module: why is the rock cycle important? jessica fisher...
TRANSCRIPT
Module: Why is the Rock Cycle Important?
Jessica Fisher & Evelyn Jessie
Education 406-02: Elementary Science
Professor Matkins
November 2008
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Part II. Overview
Theme
Virginia Standards of Learning
SOL: 5.7:
The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include
a) the rock cycle and identification of rock types;
b) Earth history and fossil evidence;
c) The basic structure of the Earth’s interior;
d) Plate tectonics (earthquakes and volcanoes);
e) Weathering and erosion; and
f) Human impact.
National Science Education Standards
Teaching Standard A: Teachers of science plan an inquiry-based science program for their students
Teaching Standard B: Teachers of science guide and facilitate learning.
Why is the rock cycle
important?
What are the different
types of rocks?
What are the layers of
the earth?
What are the
processes of the rock
cycle?
Does the weather
have anything to do
with the rock cycle?
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Teaching Standard C: Teachers of science engage in ongoing assessment of their teaching and of student learning.
Teaching Standard D: Teachers of science design and manage learning environments that provide students with the time, space, and resources
needed for learning science.
Teaching Standard E: Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the
attitudes and social values conducive to science learning.
Assessment Standard A: Assessments must be consistent with the decisions they are designed to inform.
Assessment Standard B: Achievement and opportunity to learn science must be assessed.
Assessment Standard C: The technical quality of the data collected is well matched to the decisions and actions taken on the basis of their
interpretation.
Assessment Standard D: Assessment practices must be fair.
Assessment Standard E: The inferences made from assessments about student achievement and opportunity to learn must be sound.
Description of Students
The students that will be learning this unit consists of a group of fifth grade students. Higher level students should be questioned using real world
connections (for example, in the layers of the Earth activity, students may be asked what other materials might make up each layer and why). Lower
level students should be asked to draw pictures reminding them of the terms and definitions presented in each lesson, or pictures to remind them of
key aspects during the exploration so they may answer questions in more detail during the explanation.
Connectivity
I. The question for the unit is why the rock cycle is important. In order to do that we must first ask ourselves what a rock is, and what are
the different kinds of rocks. Once we answer that question we can then begin to discover what the world is made of and the impact that
humans have on it. Finally, we can learn about the different processes of the rock cycle. Once all of the questions are answered we will
be able to see how all of things are connected. It is important to know the different types of rock in order to understand what makes up
the Earth. Also, if you don’t know what a rock is or the different types of rocks that exists, you will not be able to understand the
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processes of weathering and erosion. Human impact effects not only the earth’s interior but the earth’s exterior by accelerating natural
processes, like weathering and erosion.
II. Students will use real world connections (rock type lesson-discussing rocks the students see every day/can find in their area; layers of the
Earth lesson-discussing something that interests them because it’s our planet; weathering and erosion lesson-students see examples of this
every day at beaches, in the mountains, etc.); hopefully finding the topics not only relevant, but intriguing.
Nature of Science and Inquiry-based activities
I. Each lesson will explicitly address the nature of science. During the first day the students will be using different types of food to
demonstrate the different types of rocks and how they are formed. On the second day the students use apples to investigate the interior of
the earth. On the final day, the students will use rocks soaked in water to learn about weathering. They will also get a chance to set up a
long term experiment to examine the process of erosion.
II. 100% of the lessons should be inquiry, 85% hands-on and 50% authentic. This unit is entirely based on inquiry skills. The exploration
and extension phases of the learning cycle are all hands on. The students will handle rocks, natural materials, and take field trips outside.
Technology and Safety
Technology will be incorporated in a number of ways. The students will have the option of doing a technological project or presentation on
the subject matter for extra credit. When it is time to review for a test or the SOLs we will use voice thread, photo story, or PowerPoint in some form
of a game as a fun way to review. Also, once we have completed our charts we will enter the data in and excel worksheet and run statistical tests on
it.
