Candy Corn Rock Cycle Aligned Lesson 8 Science Lesson for Unit: Rock Cycle Rock

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1 Candy Crn Rck Cycle Aligned Lessn 8 Science Lessn fr Unit: Rck Cycle Rck Julie Senka Science Teacher Pilted in Grade 6 Unit: Rck Cycle Rcks Grade Level: 6-8; Pilted at Grade 6 Abut the authr/teacher: 6 th - 8th grade science teacher jsenka@manhattan114.rg Manhattan Junir High District 114 Manhattan, Illinis Lessn Length: 2 (45-minute) class perids Related Unit: The Rck Cycle; Gelgic Change WHST Write infrmative/explanatry texts t examine a tpic and cnvey ideas, cncepts, and infrmatin thrugh the selectin, rganizatin, and analysis f relevant cntent. (CCSS ELA) RST Fllw precisely a multistep prcedure when carrying ut experiments, taking measurements, r perfrming technical tasks. (CCSS ELA) RST Integrate quantitative r technical infrmatin expressed in wrds in a text with a versin f that infrmatin expressed visually (e.g., in a flwchart, diagram, mdel, graph, r table). (CCSS ELA) SL Engage effectively in a range f cllabrative discussins (ne-n-ne, in grups, teacher-led) with diverse partners n grade 6 tpics, texts, and issues, building n thers ideas and expressing their wn clearly. (CCSS ELA) SS.IS MdC - Cnstruct explanatins using reasning, crrect sequence, examples and details, while acknwledging their strengths and weaknesses. (IL SS) SS.G2.6-8.MdC - Cmpare and cntrast the cultural and envirnmental characteristics f different places r regins. (IL SS)

2 Enduring Understandings Mdels can be used t represent systems and their interactins. Within a natural r designed system, the transfer f energy drives the mtin and/r cycling f matter. Rcks and fssils tell the histry f Earth and hw envirnmental cnditins have changed ver time. The principle f unifrmitarianism states that the prcesses that ccurred in the past are the same as the prcesses ccurring presently and will cntinue t ccur in the future. The rck cycle is a slw, cntinuus, neverending recycling f rcks that changes Earth s surface. Energy frm Earth s interir drives the rck cycle. Physical/Mechanical Weathering breaks dwn rcks int smaller pieces. Weathering changes rcks n Earth s surface. Ersin carries rcks away n Earth s surface. Melting f rcks can ccur n r belw Earth s surface. Igneus rcks can frm abvegrund frm quick-cling lava and undergrund frm slw-cling magma. Sedimentary rcks are made frm cemented and cmpacted sediments. Metamrphic rcks are frmed undergrund when a rck is expsed t intense heat and pressure. All rcks can weather and erde. All rcks can melt int magma. Gelgic change n Earth is sudden, the result f catastrphic events (catastrphism), r slw and gradual (unifrmitarianism). Gelgic changes that ccur tday will affect resurces and landscapes in the future. Essential Questins Hw des energy cntribute t the frmatin f Earth materials, such as minerals, rcks, and res? Hw can scientists determine what has happened in the past? Hw des energy affect Earth s landscapes? Hw d prcesses in the Rck Cycle affect earth s landscapes? Hw des change happen t Earth s landscapes? Changing Earth: What has the histry f Earth lked like? Transfer Gals

