Title of Unit/ Lesson
Curriculum Area
Developed By
Earth Science
Biology
Jenna Schreur
Grade Level
Time Frame
9th
One day (70 minutes)
Identify Desired Results (Stage 1)
Content Standards – Michigan Department of Education
B1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length,
volume, weight, time interval, temperature—with the appropriate level of precision).
B1.1D Identify patterns in data and relate them to theoretical models.
B1.1E Describe a reason for a given conclusion using evidence from an investigation.
Instructional Objective(s)
Given the words igneous rock, sedimentary rock, and metamorphic rock on a piece of paper, the Earth Science students will be able to explain how
igneous rock is formed; how it can change into sedimentary rock; how sedimentary rock can be changed into metamorphic rock, with 70% accuracy
(70% of students explain correctly).
Given the words magma, lava, intrusive igneous rock, and extrusive igneous rock on a piece of paper, the Earth Science student will be able to describe how and where each type of rock is formed and justify their answers, with 66% accuracy (66% accurate statements).
Given the words “contact metamorphism” and “regional metamorphism” on a piece of paper, the Earth Science students will be able to define the
two processes, give an example of each, and explain what the two processes have in common, with 60% accuracy (60% of students explain correctly).
Given two rock samples and a piece of paper, Earth Science students will be able to draw each rock and label one as “foliated” and one as “nonfoliated” and justify their reasoning, with 70% accuracy (70% of students explain correctly).
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Understandings
Overarching Understandings
There are 3 major types of rock
All 3 major types can become any of the other types through the rock
cycle
Rocks are created either through the sun (weather) or the Earth (core)
Rocks are created and broken by various processes
A rock is named based on how it was created
Related Misconceptions
All rocks are the same type/thing
All rocks are made of the same stuff
“New” rocks cannot be made
Knowledge
Students will know…
The 3 major types of rock are: igneous, sedimentary, and metamorphic
Rock-related vocabulary
Examples of rocks
Correlations between environment and rock processes
Several ways of using rock-related vocabulary to describe real specimens
Essential Questions
Overarching
Which features define different
types of rocks?
What justifications can we offer for
our conclusions?
In what ways are the three types of
rocks connected?
What processes form and deform
rocks?
Topical
Igneous
Sedimentary
Metamorphic
Magma/Lava
Weathering
Sediments
Intrusive
Extrusive
Porphyritic
Granitic
Basaltic
Andesitic
Ultramafic
Erosion
Deposition
Compaction
Cementation
Sedimentary rock (clastic, chemical)
Metamorphism (contact, regional)
Metamorphic (foliated, nonfoliated
Skills
Students will be able to:
Use “rock” vocabulary in their lab responses
Explain how rocks are changed by various processes
Justify their explanations of rock characteristics
Explain how one type of rock can become another
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Assessment Evidence (Stage 2)
Performance Task Description
Goal
Role
Audience
Situation
Product/ Performance
Standards
Perform a rock lab
Teacher
Students
Earth Science Class
Complete 50% of a rock lab today
See Above
Other Evidence
Class participation, active questioning, interacts with peers, takes part in lab, actively participates in the lab, fills out the lab handout
5 SAMPLE TEST QUESTIONS
1.Explain how igneous rock is formed, how it can change into sedimentary rock, and how sedimentary rock can be changed into metamorphic rock (6 points)
ANSWER: Igneous rock is formed by cooling lava. Igneous rock can turn into sediments through weathering and the sediments are compacted into sedimentary
rock. Sedimentary rock that is exposed to extreme chemical or physical forces is turned into metamorphic rock.
2. Describe how and where intrusive igneous rock and extrusive igneous rock is formed (4 points).
ANSWER: intrusive igneous rocks form when magma cools inside the Earth. Extrusive igneous rock forms when magma cools outside the earth.
3. Define “contact metamorphism” and “regional metamorphism,” give an example of each, and explain what the two processes have in common (5 points).
ANSWER: Contact metamorphism occurs when magma invades sedimentary rock and changes it into metamorphic rock. This could happen when a volcano
erupts. Regional metamorphism occurs when sedimentary rock is exposed to extreme pressure and changes it into metamorphic rock. This could happen during
a shift in tectonic plates (or earthquakes, mountains forming, etc). Both processes involve turning sedimentary rock into metamorphic rock.
4. Draw the two rock samples I have provided and label one as “foliated” and one as “non-foliated” and justify your reasoning (6 points).
ANSWER: Sample 1 is non-foliated because it is does not display any “banding” or “stripes.” Sample 2 is foliated and displays a stripe pattern.
5. Create a story about the formation of a sedimentary rock using the following words in your story: erosion, deposition, compactation, and cementation. Underline each of the required words as you use them.
