed on are displayed on Accuracy on the poster. the poster. the poster. the poster

All graphics are All graphics are related to the topic Graphics do not related to the topic All graphics relate to and most make it relate to the topic and make it easier to the topic. Most easier to OR several Graphics understand. All borrowed graphics understand. All borrowed graphics borrowed graphics have a source borrowed graphics do not have a have a source citation. have a source source citation. citation. citation.

The poster includes All required All but one of the all required Several required Required elements are required elements is elements as well as elements were Elements included on the included on the additional missing. poster. poster. information.

Student can Student can Student can Student appears to accurately answer accurately answer accurately answer have insufficient all questions related most questions about 75% of knowledge about Knowledge to facts in the related to facts in questions related to the facts or Gained poster and the poster and facts in the poster processes used in processes used to processes used to and processes used the poster. create the poster. create the poster. to create the poster. The poster is The poster is The poster is The poster is exceptionally attractive in terms acceptably distractingly messy Attractiveness attractive in terms of of design, layout attractive though it or very poorly design, layout, and and neatness. may be a bit messy. designed. It is not neatness. attractive.

Student uses color Student Uses color and has a color or has a color Student uses color Student uses color illustration of the illustration of the well, and has a and has a color wanted rock, but it Color wanted rock, but it is color illustration of illustration of the is difficult to difficult to identify the wanted rock wanted rock. differentiate from the metamorphic other metamorphic rock rocks.

22 Name: Date Period

Alternate Lesson Metamorphic Rocks Worksheet Internet research

1) The word metamorphic is made up of what two Greek words?

2) What do the Greek words meta and morphe mean?

3) What are metamorphic rocks, then?

4) Would metamorphic rocks melt while changing?

5) Would metamorphic rocks weather while changing?

6) Examine the four metamorphic rock specimens in the box. List at least three physical properties per metamorphic rock specimen below. Slate: Quartzite: a) a) b) b) c) c) d) d)

Marble: Gneiss: a) a) b) b) c) c) d) d)

7) Compare the granite specimen to the gneiss specimen. a) Which rock is the parent rock? b) Which rock is the metamorphic rock? c) What physical characteristic distinguishes the gneiss from the granite? d) Explain how the banding of light and dark minerals formed in the gneiss.

23 8) Compare the sandstone specimen to the quartzite specimen. a) Which rock is the parent rock? b) Which rock is the metamorphic rock? c) How can you distinguish the sandstone specimen from the quartzite specimen? d) Explain how the sandstone changed into quartzite.

9) Compare the limestone specimen to the marble specimen. a) Which rock is the parent rock? b) Which rock is the metamorphic rock? c) How can you distinguish the limestone specimen from the marble specimen? d) Explain how the limestone changed into marble.

10) Compare the shale specimen to the slate specimen. a) Which rock is the parent rock? b) Which rock is the metamorphic rock? c) How can you distinguish the shale specimen from the slate specimen? d) Explain how the shale changed into slate.

11) Complete the following table. Place an X below the properties that characterize the change of the parent rock to the metamorphic rock.

New Minerals Original Minerals Recrystallize Crystallize

Larger Interlocking Parallel Yes No Crystals Crystals Crystals Parent Metamorp Rock hic Rock

Granite Gneiss

Sandstone Quartzite

Limestone Marble

Shale Slate

24 Answer Key: Metamorphic Rocks 1) The word metamorphic comes from what two Greek words? meta and morphe 2) What do the Greek words meta and morphe mean? Meta means change. Morphe means form. 3) What are metamorphic rocks, then? Metamorphic rocks are rocks that have changed form. 4) Would metamorphic rocks melt while changing? No, not even partially. Melting is an igneous rock process. 5) Would metamorphic rocks weather while changing? No. Weathering is a sedimentary rock process, and it occurs at the surface of the Earth.