Horseplay is strictly forbidden during each of these lessons but particularly when the students are using plastic knives and when they are
handling glass jars. Any horseplay will warrant removal from the lab and an alternative assignment. The students should be sure to wash their hands
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after handling the food, rocks, and dirt. Students will be shown the proper and safest way to cut the apple and shake the jars. They will be told the
importance of following directions so that no one gets hurt. Failure to use the equipment correctly and safely will result in a verbal reprimand and
possible removal from the lab.
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Part III. Schedule
Day 1: Earth History and Fossil Evidence (SOL 5.7 b)
Daily Question: How can we start to reveal Earth History?
Learning Outcomes: Students will understand the importance of the fossil record and how it relates to Earth History.
Assessment Plan: Student grades will reflect discussion and participation during the activity and afterward (bringing in objects to fossilize) and
successful completion of the activity's worksheet.
Day 2: Identification of Rock Types (SOL 5.7 a)
Daily Question: What are the three types of rocks?
Learning Outcomes: Students will be able to define and understand the differences between sedimentary, igneous, and metamorphic rock.
Assessment Plan: Student grades will reflect discussion and participation during the activity and afterward (bringing in a rock for the extension and
then participating in the extension) and successful completion of the activity's worksheet.
Day 3: Earth's Interior/Human Impact (SOL 5.7 c & f)
Daily Question: What in the world is the world?
Learning Outcomes: Students will know the basics about the three layers of the Earth and have a general understanding of how humans are impacting
the Earth. They will also consider which layer of the Earth might include rocks, and which type of rocks those might be.
Assessment Plan: Student grades will reflect cooperation/discussion with his or her partner, participation in the activity, adherence to safety
regulations, observed partner discussions, and written ideas (notes taken during the explanation).
Day 4: Plate Tectonics (Earthquakes and volcanoes) (SOL 5.7 d)
Daily Question: How do plates move and what do these movements cause?
Learning Outcomes: Students will understand types of plate movement (continental drift; at convergent, divergent, and transform boundaries) and
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what these movements cause (mountains, earthquakes, and volcanoes form where plates collide).
Assessment Plan: Student grades will reflect participation and discussion during the activity, a plate tectonics related worksheet, and science journal
notes.
Day 5: Erosion & Weathering (SOL 5.7 e)
Daily Question: What happens to rocks over time?
Learning Outcomes: Students will understand how rocks are broken down through the processes of erosion and weathering.
Assessment Plan: Student grades will reflect participation and discussion during the activity, written hypotheses and science journal notes, and
completion of the long-term project chart.
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Part IV. Web (Concept Map)
Web (Concept Map):
Earth History and Fossil Evidence (Day 1)—Rock Types (Day 2)—Earth’s Interior/Human Impact (Day 3)—Plate Tectonics (Day 4)—Weathering
and Erosion (Day 5)
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Part V. Daily Lesson Plans
Module Learning Cycle Lesson I: Rock Types
Topic: Rock Types
Date: November 2008
Grade level: 5th
Subject: Science
Daily Question: What are the three types of rock?
NSES:
Science Teaching Standards A to E
Assessment in Science Education A to E
SOL: 5.7:
The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include
a) the rock cycle and identification of rock types;
b) Earth history and fossil evidence;
c) The basic structure of the Earth’s interior;
d) Plate tectonics (earthquakes and volcanoes);
e) Weathering and erosion; and
f) Human impact.
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Procedures for Learning Experience
Guiding Questions Materials
Needed
Evaluation
(Assessment)
Approximate
Time Needed
Engagement: Using the Elmo, show the
rubric at the beginning of the engagement,
and tell students that they are going to have
to stay focused for the entire activity to get
an A or a B. Have the students pass around a
rock (any type). Then have students raise
their hands to talk about the different rocks
they have seen in various places. Have them
say where they saw the rock, why it stood
out to them, and then tell them there are
three main types of rock. On the board,
write and define the three types of rocks
(sedimentary rocks = layers of sediment
cemented together, igneous rocks = melted
and cooled rocks, e.g., lava and magma, and
metamorphic = rocks changed by heat and
pressure).
