Investigating Natural Landforms In Your Backyard
Image Citations:
http://www.emsccsem.org/Doc/KALININGRAD_surface_observations.html
Summary:
This activity supplements learning on the lithosphere and the rock cycle by allowing
students to the rocks and sediments in their backyard. The students will use
observational skills to describe, test, and conclude information about the origin of rocks
and sediments in their area. The students will also practice how to record, represent, and
present data accurately for a scientific experiment. In this activity, students will use these
skills to determine why rocks and sediments vary across a region and hypothesis the
origins of the sediments and rocks in their backyard!
Subject:
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Science: ___
TEKS: Please write number and description.
Grade Level:
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Target Grade: 6
Upper Bound: 7
Lower Bound: 5
Time Required: 45 minutes (1 class period); 2 days if the teacher has students present
findings
Activity Team/Group Size: 4 (Students will sample individually, but can present as a
group or individually. The teacher can decide how to form groups depending on the
class.)
Materials:
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Clear measuring cups (1 cup) [laundry detergent scoops or small, clear solo cups
will also work)
o 1 cup for every sample needed
ZipLock bags (1 bag for every sample)
Computer access with GoogleEarth
o If students have experience mapping, you can use city road maps to have
students map their sample locations.
Pans or lab trays (should be able to collect water)
Small beakers (50mL)
Magnifying glasses
Sharp instrument (small than a scissor point, will be used to punch holes in
sample containers)
Dissecting microscopes to compare grain sizes (if available)
Reusable Activity Cost Per Group [in dollars]: $5
Expendable Activity Cost Per Group [in dollars]: $10
Learning Objectives:
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Understand the characteristics of the lithosphere and how the lithosphere differs
from the hydrosphere and atmosphere
Examine the steps and outcomes in rock cycle
Be able to accurately chart the locations of samples on a map
Utilize scientific observational skills to investigate the rock and sediment samples
Practice the scientific method to test different aspects of their samples
Predict what types of rocks are present and the step in the rock cycle that created
the sample based on observations
Confidently present their findings and conclusions to the class by providing
scientific details about their samples
Lesson Introduction / Motivation:
Before the day of the lesson, pass out a sampling cup and ZipLock bag to each student.
Instruct the students to go home and collect a sediment/rock sample from their backyard.
Inform the students that the sample needs to be full, compacted, and from the same
location (students should not mix together a sample). Also, tell students that the samples
should be real earth materials, not man-made rocks like fish-tank rocks.
The students should have already been exposed to the rock cycle before this lesson. If
not, take time to introduce the rock cycle and explain the different types of rocks and
processes that form these rocks (include sedimentary, igneous, metamorphic, erosion,
deposition, pressure, cementation, compaction, heat, cooling, and uplifting). Start this
lesson by showing different landforms around the United States and have the students
identify the types of rocks and processes creating the landforms. After examples,
transition into a discussion about what types of scientific observations you can make to
identify rocks. Students should identify color, texture, hardness (example of limestone
vs. granite), smell, taste (interesting method by some geologists, but address safety),
temperature, porosity (holes in the rock), grain size (sedimentary will feel grainy whereas
granite will not), smoothness, and luster (shine).
Lesson Plan:
1. Student brainstorming and lesson introduction to rock cycle and studying rocks
2. Students break into their lab groups and start analyzing their individual samples
3. Students will complete the Observational Data Log and compare their predictions for
sample origins and types of rocks amongst their lab group. If time permits,
students can try to find other students with similar compositions and compare the
locations the samples were taken.
4. After completing the observations, students will compile a short report (see Report
Guidelines) and present the report to the class.
4. Allow students to input the locations of their samples into Google Earth or another
program. Collect and store the latitude and longitude coordinates of the sample
location in a spreadsheet.
5. Conclude the investigation with students brainstorming and generalizing sediment and
rock cycle characteristics of the sampling area. Use GoogleEarth and the reports
to map general locations of particular rocks and conclude how those types of
rocks were introduced or created in a particular area (i.e. erosion, deposition,
compaction, cementation, volcanism, etc.). Have students continue the lesson by
examining different locations, such as an area around a volcano and generalize the
characteristics of the rocks in that particular area.
Lesson Closure:
After the lesson, students should be able to accurately diagram the rock cycle, as well as
conclude general comparisons between the different types of rocks (igneous,
metamorphic, sedimentary). Students should also have completed thorough data logs,
mapped the locations of their samples, and presented a short report on the type of rocks in
their area. Students should also be able to create generalizations about the types of rocks
in the surrounding area and hypothesized the formations processes of these rocks, as well
as how the rocks moved into the location (did the rocks move by erosion, deposition,
uplifting, etc.).
Assessment:
From the lesson, students should be able to explain their results and apply the results to
the lithosphere. After working through the introduction and observational activity,
students should have a better appreciation for the processes in the rock cycle and should
be able to demonstrate this knowledge by creating a concept map or similar diagram
outlining the steps.
Vocabulary / Definitions:
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Erosion: the movement of sediments by water, wind, and/or glaciers
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Deposition: the process that lays sediments down in a new location
Compaction: pressure pushing loose sediments together causing the sediments to
stick to one another
Cementation: natural minerals dissolved in water act as cement to glue sediments
together
Sedimentary rocks: one of the three basic rocks, the product of compaction and
cementation of various sediments
Metamorphic rocks: one of the three basic rock types, heat and pressure change an
existing rock into this type (rearrange into new patterns)
Igneous rocks: one of the three basic rock types, magma that cools into a solid
creates this rock, crystals form in these rocks depending on the amount and rate of
the lava cooling
Uplifting: the process of bringing rocks to the Earth’s surface
Background and Concepts for Teachers:
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The necessary background and concepts for this activity should be able in the
standardized teaching material for 6th grade.
Prerequisites for this Lesson: (Optional)
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The teacher can also collect samples from different locations in the area rather
than the students. This may save time and also take care of students who were
absent during the collection or forgot to collect samples.
Lesson Scaling:
Scaling for the activity is simple. The activity section is designed to improve the
students’ abilities to develop stronger scientific observational skills that are later useful
for designing experiments and predicting outcomes. The observations, such moisture
content, will also continue to further the students’ abilities to accurately measure and
calculate scientific results. Scaling should be based on the students’ response to
instructions, thorough observations, and the accuracy in presenting the results to the
class. For the origin predictions of the samples, there may or may not be a correct
answer, but the students’ should be able to confidently defend their conclusions based on
their observations.
Safety Issues:
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The teacher should monitor the students’ using sharp instrument to pierce holes
while testing the sample porosity.
Samples should be handled with correct scientific procedures, so no tasting of the
samples since the locations could introduce contaminants. Make sure to also
quickly examine the students’ samples before allowing them to perform the
observations for the presence of contaminants, organisms, or foreign matter (such
as biowaste).
Multimedia Support and Attachments:
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NASA document – Original experiment. This activity was modified from this
document.
___ link to PowerPoint
Data Log – Observational note sheet for students
References:
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Region 4 Education Service Center, Gateways to Science Grade 6
NASA exercise
Keywords:
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Rock cycle
Scientific method
Lithosphere
Rock types (metamorphic, sedimentary, igneous)
Authors:
Graduate Fellow Name: Ruth Mullins
Teacher Mentor Name: Naveen Cunha
Undergraduate Fellow Name: ___
Date Submitted: ___
Date Last Edited: ___
Please email us your comments on this lesson:
E-mail to ljohnson@cvm.tamu.edu
Please include the title of the lesson, whether you are a teacher, resident scientist or
college faculty and what grade you used it for.
Teacher’s Comments: