What s Locked in Rocks?

Transcription

1 What s Locked in Rocks? Grade 5 Jr. Rock Hounds Investigation Labs Pre-Visit Activity Packet Howard B. Owens Science Center

2 Fall 2014 Dear Visiting Classroom Teacher, Soon your students will visit the Howard B. Owens Science Center to participate in the 5 th grade What s Locked in Rocks? program in support of classroom Earth Science instruction. The two activities provided in this packet are designed to provide exposure to the concepts to be explored at the science center, assess students prior knowledge about rocks and practice team skills that will be utilized during on-site rock testing and fossil analysis. The Pre-Visit Activities focus on having students collect rocks from their neighborhood, visually examine the rocks working with a partner and team of four sharing what they know about rocks. A short animation and labeling activity is provided to help build a foundation to understand rock formation introducing the chemical structure of the Earth (core, mantle and crust). In a prescribed manner, the teacher carrying the rocks on the bus, students are invited to select one rock of their choice to bring to the science center to be identified through testing. These same rocks can be used again in creating a School-Community Rock Exhibit. Instructions for creating a rock exhibit are provided in the What s Locked in Rocks? Post-Visit Activity Packet. The staff of the Owens Science Center looks forward to your visit! Sincerely, Sallie M. Smith Sallie M. Smith, Science Instructor/ Program Designer Howard B. Owens Science Center

3 What s Locked in Rocks? Pre-Visit Teacher Resource Activity Packet - Table of Contents - Discovering Rocks Page Teacher Project Description Parent/Guardian Letter Discover Rocks Project Information Sheet Classroom Discovering Rocks Observations Teacher Activity Description Selecting One Rock for Field-Trip to Owens Testing /Identification My Rock Chart Student Worksheet The Earth: Inside and Out Teacher Lesson Description Student Activity Worksheet Teacher Answer Sheet Suggested Scoring Tool What s Locked in Rocks? STEAM Standards Alignment What s Locked in Rocks? 5 E s Lesson Plan

4 - Discovering Rocks - Teacher Project Description Time: ~20 minute Introduction of Project Teacher Materials: Discovering Rocks Project suggested parent/guardian letter Discovering Rocks Project Description Student Materials: Discovering Rocks Project Packet (Letter and Description) Procedure: IMPORTANT Teacher Discovering Rocks Project Note: Students bringing rocks from home MUST be an optional part of the project. Teachers may provide rocks for every student or for students who were unable to bring rocks from home for 100% participation in classroom rock observations but students bringing rocks from home MUST be a voluntary action. As with any correspondence, it is recommended that you share the parent/guardian letter to be sent home with your principal for approval before sending home with students. 1. Share with students information about their upcoming visit to the Howard B. Owens Science Center for participation in the What s Locked in Rocks? program. 2. Distribute and review the Discovering Rocks Project Packet with students. Please emphasize to the student that bringing in three rocks from home is optional, the importance of parental permission and review safety collection protocols. Also stress that the three rocks brought to school must remain enclosed until giving them to the teacher and importance of labeling each rock and noting where they were found. 1

5 (Month, Date, Year) Dear Parents/Guardians, In preparation for our upcoming class field trip to the Howard B. Owens Science Center for participation in the What s Locked in Rocks? Program students will begin to visually examine physical rock properties in class. Students have also been invited by the science center staff to bring one rock that they would like to test and identify on the day of the field trip. Attached is a Discover Rock Project Description Sheet providing recommendations and instructions for students to collect and bring 3 rocks from home to school for class observation, Owens testing/identification and possible inclusion in a School / Community Rock Exhibit to be later created by the students. Please note that bringing 3 rocks from home is an optional part of the activity. I will provide rocks for the in-class analysis for any student needing a rock. The Rock Collecting Protocols cited are from the American Museum of Natural History. Thank you for your continued support! Sincerely, (Teacher s Name) (School) Cc: (Principal) 2