-What do you notice about
the rock?
-Have you seen rocks that
look like this rock? Rocks
that look different from
this rock? Where did you
see them?
-Elmo/projector
access
-Rock
-Access to a
chalk
board/chalk
Attentiveness and
participation.
5-10 minutes
Exploration: Have students wash their
hands. Give every other student a plate and
a slice of bread along with a scoop of jelly, a
scoop of peanut butter, and (if they are
allergic to jelly or peanut butter) a scoop of
mayonnaise. Tell the students that their
mission is to make a representation of a rock
(as these materials could not make a real
rock), but before they start to take 5 minutes
to think about what type of rock they want
to make. Ask the students to discuss in their
pairs how they changed the initial rock (the
plate), and write their responses on their
worksheet.
-Which types of rocks did
you make? How might we
tell?
-How did you change your
“rock”?
-How is this not like a
rock? Could you or a
different environmental
force change the rock in
the same way? In a
different way?
-How many changes can
you come up with? Do
you think these changes
change the rock type? If
-worksheet
-access to
sink/hand soap
-ceramic plates,
napkins, and
slices of bread
(1/student)
-1 jar of chunky
peanut butter
-1 jar of jelly
-1 jar of
mayonnaise
Attentiveness,
participation, &
worksheet.
10-15 minutes
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so, how many rock types
do you think there are?
Explanation: Once the partner discussion is
done and students have finished writing how
they changed their rocks, ask students about
their ideas. Re-emphasize that there are
three types of rock-igneous, metamorphic,
and sedimentary. Then, ask students what
types of rocks they made, how you can tell,
how they formed those rocks, and how real
world forces might produce similar results.
Once you’ve heard a few predictions about
how rocks might be formed, tell the students
what scientists think. Igneous rocks form
directly from the cooling of magma.
Mention that magma becomes lava when it
reaches the Earth’s surface. Any rock can
become a metamorphic rock. All that is
required is for the rock to be moved into an
environment in which the minerals which
make up the rock become unstable. This
instability is usually the result of increased
temperature and pressure. Sedimentary
rocks often result from the accumulation of
small pieces broken off pre-existing rock
and layers of rocks. For homework, tell the
students to bring a small rock-it can be any
type into the next class.
-What are the three types
of rock?
-What type of rock was
your rock, and how can
you tell?
-How did you form your
rocks?
-How would real rocks of
each type differ from the
student’s sandwich
geology activity?
-In which rock would you
find fossils or other rocks?
How could you guess?
-The student’s
examples of
sandwich
geology
Attentiveness and
participation.
15 minutes
Extension: Have the students bring their
rocks to the front of the classroom and make
a pile. Then, divide the students into five
groups, and give each group a randomly
selected rock. Give them one minute to
-Which type of rock is
each rock? How do you
know?
-Students should
bring in rocks,
but there should
be a few rocks
just in case
Participation. 15-20 minutes
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decide what type of rock it is and why.
Rotate groups around using a system that
works with the classroom (for example, all
groups could move to the station to their
right or around in a circle). Once students
are at the last station, have them stop there
and tell what type of rock they think they
have and why. Ask if anyone agrees or
disagrees and why. Tell them at the end of
the unit they will return to those rocks and
discuss their properties in more detail.
-Timer (or clock
with a seconds
hand)
*Notes: Horseplay is not allowed. Differentiation can be achieved through student grouping. Finally, observation and participation should
be judged through awareness, discussion/participation (bringing in a rock), direction following, worksheets, and note taking.
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Rubric:
Rocker ☺
(A-B performance)
Rocking
(low B to C performance)
Rocky �
(below C performance)
Participation in the Activity This student participated in the
activity, adhered to all safety
procedures, brought in a rock,
and appeared engaged at all
times.
This student followed the
instructions and brought in a
rock, but did not seem
concentrated or focused on the
activity.
This student either had limited
participation or lacked
participation in the activity and
took little from the discussions
and explanations. He or she may
or may not have brought in a
rock.