3 Develping and using mdels Cnstructing explanatins (fr science) Identifying Patterns and Causes/Effects t make future predictins Using data and evidence f past events t make statistical predictins fr future events Citing evidence that stability may be disturbed by sudden events r gradual changes ver time Learning Objectives Use reasning, alng with the assumptin that theries and laws that describe the natural wrld perate tday as they did in the past and will cntinue t d s in the future, t cnnect the evidence and supprt an explanatin fr hw the gelgic time scale is used t cnstruct a timeline f the Earth s histry. Use evidence and reasning t cnstruct an explanatin fr the given phenmenn, which invlves changes at Earth s surface. Identify and describe* the evidence necessary fr cnstructing an explanatin, including: The slw and large-scale mtin f the Earth s plates and the results f that mtin. Surface weathering, ersin, mvement, and the depsitin f sediment ranging frm large t micrscpic scales (e.g., sediment cnsisting f bulders and micrscpic grains f sand, raindrps disslving micrscpic amunts f minerals). Rapid catastrphic events (e.g., earthquakes, vlcanes, meter impacts). Identify the crrespnding timescales fr each identified gescience prcess. Use multiple valid and reliable surces, which may include students wn investigatins, evidence frm data, and bservatins frm cnceptual mdels used t represent changes that ccur n very large r small spatial and/r tempral scales (e.g., stream tables t illustrate ersin and depsitin, maps and mdels t shw the mtin f tectnic plates). Use reasning, alng with the assumptin that theries and laws that describe the natural wrld perate tday as they did in the past and will cntinue t d s in the future, t cnnect the evidence and supprt an explanatin fr hw gescience prcesses have changed the Earth s surface at a variety f tempral and spatial scales. Use reasning, alng with the assumptin that theries and laws that describe the natural wrld perate tday as they did in the past and will cntinue t d s in the future, t cnnect the evidence and supprt an explanatin fr hw gescience prcesses have changed the Earth s surface at a variety f tempral and spatial scales. Students describe the fllwing chain f reasning fr their explanatin: Surface prcesses such as ersin, mvement, weathering, and the depsitin f sediment can mdify surface features, such as muntains, r create new features, such as canyns. These prcesses can ccur at spatial scales ranging frm large t micrscpic ver time perids ranging frm years t hundreds f millins f years. Catastrphic changes can mdify r create surface features ver a very shrt perid f time cmpared t ther gescience prcesses, and the results f thse catastrphic changes are subject t further changes ver time by prcesses that act n lnger time scales (e.g., ersin f a meter crater). A given surface feature is the result f a brad range f gescience prcesses ccurring at different tempral and spatial scales. Surface features will cntinue t change in the future as gescience prcesses cntinue t ccur. Students will be able t: Explain the changes that happened in Earth s 4.6 billin-year past are the same changes that ccur in the present and will cntinue t ccur in the future.

4 Identify weathering as the frce that breaks rcks dwn. Identify ersin as the frce that mve rcks frm ne place t anther. Identify weathering and ersin as frces that wrk tgether t make and mve sediment frm ne place t anther. Identify cmpactin and cementatin f sediments as the frces that create Sedimentary Rcks. Identify heat and pressure as the agents f metamrphism (Metamrphic Rcks.) Identify the cling and hardening f magma and lava as the frces that create Igneus Rcks. Pint t melting as the cause f any rck turning back int magma under the Earth s surface, r lava abve. Identify Earth s internal energy as the driving frce fr the Rck Cycle. Classify the Rck Cycle as a slw and gradual prcess but identify cunterexamples t explain when rcks can be changed suddenly, as seen in natural disasters. Explain the Rck Cycle and its prcesses verbally r in text. Library f Cngress: Primary Surces Diamnd Head, Hnlulu, Hawaii Engage: Hw can I get students interested in this? See attached lessn fr detailed plans. Materials/Supplies/Resurces Cmputer with Internet access fr LOC and supplemental sites Primary Surce Analysis Tl Gggles fr each student Candy crn try t buy at least tw varieties Standard yellw, range, white Other cmbinatins include brwn-rangewhite & red-green-white Aluminum Fil, 1 piece Ht plate Oven mitt Kitchen tngs Permanent marker Plastic knife r craft stick used fr slicing candy crn Textbks (4) Wax Paper, 4 pieces Cntainer with lid Scratch paper/newspaper Clring supplies Plush twel Student lab sheet The teacher will engage students with a discussin and review f essential terminlgy by viewing the LOC image and discussing hw it shws change, the rck cycle, and cause and effect. The teacher can prvide a brief reading frm that prvides additinal details int the creatin f Diamnd Head and current pictures.