6) Examine the 4 metamorphic rock specimens in the box. List at least three physical properties per metamorphic rock specimen below. Answers will vary. Slate: Quartzite: a) a) b) c) b) d) c) d) Gneiss: a) b) c) Marble: d) a) b) c) d)

7) Compare the granite specimen to the gneiss specimen. a) Which rock is the parent rock? granite b) Which rock is the metamorphic rock? gneiss c) What physical characteristic distinguishes the gneiss from the granite? The banding of light and dark minerals d) Explain how the banding of light and dark minerals formed in the gneiss. Since metamorphic rocks form deep within the Earth's crust, they form under high temperature/high pressure conditions. The parent rock granite did not melt when changing into gneiss, but its minerals did recrystallize to adjust to the high temperature and high pressure the rock was subjected to. The banding is due to this recrystallization. The crystals grew perpendicular to the direction of pressure, with the light and dark minerals separating out. So, in case of the granite changing to gneiss, the granite crystals regrew parallel to each other, creating the banding characteristic of the gneiss.

25 8) Compare the sandstone specimen to the quartzite specimen. a) Which rock is the parent rock? sandstone b) Which rock is the metamorphic rock? quartzite c) How can you distinguish the sandstone specimen from the quartzite specimen? The grains in the sandstone can be rubbed or scratched off. The quartzite still looks granular, but sand grains can't be scratched off. The quartzite breaks across the interlocking crystals. d) Explain how the sandstone changed into quartzite. The crystals in the sand grains of the sandstone recrystallized into interlocking crystals in response to increased temperature and pressure. No melting occurred. The changes took place in the solid state.

9) Compare the limestone specimen to the marble specimen. a) Which rock is the parent rock? limestone b) Which rock is the metamorphic rock? marble c) How can you distinguish the limestone specimen from the marble specimen? The crystals in the limestone are not visible. The crystals in the marble are much larger and interlock. d) Explain how the limestone changed into marble. The calcite in the limestone recrystallized into much larger, interlocking crystals in response to increased temperature and pressure. No melting occurred. The changes took place in the solid state.

10) Compare the shale specimen to the slate specimen. a) Which rock is the parent rock? shale b) Which rock is the metamorphic rock? slate c) How can you distinguish the shale specimen from the slate specimen? Depending on the quality of the specimens, this can be difficult. Both are too fine- grained to see a difference in crystal growth. The slate should show more clearly defined planes along which it split. d) Explain how the shale changed into slate. The clay minerals in the shale change. The new clays crystallize and the original minerals recrystallize in larger crystals that are parallel, in response to increased temperature and pressure.

26 11) Complete the following table. Place an X below the properties that characterize the change of the parent rock to the metamorphic rock.

New Minerals Original Minerals Recrystallize Crystallize Larger Interlocking Parallel Yes No Crystals Crystals Crystals Parent Metamorphic Rock Rock

Granite Gneiss X X

Sandstone Quartzite X X

Limestone Marble X X X

Shale Slate X X X

Key: Lesson 3 Evaluate/Express Instruct students to respond to this question in complete sentences and in paragraph form. They may refer to their notes and worksheet when composing their paragraphs. Student paragraphs need not go into specific detail for the rock samples. Explain what metamorphic rocks are and how they form. Your explanation must include: 1) a general explanation of what of metamorphic rocks are; 2) a description of the general conditions under which metamorphic rocks form; 3) a summary of the two general types of changes that transform parent rocks to metamorphic rocks; 4) an explanation of what parent rocks are.

Metamorphic rocks are preexisting rocks (igneous, sedimentary, or metamorphic) that have been changed by Earth processes. Metamorphic rocks form under high temperature (with no melting) and pressure conditions deep in the Earth's crust. The high temperature and pressure cause the preexisting rocks, called parent rocks, to change while remaining in the solid state. Parent rocks tend to change into metamorphic rocks in one or more of these ways: 1) new minerals crystallize; 2) original minerals recrystallize into larger crystals, interlocking crystals, and/or parallel crystals.

http://www.nvcc.edu/home/cbentley/shenandoah/

27 METAMORPHIC ROCKS

28 Foliated Metamorphic Rock NonFoliated Metamorphic Rock

Definition/Formation: Definition/Formation:

Mineral Present in Foliated Metamorphic Mineral Present in Nonfoliated Rock Metamorphic Rock

EXAMPLE EXAMPLE

29 ANSWERS

Foliated Metamorphic Rock NonFoliated Metamorphic Rock

Definition/Formation: Definition/Formation:

The mineral grains in these rocks are Have their grains arranged in parallel arranged randomly, they do NOT split layers or bands into layers.