Group Discussion This student discussed their
example of sandwich geology,
talking during the entirety or
majority of the time given. Their
worksheet was detailed and the
student produced 2-3 changes in
their “rock.”
This student discussed the
sandwich geology after some
hesitation, but didn’t seem
interested in changing or
discussing the change they
produced in their “rock”. He or
she completed the worksheet,
but only listed 1-2 changes that
may or may not correspond with
their group work.
This student was reluctant to
discuss anything, and when
pushed produced few general
descriptions. He or she may not
have completed their worksheet.
Listening & Comprehension This student followed all
instructions and safety
procedures, and seemed to
benefit from the
discussions/activity.
This student had to be reminded
of the instructions and/or safety
procedures, and may have
benefited from the activity.
This student had to be reminded
more than once of the
instructions and/or safety
procedures (horseplay may have
been involved), and most likely
learned very little from the
activity/discussion (due to lack
of participation or
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Name: ______________________________________________
How did you change your “rock”? Draw or write how you changed your “rock”.
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Module Learning Cycle Lesson II: Earth’s Interior
Topic: The Basic Structure of the Earth’s Interior/Human Impact
Date: November 2008
Grade level: 5th
Subject: Science
Daily Question: What in the world is the world?
NSES:
Science Teaching Standards A to E
Assessment in Science Education A to E
SOL: 5.7:
The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include
g) the rock cycle and identification of rock types;
h) Earth history and fossil evidence;
i) The basic structure of the Earth’s interior;
j) Plate tectonics (earthquakes and volcanoes);
k) Weathering and erosion; and
l) Human impact.
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Procedures for Learning Experience
Guiding Questions Materials
Needed
Evaluation (Assessment) Approximate
Time Needed
Engagement: Have the class gather around
a jar of dirt, and a jar of water. Ask them
where they’ve seen those materials before.
If any students have traveled, ask them if
they’ve seen various forms of those
materials. Then show them the globe, and
ask what those materials could represent
(land and water). Tell the students that
scientists say the Earth has 3 layers-2
below the land and water, and ask what in
the world is the world?
-What’s in each jar?
-Where have you seen
those materials before?
-Are there other forms of
those materials around
the world?
-What do they represent?
-What in the world is the
world?
-2 Jars
-Dirt
-Water
-Globe
Observe the students’
reactions and
observations.
5-10 minutes
Exploration: Have an apple on every other
student’s desk with a plastic knife. Then
divide students into pairs according to
where they sit. If there is an odd number of
students have one group of 3. Ask each
pair to cut their apple in half. Once they’ve
cut open the apple, tell them to look very
closely at their apple, and ask what they
see. What’s inside the apple? Does the
apple relate to the Earth somehow? Give
students about 5 minutes to discuss with
their partners what you could mean. Have
them write their ideas on a piece of paper
to be turned in at the end of class.
-What’s inside the apple?
-How is the apple like
the Earth?
-How is the apple not
like the Earth?
-Apples
(1/pair)
-Paper plates
(1/pair)
-Plastic
knives
(sturdy-
1/pair)
Observation of
participation/discussion.
Ideas written to be turned
in at the end of class.
10-15 minutes
Explanation: Once the partner discussion
is done, ask students about their ideas.
Start the explanation by stating that
scientific evidence indicates that the Earth
is composed of four concentric layers; the
crust, mantle, inner core, and outer core,
each with its own distinct characteristics.
The outer two layers are composed
primarily of rocky material. The innermost
layers are composed mostly of iron and
-Are the layers similar?
Different?
(Give hints if students
seem unfamiliar with the
material.)
-What do you think you
would find in each of the
layers? Could we visit
them?
-According to the
N/A Observation of
participation.
15 minutes
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nickel. Pressure and temperature increase
with depth beneath the surface. Ask if
anyone recognizes any similarities or
contrasts between the representation and
the Earth’s interior (for example:
thickness, the term “core” to describe the
apple core are similarities and the varying
temperatures of each Earth layer do not
apply to the apple layers). What in the
world is the world? The apple should make
its interior clearer.
variations in temperature-
do you think rocks might
make up one of the
layers? Why or why not?