ANSWER: Luke, the sedimentary rock, began his life as a pile of boulders, which were eroded by weather. Pieces of the boulders were carried away by the rain
and deposited in a hole. This process is called deposition. Then, the sediments were compacted by a dinosaur stepping on them. They were cemented together
by minerals. Over time, these sediments became a brand new rock, Luke!
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Materials
My lesson plan
Lab handouts
Overheads
Rock specimens
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How
will you make sure the students
know where they are going?
How will you hook students at
the beginning of the unit?
What events will help students
experience and explore the big
idea and questions in the unit?
How will you equip then with
needed skills and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising, and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?
My students are freshman taking their basic science classes. In the future, they will be taking harder science
classes and elective science classes. I will emphasize that I am only scratching the surface of the entire content
which is available about any and every topic in science. I will especially note that we are not talking about the
complex chemical processes.
How will you tailor and otherwise personalize the learning
plan to optimize the engagement
and effectiveness of ALL students, without compromising the
goals of the unit?
I will adapt all assignments in any ways possible, without giving away answers, in order to meet the needs of
all students. The three special needs students are going to need much more help. I will give them more time as
needed to complete the assignment.
Students will work in groups in order to maximize student learning. I will offer special needs students chances
for one-on-one time tutoring with me or another student.
I will review often.
I will hook students by telling them that they get to do a hands-on lab, which is really exciting! This is also a review for
the test and these words will be used in a future assignment (concept map) and this is s great way to prepare for that.
They will work in groups and identify terms that describe each of the 10 rock samples. They will justify their answers. It
will require them to use the textbook. I will MODEL “sample 1” for them so that they know exactly what they need to do.
I will also visit each group several times and help clarify the lab and help them find justifications for their observations.
My students will DEFINITLY have to demonstrate their higher order thinking skills as they complete the lab. “Justification” is the highest level in Bloom’s taxonomy.
I will guide them my asking them questions, making suggestions, and guiding them towards conclusions.
I will actively walk around and ask the students questions.
I will ask them to voice any concerns they have as the lab occurs.
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How will you organize and sequence the learning activities to
optimize the engagement and
achievement of ALL students?
I will create note sheets (graphic organizers) when needed in order to help students understand the content.
Alternate lecture/”teaching” with discussions. Frequently call on students. Keep topics current and engaging
Ask for student input often
I will keep a basic, general, routines from day to day and keep my days consistent, but full of novel ideas and
activities.
Resources
http://www.online-stopwatch.com/countdown-timer/
Holt, Rinehart, and Winston. (2006). Modern Biology. United States of America: Holt, Rinehart, and Winston.
TIME
Minutes
Class Session #1
Lesson Reminder
Notes
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HOOK: Today we are starting a Rock Lab in order to review the vocabulary
you have learned over the course of the past two weeks. The list of words
on the front of the lab is going to be turned into a concept map (future
assignment). This is also a way to practice for your exam.
LESSON OBJECTIVES: Identify characteristics that describe each of the 10
rock specimens. Justify each characteristic that you choose.
Display transparency 1 on the overhead.
Explain the four rules regarding filling out each of the sample rock boxes.
IF the rules are not followed, then you will lose points.
We will do sample 1 together. Explain how sample 1 was set up and display the rock it represents. COPY this down please!
Display transparency 2 on the overhead. COPY these terms into the boxes.
I have given you at least one term that is REQUIRED to be included in each
box. You MUST copy them down. I have not included a reason for the
terms; you are responsible for including them; the reasons can be found
by going through the text carefully.
In order to give a justification for any of the term you choose, you will
have to refer to the textbook and look at the definitions and read the text.
Display transparency 3 on the overhead. Same directions as above.
Display transparency 4 on the overhead.
Do as I have done, and add a column on page one of the lab handout, next
to the terms, and keep track of how often you use them. Remember, you
Pass out the lab handout
before class begins.
15
5
45
5
can use each term only once. We are not using hydrothermal solution.
Due to a lack of clarity in the book, I have given the “short” explanation of
a couple terms in order to guide you.
Class, each table will have one rock sample. There are 9 groups of samples. Two samples display two types of rock.
You will have 8 minutes. I will display the time on the screen using
http://www.online-stopwatch.com/countdown-timer/
Then, you will rotate to a new station in a clockwise and chronological
motion. Example: if you are at #1 then you will rotate to #2 and so forth.
You will not get done today, but I expect you to complete at least 50% of
the boxes. You MAY work together but only by giving each other hints and
not answers.
Do ahead and work…I will walk around and answer questions. I expect all
of you to be on task at all times.
Please bring the rocks up to the sample cart.
Today we looked at rock specimens and attempted to identify terms
which describe them and justify our answers.
CALL on students one at a time: Which sample was hardest for you to describe?
TOMMOROW WE WILL CONTINUE THIS ASSIGNMENT AND FINISH IT!!!!
/UBD BLANK TEMPLATE 2011 (green disc Norman)
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