Mineral Present in Foliated Metamorphic Mineral Present in Nonfoliated Rock Metamorphic Rock

Slate: quartz and muscovite (a mica) Schist: Quartz, micas, and amphiboles Gneiss: feldspars, quartz, micas, and Marble: calcite or calcium amphiboles carbonate, CaCO3, magnesium Quartzite: quartz, silica

Many formed in the environment of Calcite forms when it crystallizes on the Plutons: Magma rises up but stops bottom of lakes and seas. before it reaches the surface and cools slowly, forming mineral crystals)

EXAMPLE EXAMPLE

Slate Marble Schist Quartzite Gneiss

30 Name: Date: Period:

Metamorphic Rocks Test

1. Which of the following best defines metamorphism? a. compaction and cementation of rock fragments b. precipitation of minerals dissolved in water c. solidification of magma by cooling d. changing of a rock by heat and pressure

2. Where does metamorphic rock form? a. deep below the earth's surface b. on the earth's surface c. within volcanoes d. on lake beds

3. Which of the following is classified as a metamorphic rock? a. Basalt b. Diorite c. Limestone d. Schist

4. What type of metamorphism results from magma and heat? a. foliation b. the rock cycle c. contact metamorphism d. extrusion

5. Slate is formed when great pressure acts on it, and causes changes in which sedimentary rock? a. Granite b. Obsidian c. Limestone d. Shale

http://hs-staffserver.stjames.k12.mn.us/~fraken/Earth%20Science%20Files/Grade%208%20Practice%20Quizzes/metamorphicrockq.html

31 6. Which of the following describes the processes by which sedimentary rock becomes metamorphic rock? a. weathering b. erosion c. intense heat and pressure d. cooling and solidifying

7. What type of metamorphic rock contains mineral crystals arranged in parallel layers or bands? a. clastic b. porphyritic c. intrusive d. foliated

8. Which is an example of a foliated metamorphic rock? a. granite b. gneiss c. marble d. quartzite

9. What geologic event are some metamorphic rocks formed? a. volcanic eruptions b. earthquakes c. mountain building d. weathering and erosion

10. What is the meaning of "metamorphic"? a. fire-formed b. to change c. sedimentation d. permanent

http://hs-staffserver.stjames.k12.mn.us/~fraken/Earth%20Science%20Files/Grade%208%20Practice%20Quizzes/metamorphicrockq.html

32 Metamorphic Rocks ANSWERS

2. Where does metamorphic rock form? a. deep below the earth's surface ** b. on the earth's surface c. within volcanoes d. on lake beds

3. Which of the following is classified as a metamorphic rock? a. Basalt b. Diorite c. Limestone d. Schist **

4. What type of metamorphism results from magma and heat? a. foliation b. the rock cycle c. contact metamorphism ** d. extrusion

5. Slate is formed when great pressure acts on, and causes changes in what sedimentary rock? a. Granite b. Obsidian c. Limestone d. Shale **

http://hs-staffserver.stjames.k12.mn.us/~fraken/Earth%20Science%20Files/Grade%208%20Practice%20Quizzes/metamorphicrockq.html

33 Metamorphic Rocks ANSWERS Cont'd

6. Which of the following describes the processes by which sedimentary rock becomes metamorphic rock? a. weathering b. erosion c. intense heat and pressure ** d. cooling and solidifying

7. What type of metamorphic rock contains mineral crystals arranged in parallel layers or bands? a. clastic b. porphyritic c. intrusive d. foliated **

8. Which is an example of a foliated metamorphic rock? a. granite b. gneiss ** c. marble d. quartzite

9. What geological event are some metamorphic rocks formed? a. volcanic eruptions b. earthquakes c. mountain building ** d. weathering and erosion

10. What is the meaning of "metamorphic"? a. fire-formed b. to change ** c. sedimentation d. permanent

http://hs-staffserver.stjames.k12.mn.us/~fraken/Earth%20Science%20Files/Grade%208%20Practice%20Quizzes/metamorphicrockq.html