5 The teacher can als allw students t share stries and experiences visiting Hawaii t create relevance. If students are persnally unfamiliar with Diamnd Head, the teacher can allw them t share stries that cmpare and/r cntrast places they have visited with similar features. The teacher will tell students that they will make their wn rck cycle using candy crn. When students knw they will be using candy and see what is set up in the rm, they will want t participate in the activity. Explre: What tasks/questins can I ffer t help students puzzle thrugh this? See attached lessn fr detailed plans. Students will cmplete Candy Crn Rck Cycle Lab. If struggling, students shuld cnsult Rck Cycle Vcab Guided Ntes. Students will summarize what they learned in the activity an analyze data and results with respect t Crss-Cutting Cncepts and Cre Ideas. The prcedure was written t be student friendly and allws fr teacher input at the varius steps alng the way. It is imperative that the teacher circulates and checks fr student understanding while answering the questins. Explain: Hw can I help students make sense f their bservatins? See attached lessn fr detailed plans. The Candy Crn Rck Cycle Lab was written in a way t create understanding within the prcedure. S, as the students perfrm a task, they then make sense f what the task is and hw it fits int the Rck Cycle. Upn cmpleting the lab, students must summarize their learning. THE TEACHER MUST CHECK FOR UNDERSTANDING AND CLARIFY MISCONCEPTIONS AS THEY ARISE. Extend/Elabrate: Hw can my students apply their new knwledge t ther situatins? See attached lessn fr detailed plans. Analysis questins prvide an pprtunity fr students t relate their small activity t the real Rck Cycle. Crss-Cutting Cncepts are thrughly highlighted in the Analysis. Knwledge f the Crss-Cutting Cncepts can be carried int ther scientific studies fr deeper understanding. This activity shuld segue int a discussin n Earth s histry, as the presence f an inactive vlcan gives us a glimpse int hw the area has changed ver time. Evaluate: Hw can I help my students self-evaluate and reflect n the learning? See attached lessn fr detailed plans. The Candy Crn Rck Cycle Lab was written in a way fr students t cllabrate, self-check, and prvide feedback t each ther as they prceed thrugh the activity.

6 The teacher can check clred pictures, and filled-in blanks as students mve thrugh the prcedure. Analysis questins require students t make deeper cnnectins and shuld be assessed by the teacher.

7 Unit 2 Lessn 8 2 Class Perids (45 minutes each) Candy Crn Rck Cycle Julie M. Senka This standards-based lab was created fr students t fllw a prcedure and shw mastery f the prcesses that shape Earth s landscapes. Upn cmpleting this, the teacher can determine if students are ready t mve n t studying the 3 types f rcks in further detail (with respect t the unique prcesses that create them) r if additinal reteaching is necessary. Prir t the activity, the teacher shuld prcure the necessary materials. These can be purchased at Walmart r Amazn.cm. Ht plates have the ptential t be dangerus, cause burns, and start fires. They shuld nt be left unattended, and they shuld nt be used withut adult supervisin. Any candy that is used in this activity shuld be assessed with respect t students fd allergies. D nt allw students t eat any parts f the activity.

8 Day 1 Part 1 (15 minutes) Students shuld sing (frm memry) The Rck Cycle Sng. The teacher shuld display the LOC image f Diamnd Head n a Smart Bard r thrugh students cmputers. Ask the questin What d yu see in the picture? Allw discussin. Vlcan/Muntain Beach Htels Rain cluds Trees SEP Using a mdel t demnstrate phenmena Ask Questins Why are rcks different? Hw d rcks change? Hw are rcks made? Analyze and Interpret Data Why d rcks lk the way they d? Cnstructing explanatins Obtaining, evaluating, and cmmunicating infrmatin. BIG IDEAS/DCI Earth s features are the result f gelgical prcesses. Change n Earth is generally slw but can ccur due t sudden events. There are 3 different types f rcks. Rcks frm in different ways, and their appearances give us clues t their histries and what made them. The same changes that happened in the past will happen in the future. CCC Stability and Change Identify factrs that disrupt stability and lead t change ver time. Cause and Effect An external (frce) cause prduces a predictable effect in rcks. Structure and Functin Features f rcks determine their uses. Energy & Matter Rcks are changed due t the cycling f energy in the rck cycle. Scale Prprtin & Quantity Mdel is t small t represent the depth f the Rck Cycle. Miscnceptins Rcks are the same and cme frm the same places. Rcks are distributed evenly thrughut the wrld. Metamrphic rcks are made frm magma. Rcks are bring and tell us nthing abut Earth. Change nly ccurs slwly. Water Peple in the water Ask students hw the image shws the rck cycle. Vlcan indicates Igneus Rck Water can weather and erde rcks. Tress can mechanically weather rcks. Wind can weather and erde rcks. Rain can cause weathering and ersin. Gravity can cause weathering and ersin. Peple can cause weathering and ersin.