-What could change each
layer (eg: introduce
weather/erosion, and
touch on plate
tectonics/pressure-to be
covered in depth in the
next class)?
-Where would the dirt
and water be on the Earth
if it were an apple?
-Which layers would
contain rocks?
Extension: Ask the students what happens
to their apple as it sits out for a while.
Since the Earth isn’t sliced open, the crust
bears the brunt of certain things. What
would those be? Weather/climate? Human
impact? Then take students outside (if it is
raining go to the window for today’s
purposes and go outside for clarity when
the weather clears up) and physically point
out any examples of how the Earth is being
changed or impacted around the school.
Have students draw a picture of the things
they see and label things that are caused by
humans. Hang those pictures in the
classroom to remind students that they
impact the Earth, intentionally or
unintentionally and that they can help
preserve it. To complete the extension,
have students return to the classroom. Ask
students what they found and if they can
think of any dramatic examples of human
impact. Then, show them the PowerPoint
-What happens to the
apple as it sits out over
time?
-Since the earth’s crust is
exposed (like the inside
of the apple), how is it
impacted or changed?
-What do we try to stop
those changes?
-What changes caused by
humans do you see
happening around the
school?
-Can you think of any
dramatic examples of
human impact?
-Could you stop those
changes? How?
N/A Attentiveness and
participation.
10-15 minutes
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of dramatic examples that might sound
familiar.
*Notes: This lesson should introduce the layers of the Earth either following a brief introduction of the concept or the rock cycle/rock types.
It should be followed by a lesson (or lessons) on weathering, erosion, and human impact. Since students will be using plastic knives, they
should be warned beforehand to follow safety procedures, and horseplay is not allowed. Differentiation can be achieved through student
pairing. Finally, observation and participation should be judged through awareness, discussion/participation, direction following, and note
taking.
**Also: Since this lesson is mainly to get students thinking about (following a general introduction of the three layers in the previous class)
the Earth’s interior, apples are used. Consider using a hard boiled egg or making mini Earths for the students to dissect out of play dough
(this would be more time consuming) if you are seeking better models of the Earth. Plate Tectonics would ideally be covered in the next class.
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Dramatic Examples of Human Impact PowerPoint:
Human ImpactsHuman Impacts……
That was the Panama Canal, which That was the Panama Canal, which
was built by the United States was built by the United States
between 1904 and 1914 to connect between 1904 and 1914 to connect
the Atlantic and Pacific Oceans. the Atlantic and Pacific Oceans.
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During the 1930s, large dust During the 1930s, large dust
storms swept through the Great storms swept through the Great
Plains. This area was labeled the Plains. This area was labeled the
Dust Bowl. It was caused by Dust Bowl. It was caused by
misuse of landmisuse of land and years of and years of
sustained drought. sustained drought.
The United States at night…
The World at night…
What can YOU do to help the Earth?What can YOU do to help the Earth?
hhttttpp::////wwwwww..ppvvssccoooolllliinnkkss..ccoomm//ppaaggeess//wwoorrlldd__aatt__nniigghhtt--ssccrr..hhttmmll
hhttttpp::////ccyybbeerrcciittyyrraaddiioo..ccoomm//hhttmmll//nnaassaa__uussaa__nniigghhttlliigghhttss..hhttmm
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Rubric:
Core of the crop ☺
(A-B performance)
Mantle-ish
(low B to C performance)
Too crusty �
(below C performance)
Participation in the Activity This student participated in the
activity, adhered to all safety
procedures, and appeared
engaged at all times.
This student followed the
instructions, but did not seem
concentrated or focused on the
activity.
This student either had limited
participation or lacked
participation in the activity and
took little from the discussions
and explanations.
Partner Discussion This student discussed the apple,
Earth, and maybe even the
layers with his or her partner,
talking during the entirety or
majority of the time given.