6 Discovering Rocks Home/School Project Part I: Student Rock Collecting Note: This assignment is optional. Students cannot be required to collect or bring rocks to school. Rocks will be provided for students who need them to complete in-class analysis. Students who wish to bring rocks from their community for school and Owens Science Center analysis should follow the project guidelines below: Discovering Rocks Optional Assignment: With parental/guardian permission students are invited to bring 3 rocks of interest to them to school for analysis. It is very important that students record information about where they found each rock specimen. American Museum of Natural History Recommendations for Rock Collecting Step 1: Getting Ready Materials: Something to put your rock specimens (sandwich bags, small bucket, knap sack, plastic bag, etc.,) Something to write with (Pen, permanent marker) and on (Index card, notebook) to record information about where you found your rock, the date) Other Good things to have with you: Never go rock hunting alone. Make sure you have an adult with you. Water Step 2: Collecting Your Rocks Remember: NEVER GO ROCK HUNTING ALONE. Take an Adult with you. Don t collect rocks on private property without permission. When collecting, look for a variety of rocks. Maybe start by looking for 10 rocks. When you find a rock that you think is interesting or unusual looking. Make sure you record information about when and where you found the rock specimen. It is also important to tag the rock by either putting it in a sandwich bag and writing a 3

7 number on the bag or putting a note card with the other information with the rock inside the bag. If your rocks will all be in the same container, use a permanent marker to write a number the bottom of the rock for identification and don t forget to record where you found the rock on a piece of paper with the same number. Step 3: Cleaning Your Rock Specimens Materials: sink or bucket with warm dish-soap water If available, an old tooth brush cold rinse water paper towel to place rock specimens until dry Again with adult permission, clean each of your rock specimens by putting them in a warm bucket of soapy dishwater. If an old toothbrush is available, gently scrub your rock specimens. Then rinse each specimen in cold water and lay it on a paper towel to dry completely before placing it back in its bag. Step 4: Examining Your Collection Materials: permanent marker sandwich baggy rock specimen information cards pen Take a look at your rock specimens. Which 3 do you find most interesting and unusual that you would like to bring to school to share with classmates? Once you have made your selection. Make sure you also cut out and complete a rock specimen information card for each of your selected rock specimens. Place each information card with each rock specimen. You now have started your own rock collection. You ll learn more about examining rocks at school and how geologist test rocks during your visit to the science center. Step 5: Don t forget to thank the adults who helped you with this project. 4

8 Discovering Rocks Student Rock Specimen Information Cards Directions: Please complete an information card for each of the three rock specimens you ve selected to bring to school to share with classmates. Cut out the cards and place them with your rock specimens. Name of Collector: Rock Specimen Number: Date Rock was Found: Location Where the Rock was Found: Interesting or unusual notes about this rock: Name of Collector: Rock Specimen Number: Date Rock was Found: Location Where the Rock was Found: Interesting or unusual notes about this rock: 5

9 Name of Collector: Rock Specimen Number: Date Rock was Found: Location Where the Rock was Found: Interesting or unusual notes about this rock: Special Instructions: Make sure when bringing your 3 rocks to school that they are packed away until told by the teacher to unpack them to share with classmates. Thanks! 6

10 5 E s Discovering Rocks Part II - Classroom Observations Teacher Activity Description When students come to the science center they will work at times independently, with a partner and in a team of four to test rocks and examine fossils. This Discovering Rocks Pre-Visit Observation Activity helps prepare students for rock identification testing by having them begin to note the physical properties of the rocks they ve collected from their own neighborhoods and record this information in a My Rock Chart created by the American Museum of Natural History. Students prior knowledge can be assessed in the discussions during Rock Observations. Students will also select which one of their rock specimens they would like to bring to the Owens Science Center for testing and identification. Materials: (Per Student) My Rock Chart (American Museum of Natural History) Pencil Student Rock Specimens (3) Teacher Rock Specimens for any student that did not bring one from home. Paper towels to place rock samples on desk If available, hand-lenses for students to see rock texture details Teacher Permanent marker for any student who forgot to initial their samples Teacher Container to place student rock selections, 1 per student, for Owens Field Trip on-site Identification Testing. KWL Chart jot down what students Know about rocks, Want to know, Learned during physical property examination of their rocks. Engagement: Have students sit in groups of four placing their rocks in front of them on a paper towel toward the center of the group. Share one of your rock specimens with the students. Have the students look without touching the rocks on their groups table. Point out how different the rocks look (size, shape, color) and begin to question the students about how sort and identify rock types. This will begin to assess students prior knowledge. Introduce students to the work of Geologist scientists who study the Earth. Explain that today they are going to examine what their rocks physical characteristics such as color, shape and size using a geologist rock chart from the American Museum of Natural History that has a rock collection from around the world. 7

