(Reference-TSWBAT=The Student Will Be Able To)

Concept(s) To Teach: The Rock Cycle, the differences between igneous, metamorphic, and sedimentary rock, and how minerals are formed.

Essential Question(s):1.What are rocks made of?

2.What is the process that forms a rock?

3.Whatother natural cycles effect the rock cycle?

Purpose: The purpose of this unit is to teach geological cycles in nature, discuss what other cycles effect the rock cycle, and understand the difference between the three types of rock.

ConceptualObjective: TSWBAT understand that the process of rock creation is complex and long. TSWBAT understand that it is a process that takes millions of years. TSWBAT recognize that not all rocks are the same.

Specific Objectives: TSWBAT recreate a visual of the rock cycle in picture form or 3-D form.

Performance Objectives/Learning Outcomes:TSWBAT distinguish between a rock and a mineral, understand that different rocks and minerals have different hardness.

Required Materials:

igneous rocks ( obsidian, pumice, basalt, granite, tuff)

metamorphic rocks (slate, marble, quartzite, phyllite, schist, gneiss, hornfels)

sedimentary rocks(limestone, shale, siltstone, sandstone, conglomerate, coal)

quartz incl. H. diamonds

variety of minerals rock cycle poster

computerschart paper

voice threadmarkers

digital camerasteacher resource books

smart boardscience journal

PreTest/Activate Prior Knowledge:

  1. Discuss with class what they learned about fossils in 2nd grade.
  2. Create an KWL chart about rocks.

Lead-In:

  1. Read the book Earth Cycles: The Rock Cycle by Cheryl Jakab
  2. Talk about where we might find rocks.
  3. Fill out a rock KWL.

Web Sites:

Vocabulary:

rockcrystallizationtransportation

rock cyclemagmadeposition/deposit

igneousweatheringintrusive/plutonic

metamorphicconsolidationextrusive/volcanic

sedimentarylavamelting

metamorphismerosioncompaction

cementationmineralscrystal

fossilsfoliatednon-foliated

elastic sedimentchemical sedimentorganic sediment

aquifer

Independent & Guided Practice:

  1. Students will write poetry about rocks.
  2. Students will collect rocks and compare/contrast them.
  3. Student will create KWL’s and OWL’s about rocks.

Reflective Set:

Children will discuss their findings from their field search of rocks within their cooperative groups, then each group will share out their findings with the whole class. The class will then compare the compiled information and chart it.

Assessments:

Fill out a blank rock cycle.

More assessments will be developed as the unit progreses.

AdaptationsFor Students W/ Disabilities:

Adaptations will be determined based on the individual needs of the child/children.

Extensions/Enrichments:

  1. Walk around the neighborhood and collect rocks.They will compare/contrast them and create an OWL.
  1. A field trip to a local quarry (possibly a Dolomite Inc.) will be planned so that kids can look for minerals native to our area.
  1. An overnight camping trip will be planned to Herkimer Diamond Mines. The class will be able to use the information they learned to look for quartz.

Classroom Management:

Kids will be in small groups. Stations will be created during hand-on activities. All field studies include parent chaperones.

CROSS-CURRICULAR CONNECTIONS:

Art:

  1. Students will draw the rock cycle.
  2. Students will create their own rocks.

Social Studies:

  1. Students will learn about the history of mining.

Math:

1. sorting

2. classifying

3. measurement

Technology:

  1. Voice Thread
  2. digital photography

ELA:

  1. use of science journals (writing)
  2. use of voice thread (speaking)
  3. use of pod casts (speaking)

Environmental Conservation:

NEW YORK LEARNING STANDARDS ADDRESSED

MST LEARNING STANDARDS:

STANDARD 1: ANALYSIS, INQUIRY, & DESIGN

  • Mathematical Analysis

Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions.

Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provides new insight to phenomena.

  • Scientific Inquiry

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

  • Engineering Design

STANDARD 2: INFORMATION SYSTEMS

  • Information Systems

Key Idea1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

STANDARD 3: MATH

  • Number and Numeration

Key Idea: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.

  • Patterns and Functions

Key Idea: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.

STANDARD 4: SCIENCE

  • Physical Setting: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Key Idea 4: Energy exists in may forms and when these forms change, energy is conserved.

Key Idea 5: Energy and mater interact through forces that result in changes in motion.

STANDARD 5: TECHNOLOGY

  • Tools, Resources, and Technological Process

Key Idea: Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms.

  • Computer Technology

Key Idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

STANDARD 6: INTERCONNECTEDNESS

  • Systems Thinking

Key Idea: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of systems interrelate and combine to perform other functions.

STANDARD 7: INTERDISCIPLINARY PROBLEM SOLVING

  • Connection

Key Idea: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision-making, design, and inquiry into phenomena.

  • Strategies

Key Idea: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.

ELA:STUDENTS WILL READ, WRITE, LISTEN, SPEAK

STANDARD 1: FOR INFORMATION AND UNDERSTANDING

  • As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

Listening & Reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

STANDARD 3: CRITICAL ANALYSIS AND EVALUATION

  • As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Listening & Reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.

STANDARD 4: SOCIAL INTERACTION

  • Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Listening & Speaking Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in differentsituations.