This student discussed the apple
after some hesitation, but didn’t
seem interested in comparing it
to the Earth (just general
descriptions).
This student was reluctant to
discuss anything, and when
pushed produced few general
descriptions.
Listening & Comprehension This student followed all
instructions and safety
procedures, and seemed to
benefit from the
discussions/activity.
This student had to be reminded
of the instructions and/or safety
procedures, and may have
benefited from the activity.
This student had to be reminded
more than once of the
instructions and/or safety
procedures (horseplay may have
been involved), and most likely
learned very little from the
activity/discussion (due to lack
of participation or
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Module Learning Cycle Lesson III: Weathering & Erosion
Topic: Weathering & Erosion
Date: November 2008
Grade level: 5th
Subject: Science
Daily Question: What happens to rocks over time?
NSES:
Science Teaching Standards A to E
Assessment in Science Education A to E
SOL: 5.7:
The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include
a) the rock cycle and identification of rock types;
b) Earth history and fossil evidence;
c) The basic structure of the Earth’s interior;
d) Plate tectonics (earthquakes and volcanoes);
e) Weathering and erosion; and
f) Human impact.
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Procedures for Learning Experience
Guiding Questions Materials Needed Evaluation
(Assessment)
Approximate
Time Needed
Engagement:
The day before this lesson is taught, I will
hold up a few rocks and ask the students what
they believe will happen once I put them in
water overnight and then shake them
tomorrow. I will put a third of the rocks in
each jar and fill them half way with water.
The students will write down their
hypotheses to make sure they do not have a
chance to go home and research the question.
-What do you think will
happen?
-Will they change or will
they stay the same? Why
do you believe so?
-32 various kinds
of sedimentary
rock
-8 plastic jars
labeled either
with names,
letters, or
numbers
-Water
Written student
hypotheses.
10 minutes
Exploration:
The next day we will begin by reviewing our
hypotheses. I will take out the jars containing
the water with the rocks in it. I will split the
students into four groups. Each group will be
given two jars of rocks and a worksheet with
the directions and room to record data and
make predictions. The students will have to
make a prediction of what will happen to the
water and rocks if the jar is shaken 20 times.
They will then shake the jar 20 times and
record their observation. Next, they will
have to make predictions for what will
happen if the jar is shaken 5 times, shake it,
and record the data. The students will then
discuss and document possible reasons for
these observations on the worksheet.
-What does the water look
like?
-Is the water different from
the other glasses of water?
-Why might the water look
the way it is?
-How do the rocks look?
-Do they look the same at
all three stations?
-What do you think
accounts for the
difference?
-What factor(s) do you
think made the most
difference?
-8 plastic jars
from the day
before (Jar “A” &
“B”)
-Worksheet
-Writing utensils
Participation
and
attentiveness.
30 minutes
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Explanation:
Once the 10 minutes for discussion is up I
will give the students time to share their
observations and anything that they talked
about. I will explain that weathering is the
alteration to rocks after exposure to certain
agents such as water, wind, and air. The
students should understand that the rocks and
water were changed due to weathering from
water. It will be explained that the jar that
was shaken more went through the most
changes because there was more stress on the
rock. I will explain that weathering can
occur in two forms: chemical and
mechanical. Mechanical weathering is the
process of rocks being broken into smaller
fragments without changing the physical
composition. Chemical weathering is the
alteration of rock into new minerals. The
students should be taking notes in their
science journals.
-What is weathering?
-How does it relate to the
activity we did?
-What are the two major
types?
-What agent was
responsible for the change
in the rocks?
-Can you think of any
more agents that could
cause weathering?
-Science journal Participation
and
attentiveness;
15 minutes
Extension:
For the extension we will conduct a long term
(8 week)experiment. We will build a large
mound of dirt in an undisturbed section of the
school yard. We will go out each week to
measure the width and height of the mountain
as well as draw a picture. After we see some
noticeable change I will ask them what they
think is happening. I expect that they will
say the soil was weathered. I will tell the
students that the process of erosion has taken
place. It is the process that wears down the
surface of the earth. Through this process
weathered particles are loosened and carried
away. It can be done by natural processes
such as wind, water, and ice. During the
observation and discussion each week we
-How has the mountain
changed?
-Where has the particles
gone?
-How did they get there?
-Could anything else
explain what we see?
-What do you think we will
observe next week?
-Mountain of soil
-Chart for
recording data
-Writing utensils
Chart of
observations.
8 weeks
27
will discuss reasons for the change (or no
change) in the dirt mound. Reasons could
include the weather, animals, human beings,
etc.
Notes: Students should be broken up as evenly as possible into three groups during the exploration.
Safety Notes:
� Be sure that the children are shaking the jars responsibly and safely. If they can not handle the task they will not be allowed to continue
� If another container that is not glass can be used for the purposes of this activity please use it. It needs to be clear and sturdy. If another container
is not available extreme care should be taken when handling the glass jars and glasses.
� After the children go outside and measure the mountain of dirt they must wash their hands to prevent the spreading of bacteria and germs.
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Jar of Rocks
I. I predict _______________________________________________ when the jar is shaken 20 times.
II. Shake jar “A” 20 times
III. Write down your observations and draw a picture. (Be specific)
IV. I predict _______________________________________________ when the jar is shaken 5 times.
V. Shake jar “B” 5 times
VI. Write down your observations and draw a picture. (Be specific)
VII. Discuss what you think happened and why? (For example: What happened to the rocks/water, What was different between jar “A” that
was shaken 20 times and jar “B” that was shaken 10 times”)
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Part VI. Bibliographies
Bosak, Susan. (2000). Science is…. Ontario, Canada: Scholastic Canada Ltd., TCP Press.
Linda’s Homeschool Page. Our Weathering/Erosion Experiment. Retrieved November 6, 2008, from Userpages Web site:
http://userpages.bright.net/~double/erode.htm.
Utah LessonPlans (2002). TRB 5:2 - activity 1: weathering and erosion. Retrieved November 4, 2008, from Utah Education
Network Web site: http://www.uen.org/Lessonplan/preview.cgi?LPid=2692.
Water Encyclopedia (2007). Weathering of rocks. Retrieved November 4, 2008, from Water Encyclopedia Web site:
http://www.waterencyclopedia.com/Tw-Z/Weathering-of-Rocks.html.
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Part VI. Extra Credit (All fictional tales-Fantasies of Use)
Lesson 1: The lesson went well, but I was surprised by the rocks the students brought in from home. A bunch of the students forgot to write that they
needed to bring in a rock in their agenda, so we only had about a handful to classify. Using what we had, we managed to find one of two of the types,
but next time I’ll need to bring in at least one of each type so the kids can clearly see the differences in the rocks. Also, next time they’ll need to write
a reminder about bringing in a rock in their agendas.
Lesson 2: The lesson was going really well until one of the students asked me why some apples turned brown faster than others. I told her each apple
was different, but she insisted that if they were to each represent the Earth, than they must all be the same as there is only one Earth. The entire class
looked at me to defend my exploration. She was certainly right! I asked if the entire class heard her and with a few “no” responses, had her repeat
what she’d said. So, I asked the class to come up with a few ideas for extra credit of what they would use instead if it were their experiment and jot
them down at the bottom of their worksheet. Their responses were very interesting! A few of the students mentioned making our own models out of
various things like colored paper and play dough, using the same criteria for each, to be sure they turned out the same. Others said we should use pre-
packaged fruit roll ups and eggs. Not only are these students clearly creative, their extra credit opportunity gave them a chance to consider how to
design their own experiment using materials they would choose.
Lesson 3: The lesson went really well, but the extension went even better! Our mountain experienced the effects of wind, rain, and human impact,
and by the eighth week we found a much smaller mountain with footprints, animal prints, and chunks removed toward the top. A few of the kids even
said they had seen similar things happen to mounds in their area.