11 Exploration: Pass out the My Rock Chart. Using one of your rock specimens model how to examine rock specimens using eyes, hands and hand-lens. Model for students how the hand-lens is over, but not touching the rock specimen. Model how to observe and record requested information into the My Rock Chart. Guide students to complete the chart for their first rock sample then have students record information into the My Rock Chart for their other two samples. Have students examine one of their partner rock specimens with the Rock Information Card and share their observations of their partner s rock. Then have students work in a group of four to discuss how they would sort all of their groups rocks. Working as a team, have the students sort the groups rocks and then share in whole group discussion how the team selected to sort their rocks. Highlight that on their upcoming field trip to the science center the students will learn more about how geologist test, identify, and classify or sort their rock collections. Have students place their three rock specimens in front of them. Share with students that they have been invited by Owens Science Center instructors to select ONE of their rock specimens to bring to the Science Center the day of the field trip to identify using testing equipment. Give students a moment to select their rock of choice. Instruct students to make sure their initials are on the rock or on the outside of the bag. Have students place the rock identification card information with their rock specimen and collect all specimens coming to Owens. Share with students that the rock specimens will be handed out at Owens. Evaluation: Assessment can be on-going throughout the lesson, evaluating students active participation during the lesson, work habits and completion of the My Rock Chart. The chart can then be returned to students to use with their home rock collection. Elaboration / Extension: Highlight upcoming trip to Owens to learn more about how geologist identify and study rocks. Invite each student select one rock specimen from their three that they would like to bring to the Science Center for identification testing. Make sure the student s initials are on the rock or sandwich bag. Collect the Field Trip rocks in a container for teacher transportation to the center and return to school trips. 8

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13 5 E s The Earth: Inside and Out By: Sallie M. Smith, H.B. Owens Science Center, PGCPS Teacher Activity Description At the Science Center, students will be taught that rocks are classified by how they are formed and will examine rocks that were created at the surface and within the Earth. Prior awareness of the chemical structure (layering) of the Earth will provide a foundation upon which students can build an understanding of rock formation and classification processes. During this Pre-Visit Activity, students will watch a Safari Montage All About Earth - Layers of the Earth 46 second video animation segment several times to obtain different information about the chemical layering of the Earth during each viewing. Log onto Safari Montage using your regular PGCPS computer ID and Password. Search for All About Earth in the search box. Focus for Viewing Strategies have been provided to make students aware of what specific information to look for each time the video animation is played. After the viewings, students should be able to: First Viewing: Name the chemical layers of the Earth; Second Viewing: Write the names of each layer next to its correct description; Last Viewing: Label the (chemical structure) layers of the Earth on a diagram and color each layer according to the directions provided. Materials: Teacher Computer w/internet access and projection device (TV or LCD projector) with the Safari Montage Layers of the Earth from the All About Earth video bookmarked or student computers with Internet access bookmarked. The Earth, Inside and Outside Student Activity Worksheet Pencil Crayons or colored pencils (yellow, orange, red and brown). Lesson Duration: ~30 minutes Set-Up: Prior to the lesson have the teacher or student computers bookmarked to the Safari Montage Layers of the Earth animation found in the All About Earth Video. Play through. Note: You can click on the video full screen link to enlarge the video for best student viewing. Reset and click the pause button (ll) until ready to play during the lesson. 10

14 Engagement: Inform students that some of the rocks they brought in from the Discovering Rocks activity might have been formed inside the Earth. Probe students prior knowledge to see what they know about the layering of the Earth. Optional: [Briefly share with students that scientists know about the inside of the Earth from studying seismic waves caused by earthquakes. Basically, some seismic waves caused by earthquakes cannot go through solid parts of the Earth and come out at the sides of the Earth while other earthquake seismic waves can go through both solid and liquid parts of the Earth. From studying where seismic earthquake waves begin and come out scientists have determined indirectly what the inside of the Earth looks like without (obtaining direct information from) going to the center of the Earth.] Engagement continued: Share with students that they are going to watch a short video animation several times that provides information about the (chemical structure) layering of the Earth. Pass out The Earth: Inside and Out, student activity worksheets. Student Exploration / Teacher Explanation: First Time Viewing Instructions: Direct student attention to the Focus for Viewing Instructions on their worksheet. Explain that they are to watch the video carefully and should to be ready to name to the (chemical) layers of the Earth. After Viewing Student Task: Call on student volunteers to name the different chemical layers of the Earth. Instruct all students to record this information on their worksheets under number one if they haven t yet. Please write the layer names on the board in the order provided by the students to assist them with correct spelling. ( inner core, outer core, mantle and crust ). Second Time Viewing Instructions: Inform students that you are going to play the same video segment again but this time they are to listen carefully to the descriptions of what each layer of the Earth is like so that they will be ready to write the name of each layer next to its description. After Viewing Student Task: After viewing, instruct students to read descriptions a-d and write the name of each layer with its correct description. 11

15 Third Time Viewing Instructions: Play the video segment again for students to check their work. Then call on student volunteers to ensure everyone has correct information. Fourth Time Viewing Instructions: Direct student attention to the diagram of the Earth on their papers. Let the students know that you are going to play the video segment one more time and that this time you want the students to observe the location of each layer of the Earth so that they can correctly label the layers of the Earth on the diagram provided. After Viewing Student Task: If students have not already done so they are to correctly label the layers of the Earth on the diagram provided. Again call on student volunteers to make sure everyone has correct information. Then instruct students to color the layers of the Earth according to the instructions provided at the end of each a-d layer description. Elaboration: Please inquire if the students have questions about the layering (chemical structure) of the Earth. Feel free to bring student questions to the science center. Highlight for students that during their upcoming field trip to the Owens Science Center they will examine rocks that formed both inside and at the surface of the Earth. Evaluation: Student assessment can be on-going throughout the lesson by monitoring students active participation, oral responses to whole class discussions and successful completion of The Earth: Inside and Out student activity worksheet. An answer sheet and suggested scoring tool have provided for this activity. A Bonus Question has been provided for teachers who wish to include the Earthquake information about how scientists indirectly determined the chemical structure of the Earth. 12

16 Name: Date: The Earth: Inside and Outside Student Activity Work Sheet By: Sallie M. Smith, H.B. Owens Science Center, PGCPS Geologists are scientists who study the Earth and classify rocks according to how they were formed. Some rocks form inside the Earth but most are formed on the surface of the Earth. In today s lesson, you will watch a short video animation to learn more about the inside chemical layering of the Earth and record information on this activity sheet. 1. Focus for Viewing Direction: Carefully watch and listen to the video animation and be ready to name the 4 chemical layers of the Earth. a. b. c. d. Whole Class Discussion: Who can name one of the 4 chemical layers of the Earth? 2. Focus for Viewing Direction: Watch the video animation again. This time, listen carefully as each layer is described so you will be able to write the name of each layer next to its correct a, b, c or d letter description below: Descriptions: a. The solid center inside the Earth made of metals is called the. Please color this part yellow. b. The hot liquid-metal layer above the center of the Earth is called the,. Please color this part orange. c. The molten rock layer of the Earth is called the,. Please color this part red. Diagram of the Layers of the Earth (Diagram Credit: Enchanted Learning.com) d. The thin outermost layer of the Earth is called the,. Please color this part brown. 13

17 3. Focus for Viewing Direction: The video segment will be played one more time. This time you are to observe the location of each (chemical) layer of the Earth so you can correctly label the layers of the Earth on the Earth diagram in #2. 4. Please color the layers of the Earth as directed under each a-d description in # 2. Bonus Question: (+ 5 points) Q. How do scientists indirectly know what the inside of the Earth is like? Questions I have about the layering of the Earth? I would like to know: 14

18 The Earth, Inside and Out By: Sallie M. Smith, H.B. Owens Science Center, PGCPS Teacher Answer Key Geologists are scientists who study the Earth and classify rocks according to how they were formed. Some rocks form inside the Earth but most are formed on the surface of the Earth. In today s lesson, you will watch a short video animation to learn more about the layering of the Earth and record information on this activity sheet. 1. Focus for Viewing Strategy: Carefully watch and listen to the video animation and be ready to name the 4 layers of the Earth. a. inner core b. outer core c. mantle d. crust Whole Class Discussion: Who can name one of the 4 layers of the Earth? 2. Focus for Viewing Strategy: Watch the video animation again. This time listen carefully as each layer is described so you will be able to write the name of each layer next to it s correct description and label the Earth below: 3. Please label the chemical structure of the Earth and write the name of each part with its correct description. a. The solid center inside the Earth made of metals is called the inner core. Please color this part yellow. b. The hot liquid metal layer above the center of the Earth is called the, outer core. Please color this part orange. crust mantle outer core inner core c. The molten layer of the Earth is called the mantle. Please color this part red. d. The thin outermost layer of the Earth is called the crust. Please color this part brown. 15

19 Student Task # The Earth, Inside and Out By: Sallie M. Smith, H.B. Owens Science Center, PGCPS Suggested Activity Scoring Tool Score +4pts The student correctly listed the layers of the Earth (inner core, outer core, mantle and crust). The student correctly wrote the layers of the Earth next to correct descriptions as follows: a. inner core b. outer core c. mantle d. crust The student correctly labeled all four layers of the Earth as provided on the teacher answer sheet. The student correctly colored all four layers of the Earth as directed: inner core yellow outer core orange mantle red crust brown Score +3pts The student correctly identified 3 layers of the Earth The student correctly wrote 3 layers of the Earth next to correct descriptions The student correctly labeled 3 layers of the Earth shown in the animation. The student correctly colored three layers of the Earth as directed. Score +2pts The student correctly identified 2 layers of the Earth The student correctly wrote 2 of the layers of the Earth next to correct descriptions The student correctly labeled 2 layers of the Earth shown in the animation. The student correctly colored two layers of the Earth as directed. Score +1pt The student correctly identified 1 layer of the Earth The student correctly wrote the name of one layer of the Earth next to a correct description The student correctly labeled 1 layer of the Earth as shown in the animation. The student correctly colored one layer of the Earth as directed. Score +0pts None of the informat ion provided by the student is correct. None of the informat ion provided by the student is correct. None of the informati on provided by the student is correct. None of the student coloring is as directed. NSR (Non-Scorable Response) The student s paper is blank, illegible, or simply incomprehensible The student s paper is blank, illegible, or simply incomprehensible The student s paper is blank, illegible, or simply incomprehensible. The student s paper is not colored. Suggested Grading: +16/16 = 100% +11/16 = 69% +6/16 = 38% +1/16 = 6% Student Score +15/16 = 94% +10/16 = 63% +5/16 = 31% +0/16 = 0% +14/16 = 88% +9/16 = 56% +4/16 = 25% +13/16 = 81% +8/16 = 50% +3/16 = 19% +12/16 = 75% +7/16 = 44% +2/16 = 13% pts = %

20 What s Locked in Rocks? PROGRAM DESCRIPTION AND STEM STANDARD ALIGNMENT The Voluntary State Curriculum (VSC) is the document that identifies the Maryland Content Standards and aligns them with the Maryland Assessment Program. The curriculum documents are formatted so that each begins with content standards or broad, measurable statements about what students should know and be able to do. Indicator statements provide the next level of specificity and begin to narrow the focus for teachers. Finally, the objectives provide teachers with very clear information about what specific learning should occur. When the objective is tested on the Maryland State Mathematics and Reading Assessments, it will be followed by an assessment limit. Science Maryland Content Standards Topic Indicator statements (These maybe assessment limits) 2.0 A 3. Explain how rock is formed from combinations of different minerals and that smaller rocks come from breakage and weathering of bedrock. 2.0 B 2. Recognize and explain that fossils provide evidence about the plants and animals that lived long ago and about the nature of the environment at that time. Maryland Content Standards 2.0 Topic A Indicator statements (These maybe assessment limits) 2. Cite and describe the processes that cause rapid or slow changes in Earth s surface. Objectives being assessed (Assessment limits) a. Observe and classify a collection of minerals based on their physical properties. color luster hardness streak a. Recognize and explain that the remains or imprints of plants or animals can become fossils. c. Identify what an animal or plant fossil is able to tell us about the environment in which it lived. Objectives being assessed (Assessment limits) c. Cite examples that demonstrate how the natural agents like wind and water (including ice) produce slow changes on the Earth s surface such as carving out deep canyons and building up sand dunes. 17

21 Technology Maryland Technology Standards Indicator statements Nature of Technology ITEA, STL 1 Recognize and explain that technology is a process for transforming raw materials into useful goods and services. The Designed World ITEA, STL 17 Explain that information and communication systems allow information to be transferred from human to human, human to machine and machine to human. The Designed World ITEA, STL 19 Explain that materials must first be located before they can be extracted from the Earth through such processes as harvesting, drilling and mining. The Nature of Technology Engineering and Design Development Engineering ITEA, STL 1 Select and use tools and equipment correctly and safely. Pg 23 no # provided and numbers above and below this indicator out of sequence. Objectives Theme Grade Level Explain that technology is evident in every culture, regardless of its level of sophistication or stage of development Select and use appropriate tools based on the property of materials. Exploring Technology Exploring Technology Exploring Technology Invention and Innovation Technological Systems Maryland Standards Outcome statements 2-D Understand properties of materials and how conditions affect those properties 5- D Engineering is a human endeavor that has always been practiced as long as humans have had needs. 18

22 Arts (Fine) Maryland Standards Indicator b. Describe ways to relate music content, processes, and skills with those of other subjects areas taught in the school (Rock Cycle Song) b. Select ideas, images, and forms to express personal meaning about life experiences in a visual composition (Native American Petroglyphs) Mathematics The Voluntary State Curriculum (VSC) is the document that identifies the Maryland Content Standards and aligns them with the Maryland Assessment Program. The curriculum documents are formatted so that each begins with content standards or broad, measurable statements about what students should know and be able to do. Indicator statements provide the next level of specificity and begin to narrow the focus for teachers. Finally, the objectives provide teachers with very clear information about what specific learning should occur. When the objective is tested on the Maryland State Mathematics and Reading Assessments, it will be followed by an assessment limit. Maryland Content Standards 2.0 Knowledge of Geometry Indicator statements 2. Analyze the relationship between plane geometric figures and surfaces of solid geometric figures Objectives a) Compare a plane figure to surfaces of solid geometric figure Assessment limit Analyze or identify the number or arrangement of squares needed to make a cube 3.0 Knowledge of Measurement 7.0 Processes of Mathematics B.1 Measure in customary and metric units B.1 Justify ideas or solutions with mathematical concepts or proofs a. select and use appropriate tools and units d. Use methods of proof, i.e., direct, indirect, paragraph, or contradiction Use the nearest millimeter or ¼ inch Not provided. In What s Locked in Rocks? students will use crystal size measurements to justify the rate of cooling texture selections. Common Core Alignment CCSS - ELA Literacy W 5.1 b. provide logically ordered reasons that are supported by facts and details. CCSS-ELA Literacy.W 5.2 d.use precise language and domain specific vocabulary to inform about or explain the topic. 19

23 Engagement Program Title: What s Locked in Rocks? 5 E s Lesson Plan Grade Level: 5th Science Discipline: Earth Science First Quarter: Fall 2014 Program Lesson Planner Time Statement of Objective: What should students know and do as a result of the lesson? 10 min Students participating in the What s Locke d in Rocks? program will be able to : Describe how rocks are formed. Classify rock types based on physical texture properties. Identify minerals based on physical and chemical property testing. Explain how the remains of plants and animals can become fossils. Determine past environmental conditions analyzing fossils. Describe how physical and chemical weathering processes break rocks into smaller pieces. Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge? Time Students will be invited to peruse the Owens rock collections on their tables as the visiting teacher passes out rocks students were invited to bring to for testing in the Pre-Visit Activity. Owens rocks will be used if students did not bring rocks. Student volunteers will be invited to share information about their rock with attention drawn to combined class observations that rocks come in different colors, shapes, sizes and textures. Students will be asked how they sorted their school rocks in the pre-visit activity or how they would sort the rocks on their table. Students will be informed that geologists classify rocks by how they were formed and shown 3 short video animations showing the formation of igneous, sedimentary and metamorphic rocks. Student attention will be drawn to the title of the program, objectives for the day in exploring the ki nds of information locked (recorded) in rocks during formation. Teacher Monitored Activities: What will students do together to use new concepts or skills? How will you assist them in this process? Exploration 90 min Task 1: Rock Classification Activity In this teacher led activity, students will use geology loupes to examine the texture of rocks and use a rock key to classify rock specimens as igneous, sedimentary or metamorphic. Task 2: Mysterious Mineral Identification Following directions from the Owens instructor, students will conduct mineral property identification tests to identify mystery mineral samples. Task 3: Fascinating Fossils Students will be provided sedimentary plant and animal rock fossils with the tasks of making inferences about the fossil and the environment in which it formed. Task 4: The Rock Cycle: Bit by Bit Students will examine land and marine sediments to identify pieces of rocks and marine shells. Students will then closely examine sand and lime stone whole rock textures. Students will engage in physical and chemical simulated weathering activities to break sandstone into smaller pieces and dissolve limestone. 20

24 Program Title: What s Locked in Rocks? Grade Level: 5th Science Discipline: Earth Science First Quarter: Fall 2014 Program Lesson Planner Teacher Directed Activities: How will you aid students in constructing the meaning of new concepts? How will you introduce/model new skills or procedures? Task 1: Rock Classification Activity The Owens instructor will present rock texture types associated with igneous, sedimentary and metamorphic rocks, model how to examine rocks with a geology lens, measure grain and crystal sizes and lead students through the process of using a rock key to classify the rock specimens provided to them as well as the rock they brought to Owens for identification. Task 2: Mysterious Mineral Identification The Owens instructor will present and model each mineral property test the students will conduct which includes (color, luster, magnetism, hardness, vinegar reaction and streak) and share a few uses of minerals in everyday life. Task 3: Fascinating Fossils The Owens instructor will share a fossil story called, What Happened Here and share what paleontologist inferred from making observations. The instructor will model how to use a hand-lens to examine fossils and will provided guided questioning to assist students to observe details which will help them make inferences about their fossil and the environment in which it was formed. Task 4: To construct meaning of Earth Surface Weathering, the Owens instructor will show students observe magnificent geologic features in a powerpoint and ask students speculate how they were created by weathering and erosion of the Earth s surface. Elaboration Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the Time concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes? 15 min Extension and elaboration activities have been included in the Post Activity packet which include: Instructions for creating a class rock exhibit, a short rock type quiz, a computer activity for students to identify the use of minerals in everyday life and an expository map reading activity that introduces students to the types of fossils found in Maryland. 21

25 Program Title: What s Locked in Rocks? Grade Level: 5 th Science Discipline: Earth Science First Quarter: Fall 2014 Program Lesson Planner Evaluation Time On-going throughout the lesson. 5 min for Weathering Assessment Post-Visit Ongoing Assessment: How will you monitor student progress throughout the lesson? Assessment will be on-going throughout the lesson monitoring student responses to questions, correct classification of rock types, correct identification of minerals and fossil environments. Students will observe magnificent features of the Earth s surface and speculate as to the weathering processes that created them Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning? Additional assessment and extension activities have been included in the Post Activity packet which include: Instructions for creating a class rock exhibit, a short rock type quiz, a computer activity for students to identify the use of minerals in everyday life and an expository map reading activity that introduces students to the types of fossils found in Maryland. Closure Time Closure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for tomorrow s lesson? What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught? 5 minutes Student volunteers will be called upon to summarize the kinds of information Locked in Rocks and explain the various observation and testing methods geologists use for obtaining the identified information. Students will be encouraged to continue applying their new skills to their home rock collections and 22