9 Wave actin can weather and erde. Htel was made f a rck that is strng and durable. Ask students hw the image shws change. Same as abve. Ask students hw the image shws cause and effect Same as abve. Allw students t share their experiences with visiting Diamnd Head, Hawaii, r anther gelgically-similar lcatin in rder t create persnal relevance. Part 2 (Remainder f Day 1 and 20 minutes f Day 2) Intrduce Candy Crn Rck Cycle Lab. Allw students t wrk in grups f 4 and chse different clrs within candy crn that they want t wrk with. Allw students t cmplete the prcedure and answer questins tgether. A limitatin t hw far yu can get depends n the number f ht plates yu are using. Using mre will mean yu can g farther, but it is difficult t supervise t many at nce. With ne ht plate, it shuld be pssible t make it t #26 n Part 4 safely. Hints fr helping struggling students are prvided in the Answer Key f the lab. Day 2 - Part 1 (30 minutes) Distribute COOLED AND HARDENED candy crn rcks t students. Allw students t pen the fil bats and cmplete the analysis questins. Teacher shuld assess fr understanding. This activity culd be cnsidered frmative r summative. Differentiatin Differentiatin strategies have been prvided in the activity fr students. Students wh struggle Allw students t fllw the step-by-step prcedure that is shwn in the activity. Hints have been prvided things t say t help students make sense f what is ging n. Mastery Depending n hw cmfrtable the teacher is, the teacher can allw students t make their candy crn rcks by fllwing their wn, teacher-apprved prcedure. Students shuld write the prcedure, shw it t the teacher fr apprval, carry the prcedure thrugh, and analyze the results. Rubric Rubric

10 Criterin I Can Mastery - 3 Getting There - 2 Needs Clarificatin - 1 Identify the types f rck (and magma) based n the prcesses that create the rcks. Crrectly identifies all three types f rck (and magma) that were frmed. Crrectly identifies tw types f rck (and magma) that were frmed. Crrectly identifies ne type f rck that was frmed. Identify prcesses that create rcks. Can shw a visual representatin f the Rck Cycle based n activity Identify limitatins f a mdel Identify Cause and Effect relatinships in the lab and in the Rck Cycle Identify hw energy is invlved in the Rck Cycle Crrectly identifies all 3 prcesses that frm rcks. Accurately depicts the rck cycle in a diagram that includes all 3 types f rck and crrespnding prcesses. Crrectly identifies 2 limitatins f the Candy Crn mdel. Crrectly identifies 3 examples f cause and effect seen in the lab. Crrectly identifies and explains hw energy is invlved in the Rck Cycle. Crrectly identifies 2 prcesses that frm rcks. Rck cycle is shwn in a diagram that is mstly accurate r cntains 2 types f rck and crrespnding prcesses. Crrectly identifies 1 limitatins f the Candy Crn mdel. Crrectly identifies 2 examples f cause and effect seen in the lab. Crrectly identifies but des nt explain hw energy is invlved in the Rck Cycle. Crrectly identifies 1 prcess that frms rcks. Rck cycle is shwn in a diagram that is mstly inaccurate r cntains nly 1 type f rck and crrespnding prcesses. Cannt identify any limitatins f the Candy Crn mdel. Crrectly identifies 1 example f cause and effect seen in the lab. Incrrectly identifies the rle f energy and hw it is invlved in the Rck Cycle.